Integrating multiple senses in presentations improves learning (Laureate Education, 2009). The components of cognitive learning are based on four concepts about information processing, which are…

1. Limited short term memory
2. Elaboration
3. Dual coding hypothesis
4. Network model of memory

The concept of limited short term memory is the fact that short term memory can only process 7 +/- 2 pieces of information at one time. There’s a limit to how much information a learner can learn at 1 time (Laureate Education, 2009). By utilizing word processing programs to create advance organizers, students make sense of the content they learn. To incorporate this concept into the classroom, a teacher might simply create a two column note-taking template as a table in Word and at the start of the lesson put the key vocabulary and concepts on the left side of the chart. As the lesson progresses, the students can gradually fill in this skeleton with explanatory text, web links, and pictures (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I would even go so far as utilizing a wiki with each student’s name on a page and have them paste the note-taking template and their own notes to the wiki. Then as a class, you could view various notes and create a class advance organizer.

The elaboration theory of cognitive learning implies that teachers must try to make as many connections to information to be learned. It builds numerous connections to stored information (Laureate Education, 2009). This can be done well with concept mapping. Kidspiration and Inspiration is one of the best concept mapping tools that integrate technology. You can present a learning goal to students and as the lesson progresses the teacher and students present cues and questions that assist students with joining the content to their prior knowledge, therefore making connections. With these programs students can add pictures and wording that expand and connect to essential skills and high-order thinking. In addition, concept mapping basically allows you to graphically explain the networking model of cognitive learning (Laureate Education, 2009). This implies that our mind has the ability to know how to get to information through connections that have been learned through academic experiences.

Do you ever read a word that automatically produces a picture or sensory input? My most favorite component of the cognitive learning is Palvio’s Dual Coding of Hypothesis. This theory suggests that people can remember images more readily than text. I find this to be quite true for myself in certain aspects. In elementary school, I was taught my numbers with a system of dots. I still see those dots every time I see a number. My mind has made a connection to that visual image of dots and my reading the specific number that correlates. Images are really powerful tools to use in the classroom (Laureate Education, 2009). By using podcasts, video streaming, and multi-media, teachers and students can connect various images to the concepts they are learning.

Along with all of these concepts lies the component of quality teaching that I believe is the hardest to implement as a teacher, the most rewarding for the student, and the less likely to be used consistently in the classroom environment.
Experiential learning is a cyclical process that capitalizes on the experiences for acquisition of knowledge (Orey, 2001). So many teachers are at a loss for implementing this type of learning as there is not always time or the expenses of creating these experiences are too high. Now, with technology so readily available in schools, virtual field trips, video conferencing, and the web can take students anywhere they want to go. These types of experiences create memories for students to construct meaning and understanding.

Works Cited

Laureate Education. (2009). Cognitive Learning Theories.

Orey, D. M. (2001). Emerging Perspectives on Learning, Teaching and Technology. Retrieved May 5, 2009, from Multiple Intelligences and Learning Styles: http://projects.coe.uga.edu/epltt

Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction That Works. Denver: Mid-continent Research for Education and Learning (McREL).