Cognitive Learning Theory

According to Dr Orey our long term memory is accessed through the processing of the information we receive in diferent steps. First we have the sensory input of this information which goes to the short term memory, with rehearsal this information then accesses the long term memory.
Concept mapping correlates to the instructional strategies and cognitive learning theories by using a key concept and relating it to other information creating a network of information that may be accessed through more than one path. Dual code hypothesis relies on the aspect that images are stored in a different part of the brain to text that goes with it thus creating more than one path for the brain to access this information.
Virtual field trips give the students a full set of images and information, creating even more elaborative paths to access this information.
Cues and questions trigger students’ memories and help them access prior knowledge. Advance organizers help classify and make sense of the content they are to encounter. They also help students focus their learning., Summarizing and note taking are also instructional strategies that help process information into long term memory. They help students' learn to synthesize information.

References:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008). Program six. Spotlight on Technology: Virtual Field Trips [Motion picture]. Bridging learning theoryinstruction and technology. Baltimore: Author.