Contribution of Cognitive Theories to Teaching and Learning PDF

Contributions of Chapter 1 cognitive theories to teaching and learning strategies  After studying this chapter, you should be able to:  define cognitive theories  explain Piaget’s stages of development  explain th...

Contributions of Chapter 1 cognitive theories to teaching and learning strategies  After studying this chapter, you should be able to:  define cognitive theories  explain Piaget’s stages of development  explain the importance of the information processing model  explain Bruner’s cognitive theory  outline the contribution of Ausubel to cognitive theories Learning  differentiate between discovery learning and reception learning as cognitive models of teaching and learning objectives  discuss the advantages and drawbacks of cognitive theories  describe Bloom’s taxonomy of educational objectives and discuss its relevance to teaching/learning  discuss the roles of teachers and learners within cognitive theories  describe different learning styles and explain which learning styles are accommodated within the cognitive theories  explain why it is essential for teachers and learners to be aware of the different learning styles.  The information processing model of learning: inputs and outputs Sensory memory: Sight, Short-term memory: For Working memory: Long-term memory: A Cognitive theories stress the hearing, touch, smell and temporary storage of Temporary but the permanent information acquisition of knowledge taste information information is used actively storage system and skills, the formation of in performing more complex mental structures, and the cognitive tasks processing of information and beliefs. Piaget  The maturation of cognitive skill follows a sequential process.  There are four stages in Piaget’s theory: o Sensorimotor stage (0–2 years) o Preoperational stage (2–7 years) o Concrete operations stage (7–11 years) o Formal operations stage (11+ years). Piaget (cont.) Piaget (cont.)   Influenced by Piaget and Chomsky.  Individuals use a coding system to categorise information.  Individuals interpret the world in terms of similarities and differences.  Learners construct knowledge through an active Bruner process.  Language is important because it helps deal with abstract concepts.  Learners construct knowledge through active cognitive processes that act as links between a given stimulus and the response. Bruner (cont.) Enactive representation Activity based; involves manipulation (action-based) (0–1 years) of objects in the surroundings. information is stored in the form of Iconic representation mental pictures or images, and (image-based) (1–6 years) objects can be recognised; diagrams or illustrations should be used. Information is stored in the form of a Symbolic representation code or symbol (e.g. language and (language-based) (7+ years) mathematical notation); symbols can be manipulated, ordered, classified. Application to learning Education should develop symbolic thinking in children. Information should be structured so that complex ideas can be simplified and taught at increasing levels of complexity (the spiral curriculum). The teacher’s responsibility is to plan lessons in a manner that affords the learners an opportunity to learn. Implies that learners construct their own knowledge while they interact with the environment. Discovery learning Advantages of discovery learning  Encourages the use of previous knowledge and experience.  Encourages and supports the active.  The learning experience becomes a personal one.  The opportunity to explore, experiment and discover knowledge for themselves motivates learners to actively engage.  It cultivates curiosity in learners. Vygotsky  Theories of social construction and the zone of proximal development (ZPD): teaching at the appropriate difficulty level for learners.  Action and social interaction combine to help children learn. Application to learning:  Interactive dialogues and reciprocal teaching. Ausubel Learners form Main concepts: the principles of meaningful learning reception learning advance organisers knowledge and are subsumption and expository able to organise theory/later referred teaching information by to as assimilation themselves. Ausubel (cont.) Advance organisers Teaching and learning models from cognitive theories Bloom’s taxonomy of educational objectives Cognitive learning strategies Learning styles and cognitive styles Learning styles refer to the particular Cognitive styles on the other hand, refer to method/s or strategies a learner adopts the intellectual and sometimes habitual way when taking in new information or learning a learner organises and processes new skills. information and solves problems. Intuitive Sensing Active Passive Reflective Visual Auditory Verbal Pragmatic Tactile-kinaesthetic Advantages of cognitive theories Drawbacks of cognitive theories  Useful frameworks for  The abilities of children sometimes understanding cognitive underestimated. development and how learning occurs.  Too much emphasis is placed on the  Discovery learning aids memory influence of biological maturity or retention; boosts learners’ cognitive development. confidence.  Allows us to match teaching  Methods (discovery learning) could be confusing to learners. strategies to development level and to promote strategies for individual learning styles.  A lot of individual attention, engagement and monitoring are  Help us to view learners as unique required. individuals.  This chapter discussed the definition of cognitive theories and their importance. We have deliberated on the necessity for cognitive theories and subsequently discussed five theories and their contributions to teaching and learning. The theories of Jean Piaget (cognitive development in children), Jerome Bruner (theory of cognitive growth), L. S. Vygotsky (sociocultural theory) and D. P. Ausubel (advance organisers) were discussed. A number of teaching and learning models were derived from these cognitive theories and these have some implications for the teachers and learners in the classroom. Bloom’s taxonomy of educational objectives gives a sense of the importance of having set objectives for Summary lessons. Finally, learning styles were discussed and their characteristics of the different style before deliberating on the advantages and drawbacks of cognitive theories. It is important for the teacher not just to be aware of the cognitive theories but also to understand their applications in the classroom environment. The teacher must also be aware that each theory has its specific strengths and none should be used as a one size fits all solution to needs of every learner. Learners are unique individuals with specific strengths, needs and contexts. All of these should be taken into consideration when preparing for lessons, during classroom encounters and when conducting assessments of learning and for the purposes of learning.