Cognitive Learning

Cognitive learning environments focus on helping students encode information meaningfully to long-term memory so that it can be easily retrieved. Based on the readings, there are various methods that a teacher could use to facilitate this process.

The teacher’s role is to effectively communicate so that the information presented to the student is meaningful. Meaningful information allows the student to make certain connections from prior knowledge rather than viewing the information as an entirely separate entity.

When presenting information, it should be organized in a hierarchal way from the more simplistic to the more advanced, each level building upon the next level. This should take place in an environment in which the students are encouraged to think and make the connections necessary to process the information.

Accompanying the lesson, there should be opportunities provided for students to structure the information in organized formats as active learners. This could take place in the form of outlining, mapping, chunking, or creating mnemonics.

Another aspect that the teacher should be aware of is the seating arrangement in the classroom. It is important for meaningful learning to take place without proactive or retroactive interference. It is necessary for new learning to not be interrupted by old habits or extraneous information that could take place among students who are not properly seated.

An example of a cognitive model can take place when teaching a math lesson. A teacher needs to present the material in a sequential fashion so that students can make the necessary connections to prior knowledge. Not only does the teacher present information verbally, but visual representation of certain concepts should be presented as well. Written examples on the board should be clear and concise. Questions should be asked of the students to challenge their understanding. Participation should be reinforced. Volunteers should be encouraged to go to the board and then explain their work. A summary should follow the end of the lesson in the form of “What is the aim?” and have the group of students speak collectively. Each of these steps aids the students in forming meaningful relationships between existing knowledge and knew information. This connection allows for students to assimilate information and transfer knowledge to long-term memory.