Cognitivism in Practice

While reading this week’s resources, I allowed myself to think back to my middle school years to remind myself what helped me in the learning process. I struggled with this, until I watched Dr. Michael Orey’s video. One concept that I feel helped me obtain information for an extended period of time was the ability to make connections. Dr. Orey explained that elaboration is the “primary mechanism for storing information in long-term memory,” (Laureate Education, Inc., 2009). If students are able to make a connection between what they are learning and something that is important to them or a visual, they will then be able to maintain that connection for longer periods of time. Students are trained to retain information for a test and then are not expected to remember it for future courses.

One way in which I plan to implement this in my class this year is when teaching vocabulary words. After students define words using context clues, we review the definitions as a class. I would like to show a visual when reviewing these words. For example, when learning the word riot, I will portray pictures of riots that occurred during our history. This will allow students to make a connection between the word and an image. Students will practice “dual coding information,” (Laureate Education, Inc., 2009). Once that connection is made, hearing it in the future will trigger that connection making them remember the word.

This week’s learning resources, cues, questions, and summarizing, are a great way of incorporating cognitive learning into the classroom. At the start of a lesson or project, I explain to my students where I want to be and where they should be by the end of the week. I use contracts to enforce my expectations, which also allows students to keep track of work. I feel this allows students to think ahead and prepare for what is coming next.

I also always supply my students with rubrics at the start of a writing assignment or project. “Rubrics are excellent advance organizers because they prepare students to apply their abilities, knowledge, and critical thinking skills,” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Teachers want to be prepared so they plan in advance and children can and should learn in the same way.


References:

Laureate Education, Inc. (Executive Producer). (2008). “Cognitive learning theories” [Educational video].

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K.(2007). Using Technology with Classroom Instruction  that Works. Alexandria, VA: ASCD

Behaviorist Learning Theory

When compared to the behaviorist approach, my teaching style and this approach have many similarities. The behaviorist learning theory states “the learner acquires behaviors, skills, and knowledge in response to the rewards, punishments, or withheld responses associated with them,” (Lever-Duffy & McDonald, 2008). Reinforcement and consequences, which are major aspects of the behaviorist learning theory, assist my students and me with getting the most out of classroom time. I reinforce student’s appropriate behavior and provide consequences for inappropriate behavior. This allows me to create a classroom environment that focuses on student responsibility.

For instruction, I present the different concepts for a two week period. For example, this week I presented parts of speech, vocabulary list, and idioms. Students took notes on the mini-lessons and then were sent to complete center tasks with partners. Students used their notes, knowledge, and partners to complete all tasks. Due to my behaviorist approach with discipline, all students completed their work and there were minimal distractions. Combining student responsibility with the structure enforced by the behaviorist learning theory has created a structured classroom of students who are capable of working on their own and not dependent on the instructor.

Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.