Cognitive learning theory views learning as an active internal process involving how information is processed, stored, and retrieved. It focuses on how students think, process information, and apply knowledge. Key aspects include starting lessons with prior knowledge, relating new ideas to existing understanding, using visual aids, and giving students opportunities to actively problem solve. Strengths are improving problem solving and motivation, while weaknesses include difficulty measuring cognitive awareness in individual students. Cognitive classrooms emphasize comprehension, group work, vocabulary over pronunciation, and using the native language to facilitate fluency.

1. Cognitive Learning Theory
By :
Ella Nurmala Sari
Merpy Asneny
Prisca Lisadora
Class : V. B

2. Definition
• Cognitive approaches to learning are
concerned with how information is processed
by learners (Gillian Gunderson : 2009)
• Cognitive theories view students as active in
“an internal learning process that involves
memory, thinking, reflection, abstraction,
motivation, and meta-cognition” (Ally, 2008).

3. Classroom Techniques
• Start the lesson with the students know.
• Help the students relate their knowledge to the new material.
• Avoid an unmeaningful lesson.
• Use a graphic and schematic way to explain a relation.
• Practice the written and spoken language by using aids.
• Choose the most appropriate situation.
• Apply a deductive procedure.
• Differentiate the student’s background knowledge and his
potency.
• Stress the use of funtional grammatical patterns.
• Give opportunity to the students to be active

4. The Strengths and The Weakness of
Cognitive Learning Theory
a. The strengths of cognitive learning theory
 Can improve students' ability to solve problems
(problem solving)
 Can increase motivation
b. The Weakness of cognitive learning theory
 Can not be measured only by one student, it mean that the
student's ability to be aware.

5. Characteristics of a Cognitive Class
• Stressed on comprehension and communicative
competence.
• Group work and individual learning are developed.
• Much attention must be played to vocabolary and
less to pronounciation.
• Teacher is the facilitator of learning.
• Ideal objectives are fluency in using the language.
• Use of native language and translation is allowed.

6. Thank you
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