Key Points Looking at the learner as a computer. Opening the “black box” of the brain, it should all be understood and that’s how we learn how people learn. Thinking and remembering are like a behavior, use behavior analysts to measure effect on learning. Not like Behaviorists because they feel that “thinking” is involved, learning is not just a reaction. Mental processes such as thinking, memory, knowing, and problem-solving need to be explored.
More Key Points Knowledge can be seen as schema or symbolic mental constructions. Learning is defined as change in a learner’s schemata. Cognitivism uses the metaphor of the mind as computer: information comes in, is being processed, and leads to certain outcomes.
Cognitivist Teacher Without Technology White board and a lecture; teach student using representative pictures. Teach to students of all types of learning, get outside and do activities. Show how to do an activity, then have the students imitate.
Cognitivist Teacher With Technology Powerpoints, use representative pictures for subject matter. SMART board, write down words then explain them using the animated technology. Movies, show a movie related to the subject matter then talk about it.
Cognitivist Student Without Technology Flashcards, write down terms and/or pictures correlating to subject matter. Actively study in different stimuli-oriented places.
Cognitivist Student With Technology Research online more of the subject matter. Watch movies related to subject. Create your own PowerPoint. Ask to use the SMART board.
Cognitivistism Application to Myself PowerPoint is the easiest option for a history teacher. Put up pictures or pieces of artwork for the student to remember, then teach to the pictures or artwork. Get outside and teach the students, create an activity for the students to do outside (i.e. re-enactment).
Works Cited "Cognitivism." Cognitivism (2008): n. pag. Web. 13 Apr 2010. <http://www.learning-theories.com/cognitivism.html#more-34>. Integrating Technology and Digital Media in the Classroom. 6th ed. Boston: Course Technology, Cengage Learning, 2010. 371-376. Print.