Cognitivism as a Learning Theory - Mod 2

Learning Theories...all those _isms

Last time I posted this blog, I was discussing behaviorism. For the past two weeks I have been reading about cognitivism...and various branches of it. I confess to feeling slightly overwhelmed as I worked through the cognitivist theories and explanations. More than once I found myself wondering, is learning truly that complicated? Granted, the human brain is a complex thing that we still do not fully understand. However, I still could not help but find myself in the same boat I am always in during the study of learning theories. I struggle mightily with the notion that any one theory is absolutely correct.

While I believe people learn best by doing, I also believe that sometimes people don't. For example, when my husband is learning new math, all he has to do is see it. He looks at the numbers and it makes sense instantly. On the other hand, math is gibberish to me. I have to practice the new math - over and over - before it begins to make sense to me. It is just the opposite for anything to do with writing and reading. He has to work at it and practice, while for me it just comes naturally.

After struggling with cognitivism for a while, I read the blogs by Kerr (2007) and Kapp (2007). First, I read Kerr's blog in which he said something that made me sit up and cheer. Kerr pointed out that there is not a single _ism that is the only right theory. Rather than pinning all our hopes on one theory, we should use those theories as filters that help us determine how to teach.

Kapp (2007) suggested something similar. While he agrees with Kerr that each theory offers something useful and that no one theory is complete on its own, he goes a bit further to offer a timeline for when different theories would be most applicable. For example, Kapp stated behaviorist theory would be best at the beginning stages of learning. This would be followed by cognitivism and finally constructivism.

I agree with Kapp (2007)...and I don't. I agree that there is not any single learning theory which can cover all types of learning. However, I disagree that we can state outright that one theory is for this stage and the next theory is for that. I would propose, instead, that the different theories are intertwined. In other words, different theories are going to fit each individual at different times according to their needs.

Go back to my example of how I learn math. I am an admitted mathematical dunce. The only way I was able to survive math in school was to drop algebra altogether. Geometry, however, I discovered something I could (literally) handle. I could do geometry - it was concrete, I could see it, touch it, manipulate it. Algebra was a different animal. It was abstract and they kept changing the letters in the formulas. Going back even further, learning the multiplication facts were a challenge for me. To this day, I have to think and count to figure out what 8 x 7 is. Language arts, on the other hand, was (and still is) my cup of tea. No matter how it was taught, I got it. The first time.

The point is, if we agree that no single theory is enough to cover all aspects of learning, then it stands to reason that we can't provide a pre-determined guide for when to use each theory, either. Sometimes using the behaviorist approach will work, but the next day you may need a cognitivist approach. It will overlap.

In some cases, as seen with Clifford Stoll (below), the connections are all over the place.

Cognitivism, like other learning theories, offers insight for us to begin understanding how people learn. As a teacher, I have used mnemonics, as seen in the photo.

I have seen how "chunking" can help students to recall information. I also know that rote memorization of spelling words for a test does not mean they will spell those same words correctly in a paper. However, is this the only explanation for how people learn? No. Can learning be scheduled so that all little ones learn with behaviorist methods? Once they are past a certain age, can we no longer apply those principals? That seems silly. I would argue that everyone learns in multiple ways - that it depends on the person, the content, and the motivation. I would even suggest that several theories could be found in any one instructional lesson in any classroom.

It is easy to point to an isolated event and say, "Look. That is cognitivism. It must be the right theory." Or behaviorism. Or constructivism. Or any of the _isms. However, I think learning theories are more like a kaleidoscope. They are all pieces of a very complex puzzle and together can create something wonderful.

Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/

Module 1 - whose blogs I've posted to...so far...

So far, I've responded to Lauren Dart ( http://ldart7105blog.blogspot.com/2011/03/week-1-blog-post.html) and Christine Rand (http://walden-crand.blogspot.com/).

Module 1 - whose blogs I've posted to...so far...

So far, I've responded to Lauren Dart and Christine Rand.

Module 1-How do people learn best?

People learn best in various ways. According to Driscoll (2005), learning is defined by several things. First is the changing of an individual's performance. Next is that the change comes as a result of the individual's experience and dealings with others. Determining what experiences and relationships affect learning is the basis of a learning theory.

In my opinion, people learn best by being involved with the process. For example, when I want to teach my students how to access a new program on a computer, I don't give them a handout or show them with a projector and expect them to learn it. I give them the computer, show them, and let them do it. They will learn by doing, then that learning will be firmly acquired for more than a short term when they are actually able to apply the knowledge often and in different ways. Currently, my students are involved in a novel study. Each class has read a different novel with an emphasis on theme, characterization, plot, summary, and mood. They have discussed it, written it, proven it, and now they are applying it through the online projects they are creating. These projects involve collaboration through technology as well as through personal interactions. Before beginning, I determined what it is I wanted them to be able to do. Quite simply, I want them to be able to recognize character traits, identify theme and differentiate between theme and topic. I want them to read - not just what the words say - but the meanings that are deeper and will allow them to transfer this knowledge to other works of literature and texts. I want them to be able to think critically about what they read.

Learning will occur when the information is transformed into knowledge. In other words, when the information is discovered, applied, relevant, and meaningful it will be learned. Learning requires more than just a list of facts, it requires an interaction between the learner and everything else. The teacher should talk less and listen more. The students need the time to process what they have learned through activity and sharing with each other.



Technology can provide a tool for the educational revolution some are declaring we need.

As a tool, technology can help educators find ways to help students be more creative, to think, to plan, to solve problems, to collaborate - all those skills our kids will need in the future (Wagner, 2008).



Learning theory in education can provide a guideline to creating ways to teach with technology and involve students more in their own learning. A strong basis in theory will help the teacher to teach what is needed in the way it is needed. Without theory even the wonders of technology cannot be helpful to the instruction of a student. Theory provides the backbone of instruction. Working to understand how people learn will help us to understand the right way to teach. I believe everyone learns differently. This blending of ideas and tools will create a learning environment that is geared toward the students' needs.



References:

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

Wagner, T. (2008) The global achievement gap. New York, NY: Basic Books.

Being...something

Well. Today I kept my word and did something other than "be". I read some of the texts for both my classes, did some laundry, played games with my kids, bought groceries, and thanked heaven that I am still on spring break. I also am now "following" several of my classmates' blogs. I can't wait to see what they have to say. I am truly fortunate to be in a learning community such as this - everyone brings their own experiences and knowledge to the table and that makes it interesting. I enjoy seeing the different points of view - even if mine is the right one. (ha! Just kidding, everyone!)

Now the kids are calming down and so is my husband and me. Our dogs are laying about the room in various positions, mostly resembling carcasses. Except mine - he is snoring loudly.

I won't be far behind.

Tomorrow...more reading, more planning, more games, more housework. Life is good.

I am blessed.

No blank space

Ok. I really am not posting anything earth shattering. No great discoveries, no epiphanies. I simply don't like the blank space on my blog. I know that later I will be posting deep thoughts - or deep something - in response to questions posed by my professor in my EDUC 8845 course. For now, however, I am reading and sorting through quite a lot of information. My other class is EDUC 8112 - also a challenge. Luckily, this is my spring break and in between kids, house, and animals I am able to work on my studies.

Oh, and I'm also working on a painting. And planning for the big project my classes will begin after spring break. We painted one room and rearranged furniture. We will be painting two more before this week is out.

So...I'm feeling a bit scattered at the moment. But things will come together. I am truly fortunate that my family is so supportive.

As you can see, I really am not prepared to discuss my theories of education today. Nor am I anxious to jump into a diatribe on how technology should/could/would be used in the classroom.

For today, just today, I plan to simply......be.

Tomorrow, I will add something on the end of that and be...something.

Cheers!!