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Running head: IZT TASK TWO 1 Learning Theories, Task Two: Cognitivism/Constructivism Western Governor’s University Key Elements of Cognitivism Cognitive psychologists study how the mind works and how it influences behavior. The study of the mind and how it absorbs information is also called the information-processing theory, “which seeks to understand how people acquire new information, how they create and store mental representations of information, how they recall it from memory, and how what they already know guides and determines what how they will learn” (Ryan, Cooper, & Tauer, 2013). Cognitivism is based on the following theories: that information is processed in stages, there are limits on how much information can be processed at each stage, and that previously learned information affects what and how people learn. When we take in new information, we make a
representation of it, assign meaning to it and store it in our mind as new learning. The amount of information humans can learn is limitless, but learning must be acquired gradually through short- term memory or long-term memory. The prior knowledge we bring to a new learning experience shapes how we view the new skill and affects how we learn it. Implications of Cognitivism Providing students with opportunities to think about their own thinking before or during a lesson is very beneficial. When a teacher begins a lesson with an anticipatory set and hooks their learner with a question, the student begins to run through all the experiences they might have been exposed to in their mind. Using their memory and prior knowledge helps learners connect to the topic and relate to the content. Asking questions and encouraging students to refine their thinking is one of the best ways for teachers to approach using cognitivism in the classroom. One way I approach cognitivism in my classroom is through using K-W-L charts to activate prior knowledge. When we start a new unit of study on a topic, I always pass out a sticky note to each student and ask them to write down one thing they already know about the topic. They take turns sharing what they know, and they come up to my chart and stick their knowledge onto the chart. Most of my students are 6 years old and their schema isn’t as strong as older learners yet, so most of their prior knowledge is redundant and similar to what others in the class already know. After each student has shared, we sort, classify, and organize our “What we know” section of the chart into similar categories. Similarly, we ask questions for what we would still like to know about a topic. Including my students in this process and allowing them to ask their own questions of interest about a topic help them engage in their learning and really focuses their attention on seeking out the answers to the questions we ask. Their understanding of the content helps them retain and recall the new learning that takes place which leads to mastery of the skill.
write full sentences, so contributing to our interactive KWL chart by writing a sticky note is difficult sometimes. Allowing them to use a graphic organizer to draw a picture of a community helper and identify the tools necessary for that person to do their job through an illustration is an appropriate demand placed on some of my struggling learners. Another obstacle I face in my instructional setting sometimes is the lack of background knowledge on topics because my learners are so young. This is why it is very important that I support their learning with visual aids, teaching them pre-requisite skills, and allow them to form questions about topics to truly understand them. Key Elements of Constructivism Constructivists believe that meaningful learning occurs when people try to create an interpretation of how and why things happen the way they do by filtering new ideas and experiences through the filter of their existing knowledge. Jerome Bruner has made contributions to the constructivism ideology with the concept of discovery learning. Bruner felt that too much of the learning taking place at school was in the form of rote memorization and formulas. He believed that students were able to memorize facts, but they were unable to make applications to them in the real world. Meaningful learning takes place when learners can solve authentic problems. The role of teachers should be to guide students to seek their own answers to questions or by engaging in group discussions. This theory obviously would not apply to all learning situations as some of the content students learn must be memorized or known. Bruner believes that “certain types of outcomes – understanding the ways in which ideas connect with one another, the possibility of solving problems on our own, and how what we already know is relevant to what we are trying to learn are the essence of education and can be best achieved through personal discovery” (Ryan, Cooper, & Tauer, 2013). Another element of Bruner’s theory
is that students should participate in social interactions to help construct knowledge. This can take place in the form of discussions and debates and is helpful in constructing meaning because learners can gain perspectives that are different than their own. Self-regulated learning is another component of constructivism and it takes place when a person controls their thoughts, feelings, and actions in order to achieve a learning goal. Learners are viewed as not only recipients of knowledge, but as active agents who use prior knowledge and their experiences to enhance what they already know and build new knowledge. Implications of Constructivism When students draw from their own personal experiences, learning becomes meaningful. A higher demand is placed on learners in constructivism because through self-regulation and inquiry, they can guide their learning experience. Teaching first grade, I cannot solely depend on my students to maintain their own discussions and ask each other meaningful questions about a topic without my guidance, modeling, and support. I have advanced learners that can successfully meet in a small group and discuss their assigned reading for the week and have meaningful discussions about the text. On the other hand, I also have struggling readers who are still learning how to blend words and identify sight words. Through differentiation in my small group time, I can expose my students to higher level thinking skills, but I am also learning that implementing constructivist strategies into my instruction is time consuming and places higher demands on my advanced learners. I believe that the overall results from teaching with a constructivist perspective are positive, but components of it are difficult to implement in a first- grade classroom with young learners. Constructivism Modification
with various types of text, so this is a skill they are familiar with and would be an effective strength of this lesson. One weakness to this modification could be that not all students are participating in this activity as it is only assigned to my advanced learning group. Using this modification and drawing on the strengths of the students in this group might also lend itself well to having them become peer models for some of my other learners who struggle with expressing their opinion and engaging in meaningful discussions with each other. As a teacher, it is my duty to create an environment that promotes social interactions between students to help them learn from one another and build new knowledge. Providing them with the opportunity to become teachers themselves will benefit all learners. References Ryan, K., Cooper, J., & Tauer, S. (2013). Teaching for student learning: Becoming a master teacher. 2nd^ Edition. Boston, MA: Houghton Mifflin College Division.
