Module 2: Cognitivism as a Learning Theory

“In social settings, Bandura said, we learn a great deal through imitation, and imitation involves cognitive processes.  We acquire considerable information by just observing models, mentally coding what we see” Some researchers and social critics say computers and the digital world have changed the way we think and interact in both positive and negative ways.  

Cognitivitism is one theory of how students learn.  Jean Piaget “forged the single most comprehensive and compelling theory of intellectual development” (Crain, pg. 112).  He focused his lifetime work on the child’s understanding of science and mathematical concepts.  He believed that children move through different stages of development and also in the same sequence as another child. He also believed “real cognitive growth only occurs when children construct their own knowledge” (Crain, pg 139).  They have to experiment and figure things out on their own.  Teachers should not use worksheets and tests to accomplish this development.  Instead, teachers should provide experiences that children find interesting and meaningful that they will want to work on within their own time because they enjoy it. 

Piaget believed in a rigorous stage theory.  He believed there were five stages that children move through.  They “unfold in an invariant sequence, describe qualitatively different patterns, refer to general properties of thought, represent hierarchic integrations, and are culturally universal” (Crain, p. 136).  Student’s go through these stages naturally.  Helping the students to move through these by providing links between what they already know and what they are learning is very important for the teacher to accomplish within each student. 

Using technology to help the students move through these steps is important.  Each student can move through a scaffold lesson at their own pace.  Cognitive learning tells me that each student can accomplish things but might not be at the same time.  I would need to be patient and help the students through different stages of development.  I agree with Driscoll when he said “children are active, self-directing cognitive entrepreneurs who develop their minds through a great many spontaneously generated information-processing activities” (Driscoll, 2005, p. 211).

Bill Kapp, in his blog on http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/ , wrote “ We need to take pieces from each school of thought and apply it effectively because…Cognitivism doesn’t explain 100% how humans process information and neither does Constructivism or Behaviorism. What we need to is take the best from each philosophy and use it wisely to create solid educational experiences for our learners”.  I agree with this.  Not everyone learns the same way with the same educational theory.  We need to take parts of each theory that is right for each student.  Not every child can memorize items to help them in a concept at a later time and at the same time not every student has previous knowledge to rely on when learning a new concept.  It seems like we should use accumulated wisdom to create multiple learning pathways and environments to meet each learners unique abilities and providing creative challenges that motivate learners.

References:

Crain, William.  Theories of Development: concepts and applications.  5th Ed.  Upper

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.).Boston: Pearson Education, Inc. Saddle River:  Pearson, 2005.

Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/

Replied to:
http://pnesrsta.wordpress.com/2013/06/26/module-2-blog-learning-theory-use-in-education/comment-page-1/#comment-2

I enjoyed reading your post and I agree with blending different theories when teaching.  I did not realize it was so difficult to find math websites for students at the high school level.  I saw that Karen mentioned Pinterest in which I was surprised to find ideas on how to teach math there also.  I also found a site called teacherspayteachers.  It has many ideas that you can take and make your own.  I saw many ideas and projects with using Microsoft Excel that I was not aware of. One other site I often use is the NCTM site.  They have many resources for math teachers.  http://www.nctm.org/resources/high.aspx

http://kwagoner7105.blogspot.com/2013/06/module-2-response-to-bill-kerr-stephen.html?showComment=1372267523893#c1854459042795226479

Karen,
Your views and the way you use the different theories seem to be a lot like mine.  Since I teach 6th grade mathematics,and you are 7th grade, I wonder if this is how many math teachers teach.  I believe in blending different theories to find the best way for my students to learn.  I agree that all the theories have a certain place in education and that we have to understand our students to know when to use each one.

Module 1: Learning Theory and Educational Technology - 7105

1. What are your beliefs about how people learn best? What is the purpose of learning theory in educational technology?

I believe that K-12 children learn through a variety of ways.  Hands-on activities seem to work the best in my sixth grade classroom.  Students also need to relate the concepts that they are leaning to their own lives.  It seems as though students can retain information better when I relate what they are learning to how they will use it in their own lives.  An example of this is if I am teaching about fractions, I will explain how they will use this with cooking and measuring throughout their lives.  I teach mathematics, so the use of repetitive actions helps tremendously with learning.  I incorporate a large amount of technology into my lessons. The use of websites to help with repetitive learning through the use of websites that have flashcards and gaming helps my students to learn their facts.  Given that students are used to using different forms of technology in their lives, they are very interested in and comfortable with any form of class work and homework that has the computer involved. 

The purpose of any learning theory is to provide a framework to education to help the students to learn and retain the information and then be able to apply the information they learned at a later time. When using technology in the classroom, the teacher needs to be well educated in finding the best form of technology for the concept being taught.  Just choosing any website or program on the computer is not the appropriate way to integrate technology into the lessons.  The teacher needs to do research, and find the best websites and activities for the concept.   I attempt to find websites that scaffold learning so that each student can learn at their own level and move on to more difficult levels if they are ready.  Teachers are using websites to help the students with using the behaviorist approach to learning.  Learning occurs through the “black box activity” that is observable and the behavior is the main focus.  The student is influenced by the nature of the reward, punishment, and stimuli.  The memory is one of repeated experiences where reward and punishment are the most influential factors.  They learn through stimulus and response.  They respond to task-based learning.  (Siemens, p. 11).  I use many websites while teaching my sixth grade math class. 

Reference

Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved from http://itforum.coe.uga.edu/Paper105/Siemens.pdf

replied to:
http://monicagragg.wordpress.com

I agree with you when you say that we learn what we want to learn and that was a great example with the video games.  My sixth grade students are experts at games.  After finding out how much they love the game minecraft, I first started entering videos of this game into my class and immediately got the attention of my classes.  I have questioned the students during the year of what they created on the site and how to use certain aspects of the game.  One of my goals this summer is to become an expert in this game so I can incorporate it into lessons in either math or science if possible.  Like you, I feel that I need to be an expert in the subject before I teach it, but I guess you have to use some trial an error at the beginning when you first teach something.

http://lrsgturn.blogspot.com/

I agree that students have to want to learn in order to retain anything taught to them.  They have to have an interest in what they are learning also.  When I have students in my class that struggle with my rigorous lessons, I will often grade them differently.  When beginning a lesson, I show examples of bad work, average work, and excellent work for a project that we are doing.  After I show the rubric for the project, I ask the students to look to see what is missing from the work according to the rubric.  I explain how each would be graded.  I encourage my struggling students as they work on the project and grade them in a way that it builds their confidence.  I then ask them if next time they will try "this"(meaning something they struggled with)  on their project.  After a year of confidence building, they really seem to come through and do become interested in learning and being successful.