Note Worthy

This week we were asked to read chapter 4, Cues, Questions, and Advance Organizers, as well as chapter 6, Summarizing and Note Taking from the book Using Technology with Classroom Instruction that Works. In both chapters, we are asked to correlate these methods with the cognitive learning theory.

Chapter 4 discusses many ways to use advance organizers in a classroom. The authors suggest that an essential question should be proposed in the central node of the organizer. Based on this question, the teacher or students will branch off with ideas or thoughts that directly relate back to, or answer the essential question.

This is an excellent way for students to show off what they have learned from a lesson. It is also a great way to introduce a lesson. The use of KWL charts is also a great way to get the kids thinking about why and how things are the way they are. By using these graphic organizers, students are definitely using higher order thinking strategies to relate back to the essential question. Graphic organizers are a wonderful way to analyze the outcomes of ideas, rather than simply “sit and spit” as many children are often asked to do in order to pass a test.

Chapter 6 focuses on note taking as a way to organize and synthesize information into a way it is more easily understood. Several different ways to create notes are discussed from using Wikis and Blogs, to using the Auto Summarize option in Microsoft Word. Again, note taking is an excellent cognitive activity because it forces students to narrow down what is really important. In a way, the students have to come up with their own essential question and decide which information from the notes supports it.

The note taking example I would probably use the most in my classroom would be the combination notes format. This format gives important thoughts or ideas on one side and a visual image on the other. Underneath both sides, a summary of the above information is given. This format seems to be one that would be most easily used in my classroom since my students are younger and do not have much experience with technology. I also like how it combines the written word with a visual.

Overall, I think the two chapters have given me a lot to think about when I present lessons to my students. There is definitely more I could be doing on the front end in order to help them succeed. I would love to try some of these ideas and see just exactly how beneficial they really are.