Cognitivism

Cognitivism in Practice

Cognitive learning theory states that learning involves associations established through continuity and repetition. Thus, cognitive learning is based on the thought process of the learner and considers the changes in behavior using them as indicators as to what is taking place in the learners mind.

This indicates that cognitive learning theory does not exist on its own but is integrated with behaviorism, without which the cognitivist would have no indication of what is happening during learning.

Cognitive tools like graphic organizers, concept maps, power point, spreadsheets, and excel afford the teacher multiple ways in which to present the topic or lesson (Orey, 2001). These tools allow the student to locate and identify information through different learning situations that are more interactive. Another aspect of using cognitive tools is that it presents the information to the students in a meaningful and appropriate way, and encourages collaborative learning within the classroom (Orey, 2001).

Within our school population, there are many veteran teachers and they are more content with the use of a projector, calculator, TV/Video and pencil paper. Very few are able to use the interactive white board or use power point to present the lesson. It could be that most people are not encouraged by the thought of change and so do not incorporate the new cognitive tools or maybe they believe that it is difficult to measure how students actually use these tools. Technology has advanced in so many ways, that most computerized activities provide immediate feedback for the learner and increases the level of participation based on the learners previous achievements.

As teachers of the 21^st century we possess a vast amount of cognitive tools that can be used to enhance and enrich learning for our students, but unfortunately we are too reluctant to try them. If we cannot conquer our fears then how can we expect our students to conquer theirs. As we begin to incorporate more technological tools in our classes, we become more proficient in the use of these cognitive tools and increase our competence with designing activities that are beneficial to the students. The use of cognitive tools require students to think about the information instead of just reproducing previous learning (Orey, 2001).

I tried using spreadsheets to graph systems of equations with my Algebra 1 students this week and was initially disappointed with the reaction of the class as a whole. One student however really enjoyed working on the computer and did a great job graphing his problems. The second day using the spreadsheet, the students were a lot easier to reach and teach. I believe their initial reaction may have been due to their own fears and uncertainty with using the new tools at their disposal. this just demonstrates that even if we(the teachers) are unsure to pursue the new learning can only benefit the students and ourselves.

Cognitive tools in and of themselves can be good or bad, it is how the learning activity is designed and the students that it is designed for that will indicate its usefulness. Good point to remember is that cognitive tools should help to manage learning not increase it, and because of the diverse use of each tool students are exposed to more than one way to learn a lesson. this creates multiple paths in the brain to access the same information thus solidifying learning (Orey 2001). Let us make the decision as teachers to begin to incorporate more use of cognitive tools in our classes, thus increasing the likelihood of our students learning more of the lesson being taught.

Reference

Orey, M. (2001). Emerging perspectives on learning, teaching and technology.