As I look at a picture of the Grand Canyon, two major events are happening inside my brain: 1. the brain is organizing the information that is streaming in through my optic nerves and the feelings that I am associating with the picture, 2. the brain is also accessing the memories from our trip to the Grand Canyon the summer before fifth grade, as well as the subsequent trip as an adult. In cognitive learning theory, I am learning. I am creating and strengthening pathways through my neurons to establish access to this information again (Orey, 2001).

Now how do I store this information so that I can retrieve it when I am looking for the same picture at the Grand Canyon gift shop next time I am in the area (only 1,636 miles from home)? Using some strategies from the reading this week in class, I could start with a concept map to lay out the different parts of the picture and how they are related. The neurons in my brain would be thickening the path to retrieval by giving it a new way to organize the information and “showing” my brain new ways to connect the information to what I already know. The process is much like putting up new street signs along the way to a place I have never been or have not recently visited. The more times I organize and retrieve that information the clearer the signs will become and I will not have to slow down to read them. Cues (like landmarks) along the way will also allow the process to speed up as I follow the path over and over (Hubbell, Kuhn & Pitler, 2007). Eventually, I will be looking for the picture with the tree to the right and the red-orange glow of the sunset, the color of my favorite sweater.

Another strategy that can be use to process the information and make the path an easier journey back to the memory storage would be summarizing and note taking. On a sheet of paper that will accompany me on the journey back to the Grand Canyon gift store, I would write down details of the picture and note distinguishing features of the object. Based on time limits and carry-on space, the description would not be one of great detail, but enough to help me locate the one I seek. Short, logical, organized thoughts should be sufficient to find the piece (Hubbell, Kuhn & Pitler, 2007). Again organizing my thoughts, directs my brain to new ways of locating the information later.

Next trip to the Grand Canyon, I will be looking for a framed copy of the picture. Until then, I have stored that information and will be able to access it as soon as the sight of the canyon triggers the path back to my long-term memory. I will take my notes and maps, this is assuming that my camera is not working and I have no other way to store the picture so I can find it’s twin!

-Mel.

Hubbell, H. ;., Kuhn, E. R., & Pitler, M. (2007). Using Technology with Classroom Instruction That Works [USING TECHNOLOGY W/CLASSRO]. Alexandria: Ascd.

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt