Cognitive learning theories are based on how our minds process information and how we learn. There are several instructional theories that help learners deep their learning and cause learning to move from short-term memory into long-term memory. For information to be moved into long-term memory the information must be rehearsed, practiced or manipulated. This creates pathways in the mind to the memory. There are three ways in which long-term memories are stored declarative: these are facts, procedural: this is how things are done, and episodic: events in life(Laureate Education Inc., 2008a)
When learning occurs it is important to help students move information into long-term memory and there are several ways in which teachers can help create long-term memories out of lessons. Cues, questions, advance organizers, summarizing and note-taking are all instructional strategies that help students create these long-term memories. In cues, teachers are to give out hints or cues that help students make connects and active prior learning. In questioning, teacher are to help students gain a deeper understanding by asking higher order questions. This will deepen and help make learning connect to other concepts. Advance organizers are visual organizers, concept maps, and anything that will help students with ideas and concepts visually. Seeing an image will help students to recall that image, which will help with recall. We code information visually along with information. So when we give the students the option to visualize the concepts we help students to recall that information again.
Concept mapping along with Virtual field trips can create long-term memories by creating episodic memories, which are very powerful memories. By using these instructional strategies teachers will deepen the learning of their students and hopefully create long term memories.
Laureate Education, Inc. (Producer). (2008). Cognitive learning theories. [Video webcast]. Retrieved from http://www.courseurl.com
