The document discusses the cognitive theory of learning. It defines cognition as the process of acquiring knowledge and notes that cognitive theory views thoughts and behaviors as tendencies that should be analyzed. Several cognitivists are discussed, including Paivio who developed the dual coding theory of enhancing recall through visual and verbal information, and Gardner who proposed multiple intelligences that individuals possess to different degrees. The document also discusses classroom implications, such as incorporating different learning styles and challenging students at varying levels of Bloom's taxonomy. It proposes ways to implement cognitive theory both with and without technology, such as using repetition and assessments to reinforce learning.
The document discusses the cognitive theory of learning. It defines cognition as the process of acquiring knowledge and notes that cognitive theory views thoughts and behaviors as tendencies that should be analyzed. Several cognitivists are discussed, including Paivio who developed the dual coding theory of enhancing recall through visual and verbal information, and Gardner who proposed multiple intelligences that individuals possess to different degrees. The document also discusses classroom implications, such as incorporating different learning styles and challenging students at varying levels of Bloom's taxonomy. It proposes ways to implement cognitive theory both with and without technology, such as using repetition and assessments to reinforce learning.
The document discusses the cognitive theory of learning. It defines cognition as the process of acquiring knowledge and notes that cognitive theory views thoughts and behaviors as tendencies that should be analyzed. Several cognitivists are discussed, including Paivio who developed the dual coding theory of enhancing recall through visual and verbal information, and Gardner who proposed multiple intelligences that individuals possess to different degrees. The document also discusses classroom implications, such as incorporating different learning styles and challenging students at varying levels of Bloom's taxonomy. It proposes ways to implement cognitive theory both with and without technology, such as using repetition and assessments to reinforce learning.
The document discusses the cognitive theory of learning. It defines cognition as the process of acquiring knowledge and notes that cognitive theory views thoughts and behaviors as tendencies that should be analyzed. Several cognitivists are discussed, including Paivio who developed the dual coding theory of enhancing recall through visual and verbal information, and Gardner who proposed multiple intelligences that individuals possess to different degrees. The document also discusses classroom implications, such as incorporating different learning styles and challenging students at varying levels of Bloom's taxonomy. It proposes ways to implement cognitive theory both with and without technology, such as using repetition and assessments to reinforce learning.
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By:
Antonio R. Naing Jr.
Joan D. Del Castillo
Cognitive View of Learning The Cognitive Theory: Defined Developed after the influence of Behaviorism. Cognition: literally means knowing, and is the mental act or process to which knowledge is acquired (Mcleod,S.A.). Cognitive Theory compared our thoughts and recollections to our behavior: Both are tendencies of the individual, and therefore should be analyzed as such. (Gary, Shelly B. Pg 371). The human mind and the present day computer have a synergistic function: Input, store and retrieve information. As humans, we hear/see/do certain things which are placed into our memory for us to use this acquired knowledge in the future.
The Cognitivist Allan Paivio (1925- Current) Developed the dual coding theory- information given visually and verbally enhance recall and recognition. believes people process information in distinctively different ways. Processing images v. Processing language. Howard Gardner (1943- Current) Developed the theory of multiple intelligence- verbal, mathematical, visual, kinesthetic, musical, interpersonal, intrapersonal, naturalist. Believes that everyone may have all eleven intelligences but one or two are more dominate. Believes the intelligences are influenced by biological predispositions, learning opportunities, and the individuals cultural context.
