Cognitivism in Practice

This week’s learning resources focused on cognitive learning.  This is basically teaching students how they best learn information.  Cognitive learning theory requires the use of as many senses as possible in an attempt to better retain information.  This theory makes our brains similar to a filing cabinet with various files already established.  The idea is that the brain will file away information into a category in which a connection is made.  This theory is why so many teachers make a conscious effort to teach information in a variety of approaches that meet as many senses and types of learners as possible.

The concept of cues, questions, and advanced organizers in my opinion goes hand in hand with the cognitive learning theory.  I feel that these types of instructional resources are helping students to organize information and will ultimately allow more retention of this information.  I feel that note taking and summarizing are also helpful, however, I do not feel that they focus on as many senses and thus may not prove to be as successful as cues, questions, and advanced organizers. 

The key component to the cognitive learning theory is to make as many connections for students as possible.  Many people have heard the saying “do not beat a dead horse” but in education there is no such thing as a dead horse.  If a teacher thinks of a way to present information that may be more meaningful for students, he/she must present the information again using this new means in hopes that even just one more student will make the connection necessary. 


About kellycbrock

I am a third grade teacher in Georgia. I am interested in learning new and exciting ways to help meet my students needs and keep education engaging for them.
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2 Responses to Cognitivism in Practice

  1. Allen Bryant says:

    I really wish that I could agree with you on everything, but unfortunately, there are dead horses in education. At the high school level, there are MANY dead horses; however, we keep fighting and believing in them until they drop out. This is due to NCLB and students being socially promoted through the system. I couldn’t agree with you more about making connections. We must use instructional strategies to find ways to make these connections for all the different types of learners

  2. alexandria says:

    I like your comparative view of the brain like a filing cabinet, and that information is filed away when a connection is made. Do you think the strategy of note taking could become a more powerful tool if visual learners could attach a photograph or picture to the note? Maybe there are different ways of note taking that serve some students better than others.


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