Cognitivism with voice over

Editor's Notes

• #3: Cognitivism sees the learning process as more than a static process of a specific “input” leading to a specific “output”.According to cognitivism, two people who receive the same inputs can have different outputs.   the “mind is also involved in synthesizing and analyzing information and formulating ideas” (http://techforinstructionandassessment.wikispaces.com/Cognitivism), and therefore can create new thoughts that are unrelated to the inputs. The individual mind (rather than a static collective wisdom) is seen as the principal agent in the creation of ideas. an individual’s thoughts are unique and should be valued.Cognitivists believe that as individuals experience more and more input (social interactions, school lessons, etc.) their mind develops as it continues to become more sophisticated by organizing and processing information (http://www.learning-theories.com/cognitivism.html).  
• #4: Cognitivism came about as a recognized field of psychology in the 1960s.  It was then that the "cognitivist revolution replaced behaviorism...as the dominant paradigm." (http://www.learning-theories.com/cognitivism.html)Edward Tolman believed that "learning occurred as a result of organized information in the mind". Jean Piaget “believed that...knowledge was formed by...interactions with the environment, and that learning takes place when...children interact actively with the environment at a level appropriated to their cognitive abilities.” In this way people's minds become more and more sophisticated. Piaget believed that there were four distinct stages of cognitive development:Sensorimotor stagePreoperational stageConcrete operationsFormal operationsLevVygotsky believed that "complex mental processes began as social activities."  Although children can learn to use these processes independently of those around them, they also benefit greatly from assistance of more advanced people (e.g., teachers, insightful peers, professionals, etc.)However, he also claimed that tasks within the "zone of proximal development" led to the most substantial cognitive growth. That is, Vygotsky would not have encouraged us to bring in Steven Hawking as a guest speaker for a Grade Three science class. Jerome Bruner was important in developing "educational programs" that took into account cognitivist ideas. To him, a child's "environment and experience" were central, and he "viewed children as active problem solvers" rather than as passive receivers of information.  More recently, Albert Bandura has theorized that cognitive development can occur simply through observation and imitation. In his popular Bobo Doll Experiment, he explained that "behavior such as aggression is learned through observing and imitating others."
• #5: As the figure above shows, information from the student's Environment initially goes through his/her Sensory Memory.The information that is attended to is transferred to his/her Short-Term Memory. It is held here for 20-30 seconds unless it is rehearsed, which would allow the student to remember it for an hour or two.In order for something to be transferred into Long-Term Memory it must be thought about. Importantly, attention, emotion, repetition, and desire only help memory--they do not guarantee it. According to Dan Willingham, the cognitive scientist and author of Why Don't Students Like School?, "Your brain lays its bets this way: If you don't think about something very much, then you probably won't want to think about it again, so it need not be stored. If you do think about something, then it's likely that you'll want to think about it in the same way in the future" (47). He italicises "in the same way" for a reason, since how one thinks of an experience will determine how it will be stored.  Therefore, teachers should deliver information in its appropriate context in order to encourage students to think about the right aspect of meaning.
• #7: When we write “refer to familiar knowledge”, an example would be to analyse a well known fairy tale rather than an obscure/unknown poem when studying diction