Cognitivism Module

After studying all the information on cognitivism, I now have a better understanding of how to help students encode information meaningfully to long-term memory so that it can be easily retrieved, namely by focusing on two main elements: providing organized instruction and activating prior knowledge. Memory plays a prominent role in the cognitive theory, and learning results when information is stored in long term memory in an organized and meaningful way. One way to help students to do this is through graphic techniques such as semantic maps, concept maps, networking, advanced organizers, etc, all of which can be done using technology or the old-fashioned way, on the board or individual worksheets. By emphasizing the structuring, organizing and sequencing of information, teachers are facilitating optimal processing. Students benefit from using such techniques as outlining, summarizing, mneumonics, chunking, analogies and links to prior knowledge. A favorite in library instruction is the K-W-L chart, where the students list what they know on a topic, then what they want to know, and finally, after the research is complete, what they have learned. In this way, students are assisted in organizing and structuring the information they already know with the new information they are learning.
Acrostics, mneumonics and visual clues also help students to connect new information to memories already in the long term memory. I remember to this day the colors of the rainbow through "Roy G. Biv" and the "preposition song" and the "helping verb song" I sang in 7th grade English class. By setting all the prepositions and helping verbs to popular song tunes, and repeatedly singing the songs, this knowledge was transferred to my long term memory, as evidenced by the fact that I still remember these songs (but don't ask me what I had for breakfast 3 days ago, you get the idea)! I'm looking forward to singing the bibliography song with my library students someday, another song which combines students knowledge with a popular tune. I also recently observed a library lesson which made clever use of mental imagery. The lesson was on the "Dewey Body" and helped students to remember the different Dewey Decimal classification categories by connecting them each to a different part of the body. I never saw students learn this information so fast and in such an enjoyable manner! Coincidentally, I was studying those same classification categories in my cataloging class, so I passed the "Dewey Body" lesson on to my classmates, since you're never to old to have fun with learning!
Two other ways teachers can help students to encode information meaningfully to long-term memory is by using cognitive apprenticeship or anchored instruction. During cognitive apprenticeship (an example of cooperative learning), students can collaborate in groups to construct meaning and call on their teachers as facilitators to the process. Anchored instruction engages students with authentic tasks designed to develop useful knowledge and problem solving skills, while at the same time motivating students by connecting to their prior knowledge, and thereby facilitating transfer into long term memory.
Finally, while attending my first TEAM workshop last week on Podcasting, I was reminded of the cognitivism module. One of the reasons I listed for using podcasts in education was that they allow for infinite review and reinforcement of skills. By recording podcasts we are using the technology that our students are most familiar with, such as IPODs, and we can help them break down important information into smaller digestible chunks, which they can review at their own convenience, as many times as they feel necessary. I feel that podcasts are a great technology tool which ties into the cognitive theory which emphasizes that the learner is responsible for learning to occur as they rehearse, code and structure their knowledge.

@ Your Library Podcast created in my first workshop! I worked with a partner, a fellow librarian, and we had to discuss ways podcasting can be used in libraries.


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Adolescent Boys' Literacy

I am going to add this video to the introduction of my NERA Conference Literacy presentation.

World Hunger Animoto

I created this animoto on world hunger to introduce the webquest I'm developing for one of my library classes!

Reading For the Fun of it!

I tried the Poll Daddy site out and inserted a reading poll in my blog because as a soon to be full-fledged school librarian, reading is my thing! I'm a voracious reader and read everything from school books (yes, I enjoyed reading Schools That Learn) to young adult fiction (since I work in a high school library) to all sorts of adult fiction and non-fiction too (especially cookbooks, since I love to cook and collect them). In response to my poll, one of you asked what I've read recently. Well, besides the required reading for T.E.A.M. and the three other classes I'm taking in library school, I'm currently reading Love in the Time of Cholera, and I recently finished Confessions of a Jane Austen Addict and Lance Armstrong's autobiography It's Not About the Bike. As you can see my tastes run the gamet, but what doesn't change is that I always have a book in my hand. I feel strongly that as educators we must model an appreciation for reading in order for our students to develop their own love of reading. Literacy experts call this the "Peter Effect" and have documented that teachers cannot give their students what they themselves don't have, soooooooo, I urge all of you to not delay and pick up a book you've been putting on hold! Your students will benefit and so will you!

Reading Poll

Technology in the Fast Lane

I never thought I would know and accomplish as much as I did in these last two weeks! I feel like I went from 10 mph to 90 mph in the blink of an eye, all without a crash helmet! I'm just loving this blog thing, to the point I have to pull myself away from it to concentrate on my other work. I made the mistake of showing my kids how to make a meez, so now they're distracted by the new technology I'm learning too! I find myself following a sort of routine now, checking all the new sites: TEAM, TEAM Wiki, QuickTopic, gmail, blogger, delicious, etc., as I go about my day. I should have bought a more fashionable case for my laptop, instead of the functional backpack, because it goes everywhere with me now. Maybe I should have went with the smaller screen version to save on the weight, since my back has been protesting lately! My new headphones are a blast, I feel like a pilot as I sit in front of my computer all plugged in and ready to Marratech! Anyway, I looovvvveee all the new technology I'm learning, and I'm sharing it at the very least with my family at this point, and can't wait to turn this new knowledge into extraordinary library lessons someday. After all, I'm the new generation of 21st century teacher-librarians!