Cognitivism is one of the methods of learning that I use all the time in teaching my class, I just don't normally think of it in those terms. When teaching any topic there are a few questions that I always ask:
Is this material as presented understandable for the kids?
How can I break it down into managable parts for the kids to learn?
What activities can I create or use that will help elaborate on the topic so that it sticks in their brain?
The first question deals with where they are at, specifically how much previous knowledge do they bring to the topic. This gives me an opportunity to find a way to tie the new information to previous knowledge. As long as the previous knowledge is correct I have a good chance that the kids will remember it.
The second question deals with bits. I try to break things down into small enough parts that they can manage them, sometimes clumping things together helps to make the parts bigger and still keep it within their ability to learn. I also try to keep things relatively simple so that they don't get caught up in science jargon that is not necessary at a 9th grade level.
The last question deals with the episode that I hopefully can create in order to make things memorable for them. I know that even if it is something simple, they will retain the information longer if there is an activity that they saw or participated in to cement the concept in their head.
I agree with the section of your post where you mention breaking curriculum up into bits. From there you stated that you then bring the small bits together so that it makes it easier for the students. This can help them bring it all together to that they can retain all of that information.
ReplyDeleteDo you find it more beneficial for the students to do the activity or to watch the activity and answer probing questions with hypothesis? I teach earth science and I am torn on this topic. When students watch the video the information that they see is presented correctly. During labs some of my lab groups will work on the lab and get incorrect results. I do notice if the student hypothesis what they think will happen; he or she is more engaged to deduct if they are right or wrong.
ReplyDeleteI really think that both are vital, we teach lab classes and that is what makes our class differnt from any other core class. I actually like it when my kids get the hypothesis wrong as long as they find out the correct answer by the time they are done. This incorrect initial assumption requires a change of thinking that makes the process naturally elaborative. Videos are really nice, but the "videos" that I am talking about here are more youtube in nature. Things like people blowing up bathtubs with alkili metals (even though it was proven to be inaccurate on myth Busters), or collapsing 55 gallon drums, there is even a cargo train container being collapsed using a vacuum out there. This is fun because these are more dramatic versions of things that what I can do safely in my class but can teach the points we are talking about. Then all I have to do is create a network between the video and the information that is supposed to go with it.
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