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/
view.php?id=2401&modtype=assignment&modid=175894
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.
Powell, K. Kalina, C. (2009). Cognitive and Social Constructivism: Developing Tools for an Effective Classroom. Education, 130(2), 241-250. Retrieved from http://proquest.umi.com.dbgw.lis.curtin.edu.au/pqdweb?did=1937522441&Fmt=7&clientId=22212&RQT=309&VName=PQD. (Document ID: 1937522441).
...novices, while social constructivism was seen more with the high school students. Piaget’s cognitive development theory and the social cognitive theory were theories that I felt were least reflected in real life classrooms. When it comes to information processing, having the tools ands strategies to keep the students’ “computer” working is essential in order for them to properly process and store information. Although I was not able to pinpoint many cultural or gender differences in this paper, I do believe both aspects play an enormous role in cognitive development. Overall, many aspects of each theory reflect the growth and learning processes of young students in elementary school.
Powell, Katherine C, Kalina, Cody J “Cognitive and social constructivism: Developing tools for an effective classroom” Education, Winter2009, Vol. 130 Issue 2, p241-250, 10p
Vosniadou S. (1996) TOWARDS A REVISED COGNITIVE PSYCHOLOGY FOR NEW ADVANCES IN LEARNING AND INSTRUCTION. Learning and instruction,6( 2), 95-109.
In closing, implementing only one theory of learning can be limiting to the success of students in a classroom setting. A more effective approach would be “draw from two or more theoretical perspectives… to better capture the complex nature of human thinking and learning” (Ormrod, 2012). According to Howard Gardner, there are multiple intelligences in human individuals that are based on biological and cultural elements (Brualdi, 1996). Since each of the intelligences work independently of each other, but also complement each other individuals learn, teachers should teach accordingly (Brualdi, 1996).
Our brains are highly developed as humans and in today’s world we need to provide students with learning that is meaningful that provides critical thinking skills, creative thinking, ingenuity, and talent. Brain-based learning with a mixture of constructivism is what my classroom will look like. By combining these two theories I believe that the psychology and physiology of an individual will be able to shine brightly through their ability to learn. “Instead of putting most of the emphasis on memorization and recall, it may be smarter and more efficient to place more emphasis on the context in which something is learned” (Jensen, 2008, p. 165).
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.
Moore, Beverly. Situated Cognition Versus Traditional Cognitive Theories of Learning. Education, V119, N1, pgs 161-171, Fall 1998.
Schunk, D. H. (2000) Learning theories. An educational perspective. (3rd ed.) Upper Saddle River, NJ: Prentice-Hall.
When follows The Cognitive Theory one can define a different way to learn in particular core subjects, the different types of learners, and some advantages that come available when one changes. In today’s society Americans have create a place where everything revolves around money, with the smartest people obtaining the most amount of money. The lawyers, chemical engineers and doctors are the role models of today’s society but within each of these fields each individual has establish a learning style, to help one to succeed.
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...
Cognitive Psychology is focused on learning based on how people perceive, remember, think, speak and problem-solve. The cognitive perspective differs in...
The foundation of a classroom setting is based on theories that enhance student learning, have a positive impact on the classroom environment and may “provide valuable guidance for teachers” (Cooper, 2006, cited in Eggen and Kauchak, 2010). Even though teaching is about what a student is taught, there are certain practises that are used to get the most out of students without the student realising. Experts in the field have developed different theories that aim to provide an answer as to how and why children learn. These theories aim to help teachers understand why children think the way they do and why different children respond better to different teaching techniques. There are many differing theories but this paper will focus on three – motivational, social-cognitive and metacognition. This paper will provide information on each theory, backed up by the theorist and will explain how each has an impact in the classroom.
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.