Michael Sumner - Cognitivism
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This document discusses the cognitive learning theory. It describes key theorists like Bloom, Gardner, and Gagne and how they contributed to cognitivism. Bloom created a taxonomy of learning domains and Gardner proposed multiple intelligences. Gagne identified 5 categories of learning and 9 events of instruction. The document also provides guidance for teachers to follow Gagne's model and identify students' learning styles, and for students to work through Bloom's taxonomy. Overall, it presents cognitivism as seeking to understand thinking and improve education by understanding individual learners.
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Cognitivism
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Mental activity is the primary focus or learning. Learning occurs when connections are made between old and new information in meaningful interactions. Learning is measured by how one thinks, not how one behaves. Prior knowledge plays and important role in the learning process.
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2) Andragogy, which refers to teaching methods for adult learners. Key assumptions are that adults are self-directed, draw on life experiences, are goal-oriented, and need learning to be relevant.
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This document discusses several cognitive theories of learning:
1) Gestalt psychology which emphasizes the whole of human experience and informed cognitive theories.
2) Cognitive theories focus on internal mental processes like thinking, versus behaviorism which views learning as reaction to stimuli.
3) Key cognitive instruction theories include Piaget's stages of cognitive development, Bruner's discovery learning theory, and Ausubel's meaningful learning theory which stresses relating new knowledge to prior knowledge.
4) Theories can be applied to understand individuals at a coffee shop based on their view of learning and locus and purpose of education.
Teresa B. - Cognitivism
Cognitivism is a learning theory that focuses on internal mental processes like memory, problem-solving, and thinking. It views learning as information processing in the mind, similar to a computer. Key people in cognitivism include Benjamin Bloom, who created Bloom's Taxonomy of learning objectives, and Robert Gagne, who identified different types of learning. In the classroom, cognitivism uses visual aids, demonstrations, and feedback to encourage critical thinking skills.
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RESUME:
Learning occurs when an individual has a relatively permanent change in behaviour, cognition, brain function, abilities or knowledge as a result of experiences. Over the past two decades, advances in neuroscience have revolutionised the way we think about the connection between learning, emotions and the brain. We now have extensive evidence that emotions and learning are inextricably connected. We know that ‘we feel, therefore we learn’Metacognition
"Metacognition" is one of the latest buzz words in educational psychology, but what exactly is metacognition? The length and abstract nature of the word makes it sound intimidating, yet its not as daunting a concept as it might seem. We engage in metacognitive activities everyday. Metacognition enables us to be successful learners, and has been associated with intelligence . Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature. Because metacognition plays a critical role in successful learning, it is important to study metacognitive activity and development to determine how students can be taught to better apply their cognitive resources through metacognitive control.
"Metacognition" is often simply defined as "thinking about thinking." In actuality, defining metacognition is not that simple. Although the term has been part of the vocabulary of educational psychologists for the last couple of decades, and the concept for as long as humans have been able to reflect on their cognitive experiences, there is much debate over exactly what metacognition is. One reason for this confusion is the fact that there are several terms currently used to describe the same basic phenomenon (e.g., self-regulation, executive control), or an aspect of that phenomenon (e.g., meta-memory), and these terms are often used interchangeably in the literature. While there are some distinctions between definitions , all emphasize the role of executive processes in the overseeing and regulation of cognitive processes.
The term "metacognition" is most often associated with John Flavell. According to Flavell, metacognition consists of both metacognitive knowledge and metacognitive experiences or regulation. Metacognitive knowledge refers to acquired knowledge about cognitive processes, knowledge that can be used to control cognitive processes. Flavell further divides metacognitive knowledge into three categories: knowledge of person variables, task variables and strategy variables.
Theories of Learning
The document outlines several major theories of learning:
1. Behaviorism focuses on observable behaviors and uses reinforcement.
2. Cognitivism examines internal mental processes and meaningful learning.
3. Social learning theory emphasizes observational learning and modeling.
4. Social constructivism views knowledge as constructed through social experiences.
5. Multiple intelligences proposes eight distinct types of intelligence.
6. Brain-based learning incorporates principles from neuroscience on how the brain learns best.
Bruner’s cognitive theory
Cognitive development involves acquiring ways to represent recurring concepts through enactive, iconic, and symbolic representation. Children learn best when education focuses on creating autonomous learners by introducing complex ideas simply at first and increasing in difficulty, allowing students to construct knowledge for themselves through discovery, rather than rote learning. Effective teachers facilitate this process by providing information for students to find relationships, without organizing the knowledge for them.
