The Cognitivist Theory

Jessica , Gigi , Shawnda , Julie, Lauren

What is this theory all about?Cognitivism is an attempt to explain what is going on in the mind while learning. * inner mental activities –“black box” of the brain* people learn by active participation* actions are consequence of thinking* metaphor of the mind as a computer- information comes in, gets processed and leads to outcomes.

• Learning is an active constructive process.• The learner processes information like a computer.• The focus is on inner mental activities such as thinking, memory, knowing.• Knowledge is constructed based on personal experiences.• As information is processed, it changes the existing scheme.

• Schemes are the mental organization an individual uses to represent the world and designate action when information is taken in.

• As a person gets older these schemes, which are dictated by reflexes, become constructed structures.

• Assimilation is the process of using or transforming the environment so that it can be placed in preexisting cognitive structures.

• Accommodation is the process of changing cognitive structures in order to accept something from the environment.

• Both processes are used simultaneously and alternately throughout life.

Influential People

•Howard Gardner•Benjamin Bloom•Allan Paivio•Robert Gagne

Howard Gardner

•Developed theory of multiple intelligences1) Linguistic (verbal) - word smart, sensitivity to meaning and sound 2) Logical (mathematical) - number reasoning, categorizing, and solving 3) Spatial (visual) - picture smart, visualize, draw color map4) Body (kinesthetic) - body smart, hands on, dance, sports, dramatizations, manipulatives.5) Musical - music smart, rappings, songs, chants, clapping, listening6) Interpersonal - people smart, collaborative work, peer tutoring, group problem solving, sharing experiences7) Intrapersonal - self smart, independent study, journal, self reflection8) Naturalist - environment smart, aware of the natural world (i.e.: people, plants, and environmental features

Benjamin Bloom

Bloo

m’s

Taxo

nom

y

•Defined :cognitive domain - what students know and how they organize ideas and thoughtsaffective domain - student's emotions, interests, attitude, attention, and awareness,psychomotor domain - student's motor skills and physical abilities

•Identified levels used to acquire knowledge1) Knowledge - learner can recall information2) Comprehension - learner can explain and predict3) Application - learner can solve problems and use information4) Analysis - learner can see patterns, organize parts, and recognize hidden meanings5) Synthesis - learner can use previous ideas to create new ones, and relate ideas from several areas6) Evaluation - learner can compare and discriminate between ideas, judge, and value ideas.

•Recognized that recall and recognition is related to how it is presented (visually and verbally)•Dual Coding Theory - distinct information processing1) images2) languageSub processes1) representational - verbal or nonverbal representations are directly influenced2) referential - verbal systems activate nonverbal communication or vice-versa3) associative - text and graphics trigger mental associations.

Allan Paivio

Robert Gagne•Identified five categories of learning1) Verbal information - learner can state what has been learned.2) Intellectual skills - learner can discriminate between facts, can identify colors, and can follow directions.3) Cognitive strategies - learner reads books.4) Motor skills - learner can use a mouse or joystick.5) Attitudes - learner ‘s choice of actions

•Identified events of instruction1) Gain attention of the learners2) Inform learners of the objective3) Stimulate recall of prior learning4) Present the stimulus or lesson5) Provide learning guidance and instruction6) Elicit performance7) Provide feedback 8) Assess performance9) Enhance retention and transfer

How does this apply in the classroom?

1. Using the Dual Coding Theory- Teachers much assume that people process information in 2 different ways. The processing of images and the processing of language

• Visual learners learn differently than auditory or kinesthetic learners.

• It is the teachers responsibility to provide both visual and verbal form.

• Technology example: make a slideshow presentation with graphics and text, and read the presentation out loud.

• Without technology example: provide visual aid to presentations such as with maps, illustrations etc, and narrate them to students.

2. Using the nine events of instruction • Teachers must: provide instruction on the set of component tasks that build toward a final task, ensure that each component task is mastered and sequencing the component task to ensure optimal transfer to the final task.• Teachers must: include 9 events of instruction;o gain attention of the learnerso inform learners of the objectiveo stimulate recall of prior learningo present the stimulus or lessono provide learning guidance and instructiono elicit performanceo provide feedbacko assess performanceo enhance retention and transfer• With technology: create an interactive PowerPoint quiz, be sure to reward correct answers, and review the main idea after the quiz.• Without technology: ask one student to do a recap of the previous days lesson for the students before moving onto the next lesson.

4. Using Cognitive, Affective and psychomotor domain• Teachers should integrate students cognitive domain, affective domain, and psychomotor domain in all lessons, and create course objectives with these in mind.• Curriculum activities should be based on what students already know and what they will learn.• Teachers use state standards, learning objectives, and learning theories to create curriculum.]• Teachers should arrange skills they want students to know using scaffolding.• Teachers using technology: teachers can let students go on Dissect a Frog website and demonstrate, experiment, theorize, predict, etc and apply all of the compliances.• Teachers without technology-even presenting and reviewing the scientific method can touch on each of these competencies.

3. Using multiple Levels of Intelligence• Teachers should use modes of instruction that appeal strongly to linguistic-verbal and logical-mathematical intelligences.• Teachers should adjust assessment methods to accommodate the wide variety of students learning styles more accurately.• Teachers using technology: find an interactive video online which teaches a lesson using music, body- kinesthetic where they can jump and dance, and work with their group (interpersonal skills.)• Teachers without using technology- can teach students a song and dance to go along with math rules .

How can I use this theory in my classroom?

In my classroom I will definitely incorporate the following elements to that all of my students have the same opportunity to learn and our surrounded in an environment where they can successfully do so.

•Use power point presentations•Use games, skits, songs and dances that help students grasp concepts•Have review sessions before each test and at the beginning of each class• Use graphs and charts to convey information•Ensure that my lesson plan is applicable to my class•Ask different levels of questions•Gain and keep the attention of my class•Promptly provide feedback on test, quizzes, and homework•Incorporate a variety of assignments that include art, math, English, reading, writing, computer technology, creativity, dance , group work and individual work

Credit Goes To:

• Gary Shelly, G. G. (2010). Integrating Technology and Digital Media in the Classroom. Boston: Cenage Learning.

• Learning Theories Knowledgebase (2010, November). Cognitive Theories at Learning-Theories.com. Retrieved November 17th, 2010 from http://www.learning-theories.com/weiners-attribution-theory.html

• The Computer Sciences Laboratory for Mechanics and Engineering Sciences. (2010). Photographs. Retrieved november 18, 2010, from LIMSI: limsi.fr