Cognitive Learning Theories

According to Dr. Orey, “people can remember images much more than they can remember text” (Laureate Education, 2008) which is why concept maps and other visuals are so effective in the classroom. Concept mapping can be used after a lesson or even before a lesson when paired with the teacher asking probing questions. “Higher-level questions and advance organizers produce deeper learning than “lower-level” questions and advance organizers” (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007) which will access the long-term memory leading to successful learning.
Active note-taking is another way that teachers can access long-term memory in students. “note- taking is similar to summarizing in that it enhances students’ ability to organize information in a way that captures the main ideas” (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). Teaching students to record the most important ideas and focusing on those ideas rather than small details will help them when studying for their test so they are not trying to store too many ideas in their memory and become overwhelmed.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works.

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.