The instructional strategies presented to us in the readings are very relevant in our classrooms on a daily basis. We may not use of all the ideas presented about the strategies however we do use these strategies and have been successful with students. These strategies should be used in combination with the cognitive learning theory because to get students to learn and understand different topics or information then we need to reach there short and long term memory and know how to develop those.
Cueing and Questioning is a great way to get students involved in the learning. When we provide cues and questions, students have a clearer sense of what they are going to learn (Pitler, Hubbell, Kuhn & Malenoski, 2007). One of the first things we need to accomplish is to get the students on the same page and have them know what we are doing. To aid the learning process, we should look for opportunities to activate students’ background knowledge, thereby providing a direction for exploration (Pitler, Hubbell, Kuhn & Malenoski, 2007). By getting the students thinking about background knowledge and other ideas to get them into the topic, we are creating networks in their brain in which they will be able to retain the information better and when they need to recall the information for a test, they will have a variety of items they can think of which will lead them to the different networks they have developed. When I begin a lesson in my introduction to technology class or even construction class, I get the students thinking by asking them about what tools they have used or seen used. I then take it a step further and have them write it down so that I can have the information on file and can refer to it when creating my lessons.
Throughout my lessons I give cues to help students understand where we have been, where we are and where we are headed with the lesson. I question them throughout the entire lesson to check for understanding and to make sure they are constantly thinking about what we are doing.
Summarizing is a great tool for students to use and even for teachers to use. This strategy provides students with a process to apply as they summarize and gives them a structure to guide them when attempting what can otherwise be a confusing task (Pitler, Hubbell, Kuhn & Malenoski, 2007). Many students have trouble retaining information that they have just read, which means they will have to read it over and over to really understand what is being said or what is meant. I, myself use summarization when I read because I have trouble remembering what I just read. As our students start to summarize information they begin to create networks in the brain, which store the information. They when the information is reiterated in class and connected to real life situations, the students begin to connect the networks in the brain to the information at hand. They are basically concept mapping in there head.
When I am going through my lessons, information that is not critical for the student to know, I summarize. This helps me with time constraints and keeps my students engaged in the lesson because I can cover the material much quicker. Not having to teach to any standardized tests gives me the freedom to go at my own pace and teach what I want to.
These two strategies presented to us in the reading are very relevant in my classroom and will be for a long time. Our student’s brains are constantly developing and we need to do everything we can to help them develop the networks to retain the information we present to them.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.