Many factors and processes make up cognitive theories. First, students rely heavily on memory, according to this theory. There are three parts to a person’s memory: the sensory register, short-term memory and long-term memory. The sensory register has a large capacity to store almost all the information you receive but only saves the information for a short period of time. The working or short-term memory is where a person moves their information from the sensory register to process it. Finally, the long-term memory is where people’s general knowledge and most important information from the short-term memory are stored. According to the theory, students are selective about the information they wish to process and store in the long-term memory. They build new information based on previous knowledge, using constructivism, the theory where learners construct knowledge by combining assorted knowledge to produce a general understanding of the new information. Learners also use higher-level cognitive processes, such as metacognition, to analyze, apply, and evaluate the newly learned knowledge. Metacognition is the process of “thinking about thinking” (Ormrod, 2011, p. 250) where learners reflect on their own learning process and analyze it. Although this theory is one of the most used theories in classrooms, it does have some weaknesses, when learners have trouble remembering important information, for example. Learners may sometimes forget information if they fail to store it in the long-term memory or if they experience interference while learning the new information. In addition, students may incorrectly fill in gaps of information using their own logic rather than the truth, thus making reconstruction errors (Ormrod, 2011).
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...theories in the classroom. It illustrated the use of overt and covert learning strategies in the classroom and displayed the use of critical thinking. Ms. Jensen structured the lesson to allow students to relate the poem to their personal experiences and previous knowledge, by using constructivism. In addition, Ms. Jensen encouraged students’ critical thinking by asking open-ended questions about the possible meanings of every line of the poem. Overall, this was a great video that highlights the use of cognitive theories and can greatly help teachers implement these theories in their own classrooms.
Works Cited
Ormrod, J. E. (2011). Educational psychology: Developing learners (7th ed.). Upper Saddle
River, NJ: Pearson
Talking to the Text. (2001). Retrieved October 20, 2011 from https://www.2sc.usc.edu/course/
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Cognitive development focuses on the person’s ability to intellect, perceive and process information. (35589) defined the cognitive ability as the process in which people learn, think and use language; it is the progression of their mental capacity from being irrational to rational (35589). Piaget and Vygotsky are two cognitive theorists whom were interested in the cognitive development of a person across their life span and its relation with social and environmental factors. Piaget is the most known cognitive theorist who affected the world of psychology greatly, and was a great influence to many psychologists out there; however his main intention was the innate maturity process and, unlike Vygotsky, he underestimated the role of language and social interaction and his theory wasn’t useful in the teaching field. However, both theorists believed that a person goes through a sequential process during their development. They were also both aware that one gains knowledge through experience and not through passive learning.
There are a number of theories that influence the learning practices of children and young people. According to Cognitive theory of Piaget, children in their learning, go through different sequences and stages, are active learners. They use their prior experience and first hand experiences for learning, imitating and transforming their learning into symbolic behavior.
This theory helps to bridge the gap between what a child already knows and the new things are being taught. This theory is “about how we learn and the thinking process, rather than about how a student can memorize and recite a quantity of information” (Liu & Chen, 2010, p. 65). It also helps “children to ask their own questions” (Naylor & Keogh, 1999, p. 101) and is a way “for children to apply their ideas in a new situation” (Naylor & Keogh, 1999, p. 101). After all, when children ask questions this is how they learn. We should, and I will, always encourage my students to ask questions on anything and everything. This theory is very non-structured in what the teacher teaches a student to learn, not only in the classroom setting, but in the real world. This “theory of constructivism says children are actively engaged at something new and innovative” (Ramesh, 2013, p. 62). When you talk about something in their life it makes them feel very important and like you, as their teacher, actually care about their interests. Children not only acquire knowledge…but also their learning is affirmed when they practice it whatever they have learned” (Ramesh, 2013, p. 62). The students then are able to solve problems for themselves. Using this theory helps to strengthen a students learning. Let us say, for example, there is a class full of student’s and half of them have a learning disability and half of them do not, this theory would be effective, because the half that have the disability do not learn the say way as the ones that do not. So, each child is able to learn; at their own speed, their own level, and it encourages them to ask the questions that they need help
Teaching theories are as much part of the classroom as the student and the teacher. The effect individual theories have on an environment depends how they are incorporated within the classroom in addition to the influence they have had on the curriculum construction. This essay will briefly look at how motivation theory, cognitive and social cognitive theory along with constructivism have impacted on education and the classroom.
A. Behaviorism, constructivism and cognitivism are relatively common theories used in the classroom as ways to approach student learning. Behaviorism focuses on observable behavior, such as students answering questions correctly, or being able to follow directions to complete a task as instructed. Characteristics of a classroom that uses behaviorism might be memorization of facts, writing vocabulary words, or a token reward system to inspire the desired behavior and decrease undesired behaviors. Constructivism, as indicated by the root word “construct,” focuses on the construction of new ideas, or expanding on what is already known. Students in a classroom using constructivism as a means for learning might seem more actively engaged in the learning process; they often learn something new through applying what they already know about the content area, and exploring new matter to further their understanding. This type of classroom often uses hands on manipulatives to allow students to actually build, create, or experiment with what they are learning. A cognitivism approach to learning might be explained by the minds capacity to process information – such as how a learner might remember something, retrieve information, or store new concepts. Learning through this method often depends on how the student processes what the teacher is presenting. Classrooms using this approach might incorporate learning strategies that help students categorize and sequence information to assist with processing. Like constructivism, it can be an active style of learning.
