What is Cognitivism in the classrom?



COGNITIVISIM 


When we speak about cognitivism, we refer to it as  a learning theory that focuses on the processes involved in learning rather than on the observed behavior which is literally what we physically see in the classroom. These include how individuals precede to think, learn and or solve problems.




Image result for the brain




There are many theories and theorist that focuses on Cognitivism but for now, we will solely center our attention on, the psychologist, Jean Piaget, who became known for creating his scientific theory about the cognitive development of children. Piaget spent some time studying with Carl Jung and during this time, he met with Theodore Simon who had been working with Alfred Binet on an intelligent test. Simon offered Piaget a position which led to Piaget developing an interest in the cognitive development of children. While working, Piaget observed children and concluded that children are not less intelligent than adults, but that they view and think differently.


Piaget's objective of the theory is to explain the procedures and processes by which the infant, and then the child, develops into an individual who can reason and think using hypotheses. 

For Piaget, cognitive development was a progressive reorganization of mental processes as a result of biological maturation and environmental experience.

Jean Piaget's Cognitive Theory


There are four basic parts of this Cognitive theory:
  • Schema - building block of knowledge.
  • Assimilation
  • Equilibration 
  • Accomodation

Schema

Schemas are the basic building blocks of Piajet's cognitive models and helps us to form a mental representation of the world. Piaget defined a schema as:" A cohesive, repeatable action sequence possessing component actions that are tightly interconnected and governed by a core meaning."In more simple terms Piaget called the schema the basic building block of intelligent behaviour a way of organizing knowledge. 
It is useful to think of schemas as “units” of knowledge, each relating to one aspect of the world, including objects, actions, and abstract (i.e., theoretical) concepts. Piaget emphasized the importance of schemas in cognitive development and described how they were developed or acquired. He thought that it was a set of linked mental representations of the world, which we use both to understand and to respond to situations. The assumption is that we store these mental representations and apply them when needed.

Assimilation 


 Which is using an existing schema to deal with a new object or situation.

 Accommodation 

 This happens when the existing schema (knowledge) does not work, and needs to be changed to deal with a new object or situation.

Equilibration

This is the force which moves development along. Piaget believed that cognitive development did not progress at a steady rate, but rather in leaps and bounds. He said that Equilibrium occurs when a child's schemas can deal with most new information through assimilation. However, an unpleasant state of disequilibrium occurs when new information cannot be fitted into existing schemas (assimilation).Equilibration is the force which drives the learning process as we do not like to be frustrated and will seek to restore balance by mastering the new challenge (accommodation). Once the new information is acquired the process of assimilation with the new schema will continue until the next time we need to make an adjustment to it.


Stages of Cognitive Development



    Stages of Cognitive Development:

    1. Sensorimotor
    2. Preoperational
    3. Concrete Operational
    4. Formal Operational

Piaget proposed four stages of cognitive development which reflect the increasing civilization of children's thought:


  • Sensorimotor 0-2 years old- coordination of senses with motor response, this is  ( voluntary movement to stimuli. For example when the surface of the skin is receiving a pain trigger : cold heat etc. We react in such a way to the particular feeling .)  sensory curiosity about the world. Language used for demands and cataloging. Object permanence developed. 

Image result for 0-2 year olds



  • Preoperational 2-7 years – symbolic thinking, (meaning individuals are able to think widely) the use of proper syntax and grammar to express full concepts. Imagination and intuition are strong, but complex abstract thought still difficult. Conservation developed. 
Image result for 2-7 year old children show the transformation

  • Concrete Operational 7- 11 years – concepts attached to concrete situations. Time, space, and quantity are understood and can be applied but not as independent concepts.
Image result for 7-11 year old children


  • Formal Operational- 11+ - theoretical, hypothetical, and counterfactual thinking. ( what do we mean by this? Theoretical thinking are things learned based on theory and ideas, hypothetical are thoughts based  on imagination, counter factual creating possible alternatives to life events that have already occurred). Abstract logic and reasoning. strategy and planning becoming possible.  concepts learned in on context can be applied to another. For instance you were taught  about the family in social studies and then again in home management individuals can relate and compile both information from each subject together.
Image result for 11plus year old children


Benefits Of Cognitive Learning

Improves Learning - Cognitive skills primarily help the process of knowledge acquisition through physical objects and mental symbols representing events or figures.​

Enhances Concentration - Concentration is what allows you to focus your attention solely on one subject or thought, excluding everything else around you. It is an essential ability that one should have and nothing beats cognitive learning when it comes to improving concentration. In other words, learning through symbols and imagery can help improve concentration.​

Cognitive learning and Perception - Sensation, also known as perception allows us to pick up the information around us, for instance the skin, tongue, nostrils, ears, and eyes. In vision, learning through imagery is collected and focused directly on your retina. Consequently, sensation is collected as waves then transmitted to the middle ear.​

Cognitive thinking and logical reasoning - While unknown to many, logical thinking is not automatic as opposed to popular belief. Reasoning can be learned to help you in problem solving. Cognitive thinking has been proven effective in improving the relationship between reasoning and facts. By understanding problem solving, an individual can become brighter and can solve problems with ease.

Applying Cognitive Theory in the Classroom

The cognitive theory of learning in which teachers seek to make connections among information in the brain and find the best way to do so is by examining how the brain works and processes this information. Questions and advance organizers as well as summarizing and note taking are strategies that allow teachers to utilize cognitive learning theories successfully in their classrooms. Concept mapping and virtual field trips are also strategies that can be used.​

Questions- Ask kids questions on what the topic is about  before teaching it to find out what they know.​​

Advance Organizer- have students make three columns and label them as , Know-Want-Learned. So that you figure out what all they know and have learned as well as what they would like to learn.​

 Summarizing, this is going over what you have learned for the day to see if the students remember at the end of the day.

​​Note taking- it’s important that students know how to take notes. Highlighting the importance of each topic not just the trail offs.

​​Mapping-This can be used to help students to focus on an “essential question” and guide learning so that students focus on the important information they need to be learning.​​

Lastly, Virtual field trips. Allow students the opportunity to interact in a unique way with the curriculum.
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References





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