This week's resources allowed for me to see a virtual field trip put into action. The teacher brought out in the video that when the students went on the physical field trip there were locations closed. The mentioning of the closed location and its importance to the study of Abraham Lincoln grasped the students' attention. Dr. Orey stated the importance of elaboration in the classroom and managing the amount of information for the students (Laureate, 2010). Students go through a dual coding hypothesis process that allows for students to take visuals and connect them with words. "Students are able to remember the visual rather than the text" (Laureate, 2010). Putting the two together will create room for more connections to develop in the student's brain. The learning process in itself is a process and the students have to be given the opportunity for the learning process to be completed. When students are able to attain the information, the ideas begin to connect and create more ideas.
In order to have success in the learning process the students must have "elaboration"(Laureate, 2010). This is when students make as many connections that they can. Due to the large amount of connections, the students are able to identify the information better. In class, I like to use authentic connections with the students. Anytime that I am able to make connections with activities they do in or outside of school helps them to remember the information better. The technology that is in the schools today allow for you to give more visual connections for students such as the teacher and the virtual field trip. The students will be able to recall the full image of the theatre in which Lincoln was shot and respond effectively during assessment. I understand the importance of getting students to attain the information and store the content in their long term memory. Dr. Orey brought forth many great points and strategies in order to help teachers stray from paper and pencil.
References:
Laureate Education, Inc. (Executive Producer). (2010). Cognitive Learning Theory [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.
Lauren,
ReplyDeleteI agree that in order for students to master and actually process the content we teach, we must be able to associate it with what interests our students and what they can relate too. To give an example, when I teach quadrilaterals and polygons I have my students walk around the school with a digital camera taking pictures of the different shapes. They are allowed to pose in the photos as well. When we come back to class we view the pictures they took and they have to be able to support their photo. Once we have finished we create a video using the software Photo Story to showcase their work at a PTO. The students really enjoy this project because they are able to put their personal touch on the project. I am firm believer that students must be able to make connections with any material we teach if we expect them to process it.
I enjoyed your blog!