1. Cognitive explanations of learning Esther Fitzpatrick

2. Cognitive Explanations of Learning Individually ConstructedSocially Derived From where does knowledge come? In the MindIn the Environment Where does knowledge reside?

3. Cognitive Explanations of Learning Socially DerivedIndividually Formed In the Mind In the Environment Radical Constructivism Information-Processing Theory Cognitive Constructivism Social Constructivism Situated Cognition Social Cognition

4. Cognitive learning theory: using the words below write a definition. Internal Process Mental Manipulation Information

5. Cognitive learning theory: internal mental processes and manipulation of information during learning

6. Constructivism Cognition a collaborative process: Social process, interactions with environment, and self-reflection An explanation of learning that views it as a self-regulated process that builds on learners’ existing knowledge and in which learners are active participants

7. Forms of constructivism Psychological constructivism: focuses on individual learners and how they construct knowledge, beliefs and identity Piaget – series of stages Individual central – acknowledge role of social environment. Social constructivism: emphasises the role of social and cultural factors in shaping learning Vygotsky – social processes Social interaction central component NOTE: Combination of these forms used in the classroom

8. Learners are active participants in their learning Learning by doing Learners are self-regulated Construct and monitor their own learning – metacognition Social interaction is necessary for effective learning Interaction with significant others (Piaget & Vygotsky) Individuals are encouraged to make sense of information for themselves Knowledge and understanding may differ across learners and contexts

9. Constructivism in the classroom Cooperative learning Organisation of classroom activities so students work together for a specific purpose Collaborative learning Students working in groups – less teacher directed Peer assisted learning Peers help one another to learn, and in turn, learn by teaching. More competent students in the class guide and teach less competent peers

10. Constructivism in the classroom Encouraging learner-centred experiences and activities – Discovery learning – Guided discovery – Open discovery – Inquiry learning

11. – Discovery learning The learner actively manipulates materials or ideas in the learning environment and discovers connections between them. – Guided discovery Problem solving accompanied by teacher directions for each step. Commonly used in primary classrooms – provides a framework for learning. Sense of autonomy with guidelines. – Open discovery No direct guidance or monitoring. – Inquiry learning Learners ask questions and find solutions to problems.

12. Inquiry learning Asking questions to frame and focus the inquiry Finding, organising and analysing evidence Evaluating, synthesising and reporting conclusions Taking action if appropriate Reflecting on the process, to reconsider the results of each step

13. Blooms taxonomy

14. Blooms taxonomy provides a framework for... differentiating the differentiating the challenge level challenge level of learning

15. NewRevised Taxonomy... New Revised Taxonomy... RememberingUnderstandingApplyingAnalysingEvaluatingCreating

16. Creating Evaluating Analysing Applying Understanding Remembering Students who need to strengthen core knowledge, skills & confidence greater focus at the lower order thinking levels need to strengthen core knowledge, skills & confidence in a particular area benefit from greater focus at the lower order thinking levels of the taxonomy. This builds confidence and competence and enables students to tackle tasks at the higher levels of the taxonomy with greater success.

17. Creating Evaluating Analysing Applying Understanding Remembering Students who are capable are capable in a particular area or topic benefit from learning that focuses less on the lower levels of the taxonomy more on the complex levels of thinking and more on the complex levels of thinking involved at the higher levels of the taxonomy

18. Sensory and short-term memory Sensory memory: stores new information which enters via the sensory register for less than one second. (5 senses) Short-term memory (STM): a temporary storage place with a limited capacity to store approximately seven items (paying attention – or decay) Working memory: a working space which enables a learner to think about small amounts of information

19. The information processing approach Depicts how mental processes operate Development of cognitive structures (schema) The human mind as a computer processing information, storing and retrieving Thinking is a rational process Memory is central to information processing

20. Sensory and short-term memory Sensory memory: stores new information which enters via the sensory register for less than one second. (5 senses) Short-term memory (STM): a temporary storage place with a limited capacity to store approximately seven items (paying attention – or decay) Working memory: a working space which enables a learner to think about small amounts of information

21. Rehearsal: information is repeated and practised to aid storage and retrieval

22. Chunking: related items are grouped into a single meaningful unit Shopping list: vegemite, dental floss, butter, nectarines, bread, soap, toothbrush, mangoes, pears

23. Long-term memory A permanent storage facility for information Three types of long-term memory (LTM): – Episodic: memory for life experiences

24. Semantic: memory about information and knowledge in the world around us

25. Procedural: memory about steps or procedures for performing a skill

26. Memory principles and strategies for classroom applications Focus attention Use prior learning and background knowledge Present information in an organised manner Teach cognitive and memory strategies Review and practice Monitor student progress

27. Memory Metacognition: ‘thinking about thinking’ It is our capacity to think about our own cognitive processes and refers to our ability to monitor, control and organise our own mental activities. In pairs use 206-207 to discuss and share ways in which you might remember the term metacognition. (9 pairs)

28. Metacognition Metacognition: Thinking about thinking An executive function to oversee cognitive processes Includes self-monitoring and self-regulation – Self-monitoring: monitoring success in understanding and remembering – Self-regulation: Planning, directing and evaluating one’s cognitive processes

29. Preparation – Planning: what type of task is this? What skills and resources do I need? What are my task goals? How long will it take to achieve? – Monitoring: How are my motivation levels? How well am I going? Do I need to change my approach? Do I need to adapt my task goals? – Evaluating: How well did I do? What did I do well? What did not work too well? What should I change next time?