Week 7: Cognitive Strategies to Improve Learner Performance

Metacognition is becoming aware of how you learn. You are a learner. But do you test your learning strategies to see if they're effective? Or are you locked into a routine of study because that is the way you always did it? Cognitive science has determined several best practices for learning and retaining information. This week we'll discuss learning and memory. Some of this is a review from past units. Several of the activities that were required of you during this program are based in cognitive science. For example, flashcard decks utilized spaced learning---learning over time. They form a visual cue for you to remember. This helps the new information move from short-term memory to long-term memory through repetition (practice). Can you think of other examples of cognitive strategies teachers use to help you learn?

The most important thing you need to remember about metacognition is that you need to do something with what you learn! I created the acrostic MOVE IT to remember my options for learning. MOVE IT stands for M=make it meaningful, O= organize the information in some way that makes sense, V= form a visual of the information (ex. acronyms like MOVE are a visual---don't just think of drawings), E= elaborate on what you learned (e.g. make something out of it, apply it to a new situation), I= information, and T= transfer (transfer to long-term memory). This mnemonic device helps me to remember how to design for instruction, so that students do something with the information they learned. It also helps me to be a learner. I hope this will help you, too. This information about human learning is based on an educational psychology book by Jeanne Ormrod (2012). The acrostic is my own idea.

Cognitive Strategies

Which of these cognitive strategies do you already use?

1. Concept mapping: This is a spatial cognitive strategy that utilizes visual arrangements. When you create a concept map for something you're learning; this activity takes the new information learned, and places it into an organized structure. See the iPad apps for deploying virtual concept maps (Total Recall, Idea Sketch, SimpleMinds, & MindMeister) on the Tech Support wiki page.

2. Overlearning: This strategy requires you to learn something perfectly and then continue to study it through rehearsals. This aids your accuracy in recalling the information from long-term memory. See the Reading Process Map to review how overlearning (rehearsal, distributed practice, paying attention) leads to retention of information read.

3. Use metaphors, analogies, and similes: You probably already do this when you are learning something. This is when you make those connections to something you already know. Metaphors, analogies, and similes allow us to encode information verbally and visually. This is referred to as dual coding in memory. For example, here's a visual analogy about speed reading: Regular reading is to speed reading as regular swimming is to an Olympic swimming competition.

Analogy- A similarity between like features of two things, on which a comparison may be based: (Source: Dictionary.com)

Ex. Taking medicines on a regular basis is like watering a garden.  If you wait until the plants are a little wilted, it's too late.  Water every day. (Source: The Altoona List of Medical Analogies) http://www.altoonafp.org/analogies.htm

Metaphor- A metaphor makes a comparison of two unlike things. Generally, this is done for literary purposes or jokes.

Ex. Her eyes were glowing emeralds. 

Simile- A simile is a type of metaphor but uses the word "like" or "as" to make a comparison. It can also form an analogy.

Ex. Speed reading is like the Olympics. You need a lot of practice.

4. Mnemonics: This is a learning strategy that you probably already use.  It's when you need to memorize something like the metacognitive strategy for learning information for long-term recall, MOVE IT. Each letter stands for something. This is a single-use type of mnemonics. Together it forms another memory cue to help you remember it. MedicalMnemonics.com has an extensive list of acronyms, acrostics, and other tricks for memorizing information: http://www.medicalmnemonics.com/cgi-bin/browse.cfm. (PDF version, too) Try this mnemonic generator for any content you need to learn: http://spacefem.com/mnemonics/. There are other types of mnemonics: keyword, chain, and method of loci. The Romans used the method of loci by associating information with a place. With this method, you rely on the to recall the information. 

5. Frames: This is a way to organize information into a matrix. This is one way to MOVE IT! Basically, you create a chart with the main topics and their features. Frames can help you figure out what is important (and might be on a test). This helps you analyze information and improves recall. Here's a frame from the human digestive system from Vaughn (1984):

Tuesday: Reading Rate Posttest on words read per minute. Email final WPM score to teacher today! Did you reach your goal?

Thursday: Vocabulary Posttest on Medical Vocabulary from the list of 1-200 word parts. (20 minutes)

Friday: IRAT on all of Week 7 content about metacognitive and cognitive strategies.

Homework:

• Take the final MRL Posttest (Mastery Check) Make sure you have completed at least 5 modules (posttests) overall if they were assigned to you. This does not include the initial diagnostic test. Make sure all test scores are 80% or higher!
• Take one last MRL Lexile (unless you already reached the score of 1700L). You should have completed 5 by now.
• Prepare for formal debate on Thursday at 1:00. Come dressed in casual business attire.