Cognitivism
This document discusses cognitivism as a learning theory that focuses on cognitive processes like comprehension and problem solving rather than observable behaviors. It outlines some of the major cognitive theorists like Lewin, Gagne, Bloom, and Anderson and their contributions. The implications for the classroom are that teachers should facilitate problem-based learning and inquiry to stimulate students' cognitive skills. Technology can be used as an "attention getter" and to present material interactively on whiteboards. Students are encouraged to work collaboratively in groups and use technology to express their own ideas. The goal is for students to learn how to teach themselves efficiently using their cognitive abilities.
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Constructivism is a theory of learning that states that individuals create their own understanding and knowledge from their experiences. According to constructivism, learning occurs as learners are actively engaged in making meaning by connecting new information to prior knowledge through hands-on exploration and discovery. Key principles of constructivism include linking new concepts to existing knowledge, using real-world problems and experiments to promote understanding, and placing emphasis on meaningful learning activities rather than rote memorization. In the classroom, constructivist teaching strategies include collaborative and project-based learning to encourage critical thinking skills based on Bloom's Taxonomy. Differentiating instruction to accommodate different learning styles and providing a creative learning environment also support the constructivist approach.
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Dr. McGuire is the Director Emerita of the Center for Academic Success and Retired Assistant Vice Chancellor and Professor of Chemistry at Louisiana State University. She is the author of Teach Students How to Learn.
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This document discusses several cognitive theories of learning:
1) Gestalt psychology which emphasizes the whole of human experience and informed cognitive theories.
2) Cognitive theories focus on internal mental processes like thinking, versus behaviorism which views learning as reaction to stimuli.
3) Key cognitive instruction theories include Piaget's stages of cognitive development, Bruner's discovery learning theory, and Ausubel's meaningful learning theory which stresses relating new knowledge to prior knowledge.
4) Theories can be applied to understand individuals at a coffee shop based on their view of learning and locus and purpose of education.
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Cognitivism is a learning theory that focuses on internal mental processes like memory, problem-solving, and thinking. It views learning as information processing in the mind, similar to a computer. Key people in cognitivism include Benjamin Bloom, who created Bloom's Taxonomy of learning objectives, and Robert Gagne, who identified different types of learning. In the classroom, cognitivism uses visual aids, demonstrations, and feedback to encourage critical thinking skills.
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This article was prepared for The Education Hub by Dr Cynthia Borja, member of Conexiones: Plataforma de Ciencias del Aprendizaje.
Original article is in The Education Hub website https://theeducationhub.org.nz/research-guide/the-brain-emotions-and-learning/
RESUME:
Learning occurs when an individual has a relatively permanent change in behaviour, cognition, brain function, abilities or knowledge as a result of experiences. Over the past two decades, advances in neuroscience have revolutionised the way we think about the connection between learning, emotions and the brain. We now have extensive evidence that emotions and learning are inextricably connected. We know that ‘we feel, therefore we learn’Metacognition
"Metacognition" is one of the latest buzz words in educational psychology, but what exactly is metacognition? The length and abstract nature of the word makes it sound intimidating, yet its not as daunting a concept as it might seem. We engage in metacognitive activities everyday. Metacognition enables us to be successful learners, and has been associated with intelligence . Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature. Because metacognition plays a critical role in successful learning, it is important to study metacognitive activity and development to determine how students can be taught to better apply their cognitive resources through metacognitive control.
"Metacognition" is often simply defined as "thinking about thinking." In actuality, defining metacognition is not that simple. Although the term has been part of the vocabulary of educational psychologists for the last couple of decades, and the concept for as long as humans have been able to reflect on their cognitive experiences, there is much debate over exactly what metacognition is. One reason for this confusion is the fact that there are several terms currently used to describe the same basic phenomenon (e.g., self-regulation, executive control), or an aspect of that phenomenon (e.g., meta-memory), and these terms are often used interchangeably in the literature. While there are some distinctions between definitions , all emphasize the role of executive processes in the overseeing and regulation of cognitive processes.
The term "metacognition" is most often associated with John Flavell. According to Flavell, metacognition consists of both metacognitive knowledge and metacognitive experiences or regulation. Metacognitive knowledge refers to acquired knowledge about cognitive processes, knowledge that can be used to control cognitive processes. Flavell further divides metacognitive knowledge into three categories: knowledge of person variables, task variables and strategy variables.
