Reflective Journal Entry #3: Chapter 6 – Cognitive Theories of Learning

    Reading Chapter 6 on cognitive theories of learning really got me thinking about how much goes on in my students’ minds before anything ever shows up on paper. As a 37 year old teacher with years of experience in early childhood and elementary grades, I’ve seen firsthand how differently kids absorb and recall information. This chapter put a name and structure to a lot of what I’ve observed in the classroom over the years.

    What stood out most to me was the breakdown of the information processing model. Thinking of the brain like a computer, receiving input through the senses, storing it temporarily in working memory, and (hopefully) moving it into long term memory, made everything click into place. I found myself agreeing as I read about how limited working memory is, especially for young kids, and how important it is to teach in ways that help them hold on to what’s most important.

    This feels especially relevant in my second grade classroom. This chapter reminded me how important it is to assist my kid's focus, make connections, and practice information in ways that stick. They are still learning how to learn. I utilize a lot of pictures and music, but now I'm thinking about why those methods work instead of just that they do. The chapter's focus on dual coding (combining words and pictures) reaffirmed that the tactics I've employed for years are based on sound cognitive science.

    From now on, I aim to get better at helping my students use what they already know. I already do this to some extent with fast reviews or warm up talks, but I can do more. I want to use more graphic organizers and concept maps that help students connect what they already know with new information. I also want to do more "thinking out loud," especially during reading and math, so that students may start to understand how their own minds work, those little steps we take to make sense of things.

One thing this chapter made me think about is how to teach metacognitive methods to kids this young in a way that works. Some of my students intuitively think about what they think, but others need help doing it step by step. I'd like to find more specific strategies to teach second graders how to think about their own thinking. For example, we could use checklists, sentence starters, or class conversations about "what good learners do." I want to learn more about this subject and find resources and professional growth.

This chapter made me remember that I don't simply teach when I give kids information; I also teach while I assist them in thinking about that information. That includes making time for thinking, going over things, and making real connections. The more I know about how learning works, the more I can help my students remember what they learn.