Each cognitive theory has its effect on the human mind and how individuals intake information. Their subscription include an importance on the vital building of comprehension. All theories give less attention to individual variation. Paiget’s and Vygotsky’s Socio-cultural Cognitive Theory were very similar. Both believed that children actively construct their knowledge. Kermit (Kermit and the Keyboard) would constantly practice a song and the more mistakes he made, the more he wanted to quit the song selection. According to Paiget’s theory, because Kermit is an adult he has reached the formal stage of development. That led to an exercise in formal operational thinking.
The cognitive viewpoint concentrates on the way individuals recognize prepare and recover information. Cognitive psychologists are intrigued by how memory functions how individuals take care of issues and settle on choices and comparable inquiries. (L.Burton, D.Westen, R. Kowalski, 2012. p.g.19)
Moore, Beverly. Situated Cognition Versus Traditional Cognitive Theories of Learning. Education, V119, N1, pgs 161-171, Fall 1998.
How do people learn? A question of interest for both students and teachers. People are different so it should be obvious that there are different methods of learning and teaching. This paper will focus on the Social Cognitive Learning Theory (SCLT), the Constructivist Learning Theory (CLT) and their connection to practice. How each theory can be used to guide and plan educational programs will be discussed with examples to demonstrate how learning outcomes can vary with theory application.
This theory is concerned with how individuals learn large amounts of meaningful material from verbal/textual presentations in a school setting in contrast to theories developed in the context of laboratory experiments. According to Ausubel, learning is based upon the kinds of super ordinate, representational, and combinatorial processes that occur during the reception of information. He also explains that new learning or acquisition of knowledge is related to relevant ideas in the existing cognitive structure. Cognitive structures represent the residue of all learning experiences; forgetting occurs because certain details get integrated and lose their individual identity.
Constructivism believes that a learner's ability to learn relies on what he already knows and understands, and that the gaining of knowledge should be an individually designed process. Educators who like the cognitive theory believe that the definition of education as a change in behavior is too narrow so they prefer to study the learner and its human memory. The one thing is for certain times keep changing so the teaching styles with continue to evolve and new theories will be manifested as a result of these changes.
Of these three theories, the theory that connects to Quizizz is the cognitive learning theory. This theory involves examining learning, memory, problem solving skills, and intelligence. The overall concepts involve how we think and gain knowledge. Quizizz makes students think and use their knowledge, while examining the problems that are displayed right in front of them to solve. The students are already educated and learn by solving problems using their intelligence and skills, so Quizizz is a good way to test their knowledge. It is imperative that teachers understand students’ learning levels, and what each student is capable of when teaching because this is a big part in the cognitive theory. Quizizz provides a great illustration of this theory. (“Cognitivism, 2011”)
Among many teaching styles and learning theories, there is one that is becoming more popular, the constructivist theory. The constructivist theory focuses on the way a person learns, a constructivist believes that the person will learn better when he/she is actively engaged. The person acts or views objects and events in their environment, in the process, this person then understands and learns from the object or events(P. Johnson, 2004). When we encounter a certain experience in our life, we think back to other things that have occurred in our life and use that to tackle this experience. In a lot of cases, we are creators of our own knowledge. In a classroom, the constructivist theory encourages more hands-on assignments or real-world situations, such as, experiments in science and math real-world problem solving. A constructivist teacher constantly checks up on the student, asking them to reflect what they are learning from this activity. The teacher should be keeping track on how they approached similar situations and help them build on that. The students can actually learning how to learn in a well-planned classroom. Many people look at this learning style as a spiral, the student is constantly learning from each new experience and their ideas become more complex and develop stronger abilities to integrate this information(P. Johnson, 2004). An example of a constructivist classroom would be, the student is in science class and everyone is asking questions, although the teacher knows the answer, instead of just giving it to them, she attempts to get the students to think through their knowledge and try to come up with a logical answer. A problem with this method of learning is that people believe that it is excusing the role of...
One hundred years ago, Jean Piaget (1896-1980) was a young man developing new insights about learning. He was one of a handful of constructivist-minded writers and educational theorists of the time. Learning theories open educators up to new ideas. They are necessary to expand our knowledge of how learning works. Piaget’s work is a well-tested and educators around the world should be aware of Piaget’s Theory of Cognitive development in particular because it will improve the quality of their teaching. Once a teacher knows this theory, they can plan lessons appropriate to their students’ cognitive ability and build upon students’ earlier knowledge in a constructivist way.
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.