“Cognitive tools impact student learning by causing them to think about information instead of reproducing and/or recalling information” (Robertson, Elliot, & Robinson, 2007).
One of the main goals we have as educators is to see students apply what they learn in the classroom, in the real world. On numerous occasions, I’ve had students memorize content for a test, and by the next day, they have forgotten it. In the past, I have blamed this on student procrastination, laziness, and general disinterest. I have come to realize that when students are asked to do more than regurgitate what we’ve covered in class, they tend to make connections to the content. In a lesson on the French Revolution, I have had students assume the roles of a person living in France at the time. The clergy and nobles get to sit in seats, order the peasants around, and get treats. The peasants have to sit on the floor and “work” in the fields by reproducing food tokens. It doesn’t take long before students realize why the peasants would want to start a revolution. They are also able to make a connection to the American Revolution and the Bill of Rights.
There are many forms of technology available today that allow educators to create experiences like this for their students. Spreadsheets and word-processing documents allow students to organize information and compile data. Concept-mapping tools, like Inspiration, allow students to make connections to and visualize ideas. (Pitler, Hubbell, Kuhn, & Malenowski, 2007). As a Social Studies teacher, the cognitive tool I see having the greatest impact would be virtual field trips. Though it is possible for students to re-enact moments from history, it is often difficult for them to get a feel for the setting. This technology allows students to see exactly where heroic battles were fought, the weapons that were used, and how history was made. This includes both physical and political battles - everything from the American Revolution to the Civil Rights Movement. Virtual field trips allow the students to experience these things for themselves rather than having the teacher talk about the events, making it more likely that students will make a connection to them. (Laureate Education Inc., 2007).
Resources:
Laureate Education, Inc. (Executive Producer). (2010). Program Number Two: Spotlight on Technology – Virtual Field Trips [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.
Pitler, H., Hubbell, E.R., Kuhn, M., & Malenowski, K. . (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.
Robertson, B., Elliot, L., & Robinson, D. (2007). Cognitive tools. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved March 18, 2011, from http://projects.coe.uga.edu/epltt/
Lauren,
ReplyDeleteYour lesson about the French Revolution sounds very interesting. I was wondering how you could make that relevant to students today. The idea of having them play out the roles seems like it would really work. When I began thinking about how to use virtual field trips my mind kept going to social studies type activities just like you explained. How cool would it be to travel to Egypt and look at the inside of a pyramid? Now with the power of technology your students can actually do this. Keep up the good work. Sounds like you try to really connect the students to their lessons.
-Jakob-
Lauren,
ReplyDeleteI've thought about changing to social studies just so I could do the fun role-playing activities like yours that bring history to life. Wait several years and ask those same students about the cause of the French Revolution and I bet they'll relate their personal experience as a peasant. In fact, ask them today about why they think the revolutions are going on in the middle east and they're probably be able to give answers with deeper meanings. Good post.
Lauren,
ReplyDeleteYour lesson on the French Revolution sounds like a very effective way to get the students involved in history. It can be very hard to have students find a personal connection with something that happened so long ago and on a different continent. It sounds like you found a way to help students really find a way to activate their minds and make lasting connections to the events that lead up to the French Revolution. These students will undoubtedly remember this lesson for years to come. Great job!
Elizabeth Stein
All-
ReplyDeleteThanks for the comments. My students do enjoy the lesson on the French Revolution and always list it as one of their favorite activities on my end-of-the-year class evaluation. My goal is to take activities like this and adapt them to include technology. I could take this lesson and have students make a movie or write a storybook. There are many possibilities.
Lauren