The Cognitivist Robert Gagne (1916- 2002) Based on the building block principle. Five major categories of learning- verbal information, intellectual skills, cognitive strategies, motor skills and attitudes. Incorporated characteristics of behavior modification theory and performance education Believed that a variety of internal and external conditions must be present for learning to occur. The Cognitivist Benjamin Bloom (1913- 1999) Focused on students learning domain Classified learning into three domains Cognitive- organization of ideas and thoughts Affective- emotions, attitude, interests, attention, awareness Psychomotor- students motor and physical abilities Blooms Taxonomy Levels move from simple to complex Connected to mastered learning Students continue to learn after they have already mastered a skill
Classroom Implications Students need to stray away from lecturing and get the students to actively participate. Teachers should understand and incorporate different learning styles. Each student has a different type of intelligence. They should use their dominant intelligence, while also working to improve their non dominant intelligences. Classroom implications Teachers roles Using Gagnes Nine Events of Instruction teachers improved their students internal process of learning. Using Gagnes building block techniques the students are able to use technology in a variety of ways: beginning with something simple, such as searching the web for information to more demanding tasks like creating a website. With the knowledge of Garners different intelligences teachers are able to incorporate a variety of activities that uses a variation of learning styles. Blooms Taxonomy allows teachers to actively challenge students with a variety of questions ranging from recall to analysis. Classroom implications Students roles Students can learn about the different intelligences they poses using Gardners different intelligences. Once the students discover what intelligence(s) is(are) their strongest they can achieve higher academic goals by learning with those styles. The students can challenge themselves by using different style questions as described by Benjamin Bloom. Using the idea of dual coding, proposed by Allan Paivio, the students are able to analyze images and language separately to create intricate and creative answers.
The Cognitive Theory: Classroom/Teacher Use With Technology: The multimedia principle: states that people learn more deeply from words and pictures than from words alone (Mayer, p. 47). Teachers use technology to help students retain information. The principle states that these elements (pictures and visuals) are selected and organized dynamically to produce logical mental constructs.
PowerPoint Clip Art Classroom Implications Students need to stray away from lecturing and get the students to actively participate. Teachers should understand and incorporate different learning styles. Each student has a different type of intelligence. They should use their dominant intelligence, while also working to improve their non dominant intelligences. The Cognitive Theory: Classroom/Teacher Use Without Technology: Teachers in the classroom will teach students with repetition for the students to input the information. Information comes in, is processed, and leads to certain outcomes. Using assessments to see these outcomes is how the teacher implements this theory. The Cognitive Theory: Student Use With Technology: Students see what the teacher presents as a visual They will then start to process and input the information into their memory Then they will recall that information when tested on that particular visual presentation The Cognitive Theory: Student Use Without Technology: Students will use the thought process to successfully perform the problem by recalling information that the instructor lectured about prior to an assessment. They use problem solving, analysis, and then they explain the result. PowerPoint Clip Art The Cognitive Theory: How We Would Implement This Using a vocabulary curriculum to allow the students to input new information into their brains. Giving students formulas to know if in a mathematics- based classroom. Showing the students different videos (implementing technology) and then testing them on what they learned. Constantly adding new information for the students to input into their memory, then reviewing what they have learned by assessments. Personal Teaching Cognitive thinking involves a large amount of student and teacher participation. I think this theory would work well in my classroom because of the different academic challenges in poses. A wide variety of studies, techniques, and organization styles are available pertaining to the cognitive theory. Integrating technology into the lessons would be fairly easy with the different skill levels assisted. For example: I could teach the students a lesson and build on the ideas demonstrated in the lessons. Once the students have reached the point of mastery learning I will implement a more difficult lesson with the use of equipment. Works Cited "Cognitive Theories." Learning Theories. Web. 20 Nov. 2011. <http://www.learning- theories.com/category/cognitive-theories>. Gary, Shelly B. Boston (2010). 6 th Edition. Teachers Discovering Computers; Integrating Technology and Digital media in the Classroom. Mayer, R. E.; R. Moreno (1998). A Cognitive Theory of Multimedia Learning: Implications for Design Principles. http://www.unm.edu/~moreno/PDFS/chi.pdf. Mcleod, S. A. (2007). Simply Psychology; Cognitive Approach in Psychology. Retrieved 20 November 2011, from http://www.simplypsychology.org/cognitive.html
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