Understanding how the brain works when processing information can be a challenging task, especially when the material is organized in text form only. In the article, “The Information Approach to Cognition,” W. Huitt provides a links similar to a webquest that provides the reader with detailed information on cognitive learning theories. If a reader does needs elaboration on a concept a link to a more detailed on that specific topic is provided. Being partly a visual learner, I found it beneficial to see graphics and concrete examples of the concepts discussed in class. Huitt (2003) breaks down the levels of processing theory into chunks that can be easily followed and digested by learners who need amplification for concepts and visual cues to assist with learning new knowledge. At the end of the author, Huitt provides a comprehensive graphic organizer that shows how to develop and present teaching material to assist in the learning process.
Huitt follows the advice provided in the article. The material is well organized, shows students how to categorize information, and provides students opportunities to elaborate on new information; many of the explanations and graphics provided clarification for me that I did not get from other resources.
Huitt, W. (2003). The information processing approach to cognition. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [September 18, 2011] from, http://www.edpsycinteractive.org/topics/cognition/infoproc.html
Concepts are much easier to gain knowledge from when the learner is able to see it applied in real life situations. The next article I came across titled, “Helping Students Learn to Think Like Experts When Solving Clinical Problems” by H. Mandin, A. Jones, and P. Harasym takes the theories discussed in class and illustrates how they are used in a setting by medical students. The author discusses the importance of clinical students building a “scheme” (entitled in our classroom resources as “schema”) to organize information in a manner that will lead to effective search-and-retrieval strategies of concepts when a problem has to be solved. The goal is to have students recognize that there is no standard method to problem solving. A graphic organizer of what type of “scheme” a medical student may build based on concepts is provided, and it is interesting to see what problems can be solved if the student is able to organize the information and retrieve it when problem solving is needed. The article also gives some indication how curriculum should be created and delivered for medical students through a seven step process, which could be beneficial in the field of instructional design.
