When does learning occur?

2002 Constance Ridley Smith

Learning is a bundle of perceptions tied together by their association to each other.

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Known to the Unknown Adding Value

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Objectives
Discover/refresh your knowledge of

cognitive theory.
In work groups, identify at least one

cognitive tool and tell how it can be used this semester.

Formulate a subject matter application

using the cognitive approach.

2002 Constance Ridley Smith

Cognitive Approaches to Teaching and Learning

2002 Constance Ridley Smith

Learning Theories

Cognitivism

Info Processing

Behaviorism

Dual Coding

Constructivism

Behaviorist Principles
Shaping behavior: almost any behavior

can be created with contingent rewards Schedules for reward: rewards create and maintain behavior Law of effect: rewarded behaviors likely to reoccur Law of exercise: behaviors following a stimulus are likely to continue without reward

2002 Constance Ridley Smith

Behaviorist Teaching Methods

Stimulus response

Rote
Teacher-centered Task at hand

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Teacher Goal:

Teaching Strategies for Problem-Solving

MATH

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Helping Students to Recognize Patterns

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 9s

9 x 1=9 9x2=18 9 x 3=27

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Behaviorism
(Before Cognitivism)
Mind as a blank box Mind as an empty container

Memory-work by rote only

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Cognitivism
Value cumulative knowledge
Look for patterns Construct relationships

Transfer constructs and patterns

2002 Constance Ridley Smith

Teacher Goal:

Teaching Strategies for Comprehension

READING
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Knowledge of Rules
Signal Words:
Cause and Effect Comparison Sequence

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Learning is.
Connecting concepts:
The existing The new

2002 Constance Ridley Smith

Teacher Goal:

Facilitating Conceptual Change GRAMMAR

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Teacher Goal:

Helping students to overcome pre-existing perceptions

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Contiguity and Repetition

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Learning is.
Connecting concepts:
The existing The new

2002 Constance Ridley Smith

Source Unknown

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Source Unknown

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The Power of Perception

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Teacher Goal: Restructuring Student Focus PERCEPTIONS

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Teacher Goal: Influencing by instructions

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Teacher Goal: Creating the need for conceptual change.

MOTOR SKILLS

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Teacher Goal: Aiding Memory & Retention

PATTERNS & RELATIONSHIPS

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Gage/Berliner

Words, concise labels, mind imaging.

Gage/Berliner p. 264

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Katona
Organizing data
Knowing the relationship of

the parts Generalizing a rule that can be used later.

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Wertheimer
Transferring pattern data learned to

new problems

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Von Restorff
Change the look of data
Headings, Fonts, Bullets, Charts,

Tables

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Memory Aids
Advance Organizers
Schema Effects

Transfer Interference

Dependent Effects

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More Memory Aids

Organization Effects
Serial Position Effects Levels of Processing Effects

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The Case for Multi-Sensory Learning. Students will remember: (source unknown)
90% of what is said as it is done by

50 Said as it's done Said by Learner Heard & Seen Seen Heard Read

100

the learner. 70% of what is said by the learner. 50% of what is heard and seen 30% of what is seen 20% of what is heard 10% of what is read

2002 Constance Ridley Smith

Still More Memory Aids

Mnemonic Devices
Distributed Practice

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Teacher Goal: Striving for Learner Comprehension

2002 Constance Ridley Smith

Learning is a bundle of perceptions tied together by their association to each other.

2002 Constance Ridley Smith