Cognitivism In Practice

When looking at the possibilities of technology and the constructivist view in the classroom, the possibilities are endless.  In this weeks learning resources, chapter 4 Cues, Questions, and Advance Organizers (Pitler, Hubbell, and Kuhn, 2012).  The ability to use well structured, visually appealing, and engaging organizers integrated into every concept is quite simple once a teacher is able to break through the techno-fear barrier and embrace all that there is to offer when it comes to word processing applications, data collection and analysis tools, organizing and brainstorming software, instructional media, and instructional interactive.  These resources are essential when focusing on what is important in a lesson, using explicit cues, asking both inferential and analytic questions and using a variety of organizers in one’s classroom.

My students do not do nearly as much note taking as I did when I was in elementary school.  However, I do not see this as a bad thing.  I simply see this as a modification of how and why students take notes.  Nowadays, students have the capacity to use technology when taking notes using iPads particularly in my classroom.  Typically we do note taking in shifts to allow students the opportunity to use app specific tools to take notes in various subjects.  New tools I am using now include to create mind maps and virtual tours to keep my class engaged.  The idea of teaching for understanding is important when enabling students to focus on only the important details of a reading passage or concept.  These ideas feed nicely into the cognitivism model of learning when looking at the factors associated to learning and why things are retained.  I look forward to using more note taking and organizers.


Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.


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