Cognitive Tools as a Teaching Strategy

My goal as a kindergarten teacher is to use teaching strategies that facilitate student learning. A primary strategy used when introducing a new concept to young learners is modeling or providing cues to students. By modeling (cueing) an educator is demonstrating what the students will themselves be doing or experience. This strategy gives young learners a guide or a roadmap to provide direction for their learning experiences. In Using Technology with Classroom Instruction that Works authors Pitler, Hubbell, Kuhn, & Malenoski define cues as “explicit reminders or hints about what students are about to experience” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Another powerful teaching strategy is asking probing and thought provoking questions that tap a student’s prior knowledge and encourage higher order thinking.

Pitler, Hubbell, Kuhn, & Malenoski suggest using software such as PBSkids and Brainpopjr. where students are introduced to new vocabulary and can grow their understanding of the subject matter. The authors also note that the use of software that affords students the ability to organize information such as kidspiration is powerful tools available to learn new information. Dr. Orey points out that “cognitive tools (such as kidspiration) impact student learning by causing them to think about information instead of reproducing and/or recalling information” (Orey, 2001).

In kindergarten we regularly use a web to organize information. For example, when we discuss families, we put the word family in the center circle (node) as the learning goal. From there a line is drawn to another node and the word mother is placed. This process is done until all possible members of families are listed in a node attached to the central node. We have many opportunities to use organizers in the classroom to facilitate student learning. We use Venn diagrams to compare and contrast, T-Charts to sort information, and lists to categorize items. One very commonly used teaching strategy is that of pictures and associated words. Dr. Orey (Laureate, 2009) describes this as dual coding. He mentions that “images are a powerful learning tool… and are a primary mechanism for storing long-term memory”.

In order to “synthesize information” Pitler, Hubbell, Kuhn, & Malenoski suggest using summarizing information. In this process students learn to organize and group facts and information relevant to the topic. As an educator I use summarizing when I ask students state in their own words their understanding. This allows me to determine the student’s level of understanding or misunderstanding. All of these teaching strategies work together to help facilitate student learning and understanding.