COGNITIVISMMichael Sumner

MAIN MENU The Theory

The Theorists

The Classroom

The Teacher

Sources

THEORY An offshoot of traditional psychological

concepts of thinking, deciding, remembering, etc.

Cognitive psychologists see these activities in how they motivate behavior.

According to the theory, thinking and remembering are the same as behavior, thus measuring their effect on learning is made easier

THEORY – PART 2 The cognitivist paradigm is that the

mind should be opened and understood

The learner is seen as an information processor, for example: a computer

In other words, the information that comes in is processed and then leads to certain outcomes

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THEORISTS Benjamin Bloom

Sough to classify learning behaviors to understand how knowledge is absorbed

Defined cognitive domain as an intellectual level, defined affective domain as personality, and categorized psychomotor domain as student’s physical abilities

Created Bloom’s Taxonomy within cognitive domain

Howard Gardner Developed the theory of multiple intelligences Gardner’s 8 intelligences: linguistic-verbal, logical-

mathematical, spatial-visual, body-kinesthetic, musical, interpersonal, intrapersonal, naturalist

THEORISTS – PART 2 Robert Gagne

Contributed to the cognitive learning hierarchies

Identified 5 major categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes.

Identified the 9 events of instruction Allan Paivio

Developed the dual coding theory which assumes that people process information in 2 different ways: processing images and processing of language

THEORISTS – PART 3 Other contributors:

Merrill Component Display Theory (CDT)

Scandura Structural learning

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CLASSROOM Teachers

Should follow Gagne’s 9 Events of Instruction 1 – Gain attention of the learners 2 – Inform learners of the objective 3 – Stimulate recall of prior learning 4 – Present the stimulus or lesson 5 – Provide learning guidance and instruction 6 – Elicit performance 7 – Provide feedback 8 – Assess performance 9 – Enhance retention and transfer

Identify each students’ Intelligence from Gardner’s 8 Intelligences to find ways to reach all their students

CLASSROOM Students

Should, through their classwork, homework, and with or without the use of technology: Complete the described competencies in

Bloom’s Taxonomy Knowledge – recall information Comprehension – explain & predict Application – solve problems, use information Anaylsis – see patterns, organize parts,

recognize hidden meanings Synthesis – use previous ideas to create new

ones Evaluation – discriminate between, judge, and

value ideas Main Menu

TEACHER (ME) My thoughts

This theory, cognitivism, is interesting in the way it pursues the improvement of education.

Educators and psychologists are actively and thoughtfully trying to help students and increase their learning by really seeing and understanding them.

It’s great that there is a lot of emphasis and care for the individual and not as much the whole

TEACHER (ME) Application in the Classroom

To really apply the theory of cognitivism in my classrooms I would first see how each student learns through activities at the start of the school year.

From there I would base the rest of the class and lesson activities on adhering to their unique learning ability

I hope from there I could help them truly learn and retain the information and material of the class

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SOURCES

Integrating Technology in a Connected World – Gary Shelly, Glenda Gunter, Randolph GunterPages 261-266

http://www.learning-theories.com/cognitivism.html