When it comes to effective communication with our students, the necessity to process a bi-directional communication link is critical. Teachers can talk all day long and relay very important information to a classroom full of students.Cognitive field theory of learning however, without a basic level of understanding, our words are nothing more than the same familiar sounding drone from charlie brown’s teacher.Cognitive field theory of learning

The use of visuals during instruction fits into the cognitive category. Students receive an initial grasp of knowledge from what they can see.Cognitive field theory of learning once they are able to see anything that makes visual sense, they can begin to comprehend what they are looking at. Think about how inquisitive babies are during their formative years.Cognitive field theory of learning everything is a marvel to them because it is all so completely new? As adults, we often think that our students know what we are talking about at any given time, yet they may have no clue connected to our specific reference – simply because they don’t know what ‘it’ looks like.Cognitive field theory of learning

During instruction, use a variety of visuals. Some students will inherently be interested in anything digital, while others need something more tangible.Cognitive field theory of learning the visual provides a necessary tool for your students towards the mutual goal of further understanding. Once they are able to make a visual connection, they are on the road toward deeper analysis, synthesis, and concept evaluation.Cognitive field theory of learning

Visuals also extend beyond what you provide as the classroom teacher. Regardless of how great your instruction may be, your students are at varying levels of understanding.Cognitive field theory of learning read their visual cues! A lot can be seen in one’s facial expressions. Nothing says more about lack of understanding than a look of confusion on someone’s face.Cognitive field theory of learning are your students fully attentive to your instruction? Are they paying full attention, or are they fidgety in their seats beyond their fidget norm?Cognitive field theory of learning if your students do not understand what you are teaching, are they looking around the room to see if others are perhaps just as confused as themselves?Cognitive field theory of learning audible

Are they able to create any ‘new’ sounds? Share out! Students love to mimic and imitate sounds. Play music! Find a catchy selection with a distinguishable beat.Cognitive field theory of learning at this point, if your students are buying into your instruction, you’ll know. You may even reach a point where you need to curb the increased volume that results from your student’s elevated fun.Cognitive field theory of learning building powerful discussion

Use digital means to build together a chain of sounds. Have students record their made sounds and then compile them to make any variety of new sounds.Cognitive field theory of learning this one is powerful because you can use this method to help primary students understand how language was created and used. For upper-grade students, ask how sound and language has changed over time?Cognitive field theory of learning the ensuing discussion is valuable at any level.

Lastly, solicit an active response from your students. As teachers, we are always asking ‘are there any questions?’, but we consistently receive fewer raised hands than we know that we should.Cognitive field theory of learning the audible aspect of communication is what your students will use to internally process what they are learning. If our words are impactful, they will be repeated in the minds of many for a long time to come.Cognitive field theory of learning physical

Make use of many hand gestures while teaching. Provide visual cues to your class by how you move your hands, your arms, your body. During instruction, use movement to help accentuate a part of a word or a story.Cognitive field theory of learning gain visual cues from your students own movements to capture their level of understanding. Ask a student to reiterate a concept or vocabulary word.Cognitive field theory of learning do they use their hands to aid in the explanation? Get on your feet!

The physical aspect of communication can get very fun, very fast. I recently re-introduced the ‘macarena’ song to my class they LOVE the hand movement dance that we do every time it is played.Cognitive field theory of learning all but a few students are up on their feet as everyone, including myself, enjoys this time to physically move to the music. I have even used the hand movement/gestures to help students memorize important concepts.Cognitive field theory of learning whether it be a sequential process that we are studying (water cycle) or a set of vocabulary words associated with a story. The active participation, or lack thereof, is a powerful indicator of what they will retain.Cognitive field theory of learning