Cognitive learning theory
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Transcript of Cognitive learning theory
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COGNITIVE LEARNING THEORY
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Basis and Focus
• Basis: Principles of cognitive psychology
• Focus: Role of cognitive processes in learning
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Focus
• The mental processes involved in learning:
– Observing, categorizing, forming generalizations to make sense of the information provided
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Main Assumptions
• Learning results from internal mental activity and not from externally imposed stimuli
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• The learner comes with knowledge, skills and related experiences to the learning situation
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Role of the Learner
• Active participant in the learning process, using various strategies to process and construct their personal understanding of the content to which they are exposed
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Piaget, Bloom, Bruner, Ausubel
• Each of these psychologists focused on different cognitive conditions that impact on learning
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Jean Piaget
• Constructed models of child development and the learning process
• Identified 4 developmental stages and the cognitive processes associated with each of them
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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
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• 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
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Accommodation
• Accommodation – The process by which we modify what we already know to take into account the new information
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Assimilation
• The process by which new knowledge is changed / modified / merged in our minds to fit into what we already know
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Equilibration
• The balance between what is known and what is currently being processed, mastery of the new material
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Implications for the Classroom
• Learning is the process of relating new information with what was previously learnt
• Learning is cumulative
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Implications
• Learners should be assigned tasks that are age and stage appropriate
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Bloom’s Taxonomy
• Identifies and describes, in hierarchical order, the cognitive processes involved in learning
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Implication for Teaching
• Use verbs aligned to the taxonomy to plan lessons that would ensure that learners’ cognitive skills develop from LOTS to HOTS
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Revised Taxonomy
• The original 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
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Original and Revised Taxonomies
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Bloom (Rev.) and Web 2.0
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Jerome Bruner - Focus
Development of conceptual understanding, cognitive skills and learning strategies rather than the acquisition of knowledge
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Bruner’s Focus
• Teaching Approach - Learners should be encouraged to discover solutions via appropriate tasks which require the application of relevant critical thinking skills
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Bruner – Modes of Thinking
• Extended aspects of Piaget’s theory. He identified three ways in which learners process information
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• Enactive Level – learning takes place via direct manipulation of objects and materials
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• Iconic Level – Objects are represented by visual images and are recognized for what they represent
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• Symbolic Level – Learning can take place using symbols, objects and mental images. Language is used to represent thoughts and experiences
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Implications for Teaching
• Providing opportunities for learners to be actively engaged in making sense of the language input, through meaningful tasks
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• Providing opportunities for 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
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• Catering for interaction of learner with curriculum material and the learning environment
• Catering for the three modes of thinking (Bruner)
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• The Spiral Process: The cumulative nature of learning requires frequent opportunities for reviewing previously learnt material even as new material is introduced.
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David Ausubel - Focus
• Stressed the importance of active mental participation in meaningful learning tasks
• Learning must be meaningful to be effective and permanent
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• Made a distinction 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
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• Rote Learning – the material to be learnt is not integrated / subsumed into an existing cognitive structure but learnt as isolated pieces of information
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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
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• New material must be organized to be easily relatable to what is already known
• New material must be appropriately sequenced to facilitate integration
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• Use of advance organizers. These facilitate the learning process by providing ideas to which the new knowledge can be attached
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Advance Organizers
• Introductory material presented in advance of the new material
• Information that activates relevant background knowledge
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Advance Organizers
• Material that 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
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Attention should be given 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)
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Moving from LOTS to HOTS