Cognitivism as a Learning Theory

When looking at how people learn there is no one _ism that can fit all students, according to Kerr (2007) and I would have to agree. Over the last 12 years in education I have taught science at every level from grades 6-12 and in that time I have come to realize that if I am not flexible in my teaching than my students do not stand a chance. In my classes I tend to do a lot of hands on teaching where I am more of a facilitator of knowledge than a traditional teacher. However, one thing that becomes abundantly clear is that my honors classes do not handle that method of teaching very well. They want more notes and lectures which bore me to tears instead of the activities that teach the same thing. I have found that we tend to associate students who are auditory and visual learners into the advanced classes because teachers still associate listening well to being a good student. I adapt to the needs of my students and provide more lecture for them. As educators we need to realize that talent and intelligence can be found anywhere!

Kerr (2007) went on to talk about that no _ism is inherently wrong and when criticism of it arises research is often do to strengthen the arguments for the theory, which is something that should always be done because there is no definitive right or wrong answer. This is something that can be frustrating who is right which argument do you believe they all make compelling arguments that I can relate to different students so I go around and around. In the end I have to think that there is no one right fit for all, we all know those clothes that used to be sold that said “one sizes fits all,” they got called on that lie and now those thing say “one size fits most” I feel that is pretty much how these _isms work.

I like the approach to the learning process that cognitivism takes because it focuses on how the learner knows something and not the surrounding environment (Caruso, 2010). It differs from the behaviorism in that the learner isn’t doing something for a reward. Though I do think this approach does work for younger children. Case in point potty training and a very smart 2 year old, my niece had no interest in potty training she would just bring her mom a new diaper and say “change me please”, or she would take off her diaper and say “new one,” which I got more than a few laughs over but needless to say is driving my sister crazy! My sister, always trying to outsmart a 2 year old, which isn’t as easy as it sounds, found my nieces weakness stickers. Now ever time she goes pee pee in the potty she gets a sticker on her sheet. (Side note other rewards were tried before this one worked!) Which she is very proud to show all who come over to the house!
So, is she going pee pee in the potty because of a behaviorist approach to training and she is getting a reward her coveted sticker or was my niece simply ready to start to process going to the potty on her own?

Blogs that I have found interesting….

http://www.rememberanything.com/

http://www.eadulteducation.org/adult-learning/three-categories-of-learning-theory/

http://edtechundergroundrevolution.blogspot.com/
(this one is just fun to read and a Walden student that I thought I would share)

References:

Driscoll, Marcy P. (2005) THIRD EDITION Psychology of Learning for Instruction. Boston, MA: Pearson Education Inc.

Kerr, B. (2007). _ism as a filter, not a blocker. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Kappa, K. (2007) . Out and About: Discussion on Educational Schools of Thought. Retrieved from http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html

Module 1

What are your beliefs about how people learn best? What is the purpose of learning theory in educational technology?

It is a given that not all students learn the same way. When designing a curriculum educators look at various ways to incorporate the different Multiple Intelligences into their lessons. In doing this they give every student an equal chance of success. Driscoll (2005) defines the learning theory as something that “comprises a set of constructs linking observed changes in performance with what is thought to bring about those changes”(p.9). If one dissects this definition it focuses more on the process of learning. If we then give students a chance to analyze their preferred learning styles one can make sure to incorporate dominate learning styles into their instruction. Teachers need to move away from teaching in what learning styles they learn and focus on how the students learn.

When looking at learning theory in educational technology the focus needs to be on the technology can affect the not only the way educators teach but what they teach. It is important for educators to research the various technologies available to them to determine which ones will be most helpful to them and most beneficial to their students.

Some sites that you might like to visit are:

http://www.innovativelearning.com/instructional_technology/index.html

http://www.worldwidelearn.com/education-articles/how-do-you-learn.htm

http://www.cloudnet.com/~edrbsass/learningstylesjigsaw.html

http://www.worldwidelearn.com/education-articles/how-do-you-learn.htm

Reference:

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.