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The document outlines several major theories of learning:
1. Behaviorism focuses on observable behaviors and uses reinforcement.
2. Cognitivism examines internal mental processes and meaningful learning.
3. Social learning theory emphasizes observational learning and modeling.
4. Social constructivism views knowledge as constructed through social experiences.
5. Multiple intelligences proposes eight distinct types of intelligence.
6. Brain-based learning incorporates principles from neuroscience on how the brain learns best.
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Cognitive development involves acquiring ways to represent recurring concepts through enactive, iconic, and symbolic representation. Children learn best when education focuses on creating autonomous learners by introducing complex ideas simply at first and increasing in difficulty, allowing students to construct knowledge for themselves through discovery, rather than rote learning. Effective teachers facilitate this process by providing information for students to find relationships, without organizing the knowledge for them.
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This document discusses cognitivism as a learning theory that focuses on cognitive processes like comprehension and problem solving rather than observable behaviors. It outlines some of the major cognitive theorists like Lewin, Gagne, Bloom, and Anderson and their contributions. The implications for the classroom are that teachers should facilitate problem-based learning and inquiry to stimulate students' cognitive skills. Technology can be used as an "attention getter" and to present material interactively on whiteboards. Students are encouraged to work collaboratively in groups and use technology to express their own ideas. The goal is for students to learn how to teach themselves efficiently using their cognitive abilities.
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Constructivism is a theory of learning that states that individuals create their own understanding and knowledge from their experiences. According to constructivism, learning occurs as learners are actively engaged in making meaning by connecting new information to prior knowledge through hands-on exploration and discovery. Key principles of constructivism include linking new concepts to existing knowledge, using real-world problems and experiments to promote understanding, and placing emphasis on meaningful learning activities rather than rote memorization. In the classroom, constructivist teaching strategies include collaborative and project-based learning to encourage critical thinking skills based on Bloom's Taxonomy. Differentiating instruction to accommodate different learning styles and providing a creative learning environment also support the constructivist approach.
Cognitive learning theory by Viviana Abbati
Cognitive learning theory emerged in reaction to behaviorism, rejecting the idea that learning is simply a response to external stimuli. It proposes that learning involves internal mental processes like acquiring, organizing, and applying knowledge. Key cognitivists like Paivio, Cagne, Gardner, and Bloom developed influential theories about dual coding, hierarchical skill building, multiple intelligences, and higher-order thinking. Their work emphasizes engaging students through different activities, building on prior knowledge, and assessing higher levels of understanding rather than just facts.
Mi gr2 wk2v2
Constructivism is a theory of learning that states that individuals construct their own understanding and knowledge of the world through experiences and reflecting on those experiences. According to constructivism, learning is an active process where students learn by linking new information to previous knowledge and exploring ideas on their own. Key principles of constructivism include students learning through problem solving and incorporating new experiences into their existing understanding. In the classroom, constructivist teaching strategies include hands-on activities, collaborative learning, and using students' multiple intelligences. Constructivism aligns with critical thinking skills as defined in Bloom's Taxonomy, where students analyze, evaluate, and create new understanding.
Topic 1.pptx
The document discusses several learning theories and their implications for primary school mathematics curriculum and instruction. It covers Piaget's stages of cognitive development, including the sensorimotor, preoperational, concrete operational, and formal operational stages. It also discusses Gagne's nine events of instruction in his information processing model of learning. Finally, it covers Bruner's three modes of representation - enactive, iconic, and symbolic. The key aspects of these theories are explained, such as how they inform instructional strategies that align with students' cognitive abilities and promote cognitive development.
Jerome Bruner Theory of Education
This document discusses Jerome Bruner's theory of learning and constructivism. Some key points include:
- Bruner believed learning is an active process where learners construct new ideas based on past knowledge.
- He identified three stages of representation: enactive, iconic, and symbolic.
- Bruner's spiral curriculum involves revisiting topics at increasing levels of complexity tailored to students' development.
- Discovery learning and scaffolding instruction are important principles in Bruner's view of how students learn best.
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This document discusses key aspects of constructivism as it relates to teaching mathematics. It covers the following main points:
1. Constructivism is a learning theory that posits people actively construct their own knowledge based on experiences. Pioneers like Piaget, Von Glasersfeld, and Vygotsky contributed influential ideas.
2. Effective constructivist teaching involves students developing more complex mathematical understanding through reflection and social processes. Assessment should be an ongoing part of the learning process.
3. Implications for the classroom include students taking an active role in knowledge construction through exploration, communication, and applying their ideas. The teacher acts as a facilitator rather than solely lecturing.
