2. What is the Cognitive Learning
Theory?
It
argues that the “black box” of the mind
should be opened and understood.
We as the learners are viewed as an
information processor, which is similar to a
computer.
It started in the 1960s, replacing
Behaviorism as the dominant paradigm.
3. Key People associated with
Cognitive Learning Theory
•
•
Some of the originators and contributors:
Gagne: Identified 5 major categories of learning:
1Verbal Information, 2Intellectual Skills,
3Cognitive Strategies, 4Attitudes and 5Motor
Skills
Benjamin Bloom: Bloom’s Taxonomy
Simple way to classify goals/objectives of
curriculum that included six levels which are:
1knowledge, 2comprehension, 3application,
4analysis, 5synthesis and 6evaluation
4. Key People associated with
Cognitive Learning Theory
Allan Paivio: information presented visually and
verbally=enhances recall and recognition.
Dual Coding Theory: people process
information in two ways by processing
of 1images and 2language.
Gardner: multiple intelligences. The original eight
intelligences are used to figure out the type of
technology and instruction that works best for
students. They are:
1Linguistic-verbal, 2Logical-mathematical,
3Spatial-visual, 4Body-kinesthetic, 5Musical,
6Interpersonal, 7Intrapersonal, and 8Naturalist.
5. Key Points of the Theory
Thinking,
memory, knowing, as well
as problem-solving need to be
explored.
We can view knowledge as a
schema (symbolic mental
construction).
Learning: change in a learner’s
schemata.
People need active participation,
that is how we learn, and our
actions are a consequence of
thinking.
6. Key Points of the Theory
Our
mind is like a
computer in that
we have:
a) Information
come in
b) The information is
processed which
c) Leads to certain
outcomes
7. What the teacher does under
this theory
The teacher needs to give more attention
toward what is to be learned, so write key ideas
on the board, highlight the important points in
the textbooks.
Use examples, images, elaborations, and
meaningful connections to prior knowledge, so
it can be more meaningful to the students;
bridge the gap so to speak between the new
information and old information.
Give the students time to see if they understand
what they are learning.
8. What the teacher does under
this theory
With Technology
By concept maps, or
multimedia, give
organized instruction.
Show videos, visual
content like movies or
audio content.
Use PowerPoint, make
tutorials and gives
students the freedom
for them to make their
own ideas, and
discussions online.
Without Technology
Bridge the gap
between new
information and
what the students
know.
Verbal and
imaginary encoding
to help students
remember.
Give demonstrations
and examples.
9. What the students do under
this theory
It helps the students to know which way is the
best way that they learn.
It helps them to determine how they can
study.
Since the teachers spend more time on what
is important and are more informed, it gives
the students a better environment setting for
them to learn their information.
They can highlight main points and ideas in
their books.
10. What the students do under
this theory
With Technology
They can make their
projects through
PowerPoint,
Moviemaker.
They can use Microsoft
Word in order to write
reports.
They can use blogs or
a wiki page to have
discussions online.
Or they can have
video chat to debate
certain topics.
Without Technology
They can write reports,
display their projects
on display boards.
They can bring projects
that are made by
them.
They can have group
activities.
They can use poster
boards or display
boards.
11. My opinion on the Cognitive
Learning Theory
As we learned, Behaviorism was replaced by the Cognitive
Learning Theory as the dominant paradigm. The reason being
was that not everything was a stimulus-response. You see
Behaviorism was stuck on the idea that all behavior could be
explained without considering internal mental states or
consciousness. Yet we see that there was a need for that.
Therefore, in the 1960s, the Cognitive Learning Theory came
about. I like the fact that it is a theory showing that we are
humans not robots. That our thinking, memory, knowledge, and
problem-solving need to be explored. I also agree with the
statement that our actions are consequences of thinking. For
instance, when you are thinking you are hungry, you go get
food. Reason? You thought you were hungry, therefore you
went and got food-action. I think this is also a good tool to use
in classrooms because when teaching, you can focus on what
is necessarily important, they key points, and by focusing and
repeating what is key, the students will learn it more quickly!
12. Credits
Cognitive Information Processing (CIP).
N.d. Photograph. Cognitive Design
SolutionWeb. 15 Nov 2013.<http://www.cog
nitivedesignsolutions.com/Instruction/Instru
ctionalDesign.htm>.
2007. Photograph. The Daily GalaxyWeb. 15
Nov 2013.<http://www.dailygalaxy.com/my
_weblog/2007/08/the-cognitive-r.html>.
"Cognitivism." Learning-Theories. N.p., n.d.
Web. 15 Nov 2013. <http://www.learning
theories.com/cognitivism.html>.
N.d. Photograph. The Centre for Cognitive
Behavioural Therapy, London. Web. 15 Nov 2013.<http:/
/www.centreforcbtcounselling.co.uk/depression.php>.
