Cognitive Learning Theory

Behaviorist learning theory revolves around operant conditioning through positive rewards or negative consequences.  The cognitive learning theory is very different in the belief that learning is an internal process dealing with memory.  The goal of learning is to get information to the long-term memory by creating connections to previous content and making strong new paths to knowledge.  One’s experiences greatly influence the way new information is stored and educators should try to provide deep, meaningful learning experiences so that information is not lost.  There are a variety of ways to accomplish this.  Dr. Orey describes how chunking information, limiting the amount of information learned at one time, keeps new information manageable for students (Laureate Education, Inc., 2011).  It is important to not overwhelm students with too much new information at once for a deep understanding to take place.  Advance organizers and note-taking strategies using Inspiration are one way to assist with this process.  When teaching a new concept, I use chunking often because when students are overwhelmed with a large amount of information, they are less likely to remember it. 

Elaboration is the practice of making as many connections to prior knowledge as possible.   Dr. Orey believes there is a connection between cognitive learning theory and integrating multiple senses to improve student learning (Laureate Education, Inc., 2011).  When students are exposed to new material through different senses, the learning is deeper and more memorable.  Dr. Orey also describes the importance for students to make as many connections to new information as possible in the process of elaboration.  Each student brings different personal experience to new information, and thus, makes different connections to that information.  Advance organizers such as concept mapping can be used to sort material in a meaningful way, especially when the material is not easily organized (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  I use concept mapping often in my classroom to connect new concepts to prior knowledge.  I agree with Hartley's belief that instruction should be well organized and clearly structured (1998).  Advance organizers and note-taking stategies can provide this needed structure.

It is important for educators to take the time to teach a concept well rather than to just get through the curriculum.  By integrating technology and knowing how the brain works, educators can plan powerful, meaningful learning experiences for students. 

References

Hartley, J. (1998) Learning and Studying. A research perspective, London: Routledge.

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.