4. For
Learning Process Theories
This document discusses various learning theories that are important for educators to understand, including behaviorism, cognitivism, social learning theory, social constructivism, multiple intelligences theory, and brain-based learning. It defines learning and theories, explains the importance of learning theories for educators, and discusses different types of student learning and the cone of learning model. The six main learning theories covered are behaviorism, cognitivism, social learning theory, social constructivism, multiple intelligences theory, and brain-based learning.
FUNCTION OF KNOWLEDGE IN CURRICULUM DEVELOPMENT
This is the presentation which was presented in PPT CONTEST on TCP PRESENTO 2020 organized by Thiagarajar College of Preceptors, Madurai.
Cognitive theory group 3
Cognitivism is a learning theory that focuses on internal mental processes like memory, problem-solving, and thinking. It views learning as the process of storing and organizing information in the brain. Key contributors to cognitive theory include Paivio, who proposed dual coding theory of verbal and visual information, Gagne, who developed cognitive learning hierarchies, and Gardner, who proposed multiple intelligences. The theory emphasizes conceptual understanding over rote memorization and has implications for instructional design and technology integration in the classroom.
Julia Worster-Cognitivism
Cognitivism is a learning theory that focuses on the internal mental processes involved in learning such as thinking, memory, and knowledge acquisition. It views learning as an active process where learners build knowledge based on their experiences. Key figures in cognitivism include Howard Gardner who developed the theory of multiple intelligences, Benjamin Bloom who identified levels of learning, and Robert Gagne who outlined nine instructional events. To implement cognitivism, teachers should use instructional methods that engage different types of learners, incorporate interactive activities, and assess students in varied ways that accommodate different learning styles.
Learning theory
This document summarizes several cognitive learning theories and theorists. It discusses dual coding theory proposed by Allan Paivio which suggests verbal and visual information enhances recall. It also outlines Robert Gagne's nine events of instruction and conditions of learning. Additionally, it covers Howard Gardner's theory of multiple intelligences and Benjamin Bloom's taxonomy of learning domains and levels. The document emphasizes applying these theories through varied instructional methods that engage different intelligences and appeal to all students.
Funcation of knowledge in curriculum
This document outlines a presentation on knowledge and curriculum. It defines knowledge and lists its sources and types. It discusses knowledge in relation to learning theories and Bloom's taxonomy. It defines curriculum and lists its elements and foundations. It describes the curriculum development cycle and provides an overview of the national curriculum. Key points include defining knowledge, listing its sources as perception, introspection, memory, reason, and testimony. It identifies types of knowledge and discusses curriculum foundations and design approaches.
Psu3721 cognitive theories_of_learning
The document discusses several cognitive theories of learning including those proposed by Piaget, Bruner, Gagne, Ausubel, and Gestalt psychologists. The key points covered include:
1) Cognitive theories view learning as a process that changes an individual's mental structures and behaviors as a result of thought and experience, rather than external stimuli.
2) Theorists such as Piaget, Bruner, and Gagne proposed stage-based models of learning and emphasized different modes such as action-based, visual, and verbal learning.
3) Ausubel's meaningful learning theory focuses on incorporating new knowledge into existing cognitive frameworks through techniques like advanced organizers.
4) Gestalt psychologists
Contemporary-Learning-Theories-by-Bisagre-and-Mora-I.pptx
This document discusses learning theories and their impact on teaching. It describes 3 main categories of learning theories: 1) behaviorism, which focuses on stimulus-response learning; 2) cognitive-information processing theories, which examine how cognitive processes like memory work; and 3) cognitive constructivism, where learners actively construct knowledge based on their experiences. It then focuses on Jerome Bruner's discovery learning model from 1961, which encourages problem-solving, learner-managed exploration, integrating new and old knowledge, interpreting rather than memorizing information, and learning from failure through feedback. The 5 principles of Bruner's approach are outlined.
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Cognitive Development is a study being taught in Post Graduate Studies that we may apply in studying behavior of Human Beings.
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Principles-and-Methods-of-Teaching.pptx
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
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Michael Sumner - Cognitivism
- 2. The Theory The Theorists The Classroom The Teacher Sources
- 3. 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
- 4. 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
- 5. 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
- 6. 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
- 7. Other contributors: Merrill Component Display Theory (CDT) Scandura Structural learning Main Menu
- 8. 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
- 9. 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
- 10. 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
- 11. 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
- 12. IntegratingTechnology in a Connected World – Gary Shelly, Glenda Gunter, Randolph Gunter Pages 261-266 http://www.learning- theories.com/cognitivism.html