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Cognitive learning theory
Cognitive learning theory emphasizes the role of internal mental processes in learning, highlighting that learners are active participants who process information through various cognitive strategies. Key psychologists such as Piaget, Bloom, Bruner, and Ausubel contributed to understanding cognitive development stages, meaningful learning, and the importance of organizing knowledge to facilitate learning. Teaching implications include using age-appropriate tasks, promoting meaningful engagement, and employing advance organizers to relate new material to existing knowledge.
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Introduction to Cognitive Learning Theory, focusing on the role of cognitive processes in learning.
Basis in cognitive psychology, focusing on internal mental processes and the learner's prior knowledge.
Learners are active participants who construct personal understanding through various strategies.
Introduction to major cognitive theorists: Piaget, Bloom, Bruner, and Ausubel, and their impact on learning.
Piaget’s developmental stages: sensory-motor, intuitive, concrete operational, and formal operational.
Definitions of accommodation and assimilation, key processes in modifying existing knowledge with new information.
The concept of equilibration, balancing existing knowledge with new information to achieve mastery.
Implications of cognitive theory for learning processes, stressing the cumulative nature of learning.
Introduction to Bloom’s Taxonomy, describing cognitive processes in a hierarchical order.
Importance of using Bloom's Taxonomy verbs in lesson planning to enhance cognitive skills development.
Updated taxonomy incorporating new knowledge and skills relevant to modern education contexts.
Discussion of the integration of Web 2.0 tools into revised Bloom’s Taxonomy.
Bruner’s focus on developing conceptual understanding and cognitive skills through active learning.
Bruner advocates for discovery learning and critical thinking through appropriate tasks and activities.
Three modes of thinking: enactive, iconic, and symbolic, which describe how learners process information.
Implications for teaching: encouraging active engagement, language analysis, and interaction with materials.
Emphasis on the spiral process of learning for effective retention and mastery of new information.
Ausubel's focus on meaningful learning, contrasting it with rote learning and emphasizing cognitive structures.
Strategies for teachers to enhance the meaningfulness of new material and facilitate integration of knowledge.
The role of advance organizers in preparing learners for new material by relating it to existing knowledge.
Importance of structuring meaningful learning activities appropriate to developmental stages and moving from LOTS to HOTS.
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Cognitive learning theory
- 1.
- 2. Basis and Focus •Basis: Principles of cognitive psychology • Focus: Role of cognitive processes in learning
- 3. Focus • The mentalprocesses involved in learning: – Observing, categorizing, forming generalizations to make sense of the information provided
- 4. Main Assumptions • Learningresults from internal mental activity and not from externally imposed stimuli
- 5. • The learnercomes with knowledge, skills and related experiences to the learning situation
- 6. Role of theLearner • Active participant in the learning process, using various strategies to process and construct their personal understanding of the content to which they are exposed
- 7. Piaget, Bloom, Bruner,Ausubel • Each of these psychologists focused on different cognitive conditions that impact on learning
- 8. Jean Piaget • Constructedmodels of child development and the learning process • Identified 4 developmental stages and the cognitive processes associated with each of them
- 9. Developmental Stages • Sensory-motor- understands his environment through the basic senses • Intuitive /Pre-operational - Thoughts more flexible, memory and imagination begin to play a part in learning, capable of more creativity
- 10. • Concrete Operational– Can go beyond the basic information given, but still dependent on concrete material and examples to support reasoning • Formal Operational – Abstract reasoning becomes increasingly possible
- 11. Accommodation • Accommodation –The process by which we modify what we already know to take into account the new information
- 12. Assimilation • The processby which new knowledge is changed / modified / merged in our minds to fit into what we already know
- 13. Equilibration • The balancebetween what is known and what is currently being processed, mastery of the new material
- 14. Implications for theClassroom • Learning is the process of relating new information with what was previously learnt • Learning is cumulative
- 15. Implications • Learners shouldbe assigned tasks that are age and stage appropriate
- 16. Bloom’s Taxonomy • Identifiesand describes, in hierarchical order, the cognitive processes involved in learning
- 18. Implication for Teaching •Use verbs aligned to the taxonomy to plan lessons that would ensure that learners’ cognitive skills develop from LOTS to HOTS
- 19. Revised Taxonomy • Theoriginal taxonomy has now been revised to make provision for the new knowledge and skills that now exist as a result of the integration of web 2.0 tools in teaching
- 22.
- 23. Bloom (Rev.) andWeb 2.0
- 24. Jerome Bruner -Focus Development of conceptual understanding, cognitive skills and learning strategies rather than the acquisition of knowledge
- 25. Bruner’s Focus • TeachingApproach - Learners should be encouraged to discover solutions via appropriate tasks which require the application of relevant critical thinking skills
- 26. Bruner – Modesof Thinking • Extended aspects of Piaget’s theory. He identified three ways in which learners process information
- 27. • Enactive Level– learning takes place via direct manipulation of objects and materials
- 28. • Iconic Level– Objects are represented by visual images and are recognized for what they represent
- 29. • Symbolic Level– Learning can take place using symbols, objects and mental images. Language is used to represent thoughts and experiences
- 30. Implications for Teaching •Providing opportunities for learners to be actively engaged in making sense of the language input, through meaningful tasks
- 31. • Providing opportunitiesfor learners to develop the ability to analyze the language, make generalizations about rules, take risks in trying out the language, and to learn from errors
- 32. • Catering forinteraction of learner with curriculum material and the learning environment • Catering for the three modes of thinking (Bruner)
- 33. • The SpiralProcess: The cumulative nature of learning requires frequent opportunities for reviewing previously learnt material even as new material is introduced.
- 34. David Ausubel -Focus • Stressed the importance of active mental participation in meaningful learning tasks • Learning must be meaningful to be effective and permanent
- 35. • Made adistinction between meaningful learning and rote learning • Meaningful Learning – relatable to what one already knows so it can be easily integrated in one’s existing cognitive structure
- 36. • Rote Learning– the material to be learnt is not integrated / subsumed into an existing cognitive structure but learnt as isolated pieces of information
- 37. Implications for Classroom •Teacher has to enhance the meaningfulness of new material to increase the chances of its being anchored to what is already known
- 38. • New materialmust be organized to be easily relatable to what is already known • New material must be appropriately sequenced to facilitate integration
- 39. • Use ofadvance organizers. These facilitate the learning process by providing ideas to which the new knowledge can be attached
- 40. Advance Organizers • Introductorymaterial presented in advance of the new material • Information that activates relevant background knowledge
- 41. Advance Organizers • Materialthat orients learners to the subject matter and relates new learning to what is already known • Can take the form of textual material, pictures, titles, topic summaries, questions
- 42. Attention should begiven to: • The need to organize and structure meaningful learning activities. • The requirements of the task must be appropriate to the developmental stage (Piaget, Bruner) and allow for the development of HOTS (Bloom)
- 43. Moving from LOTSto HOTS
Editor's Notes
- #6 more concerned with learning processes than content