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Michael Sumner - Cognitivism
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Michael Sumner - Cognitivism






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    Michael Sumner - Cognitivism Michael Sumner - Cognitivism Presentation Transcript

    • Michael Sumner
    •  The Theory The Theorists The Classroom The Teacher Sources
    •  Anoffshoot 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
    •  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 Main Menu
    •  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
    •  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
    •  Other contributors:  Merrill  Component Display Theory (CDT)  Scandura  Structural learning Main Menu
    •  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
    •  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
    •  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
    •  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 Main Menu
    •  IntegratingTechnology in a Connected World – Gary Shelly, Glenda Gunter, Randolph Gunter  Pages 261-266 http://www.learning- theories.com/cognitivism.html