Final Draft
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| Bloom's Taxonomy |
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Process of Cognitive Learning
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Introduction:
Cognitive learning can be achieved through many different techniques. The literary review discusses the different techniques and studies being the idea and process of cognitive learning. There is no one way to achieve cognitive learning. This review identifies the results of different techniques and hypothesis used in studies on students.
Discussion:
"Cognitive Learning is a type of learning that is active, constructive, and long-lasting. It engages students in the learning processes, teaching them to use their brains more effectively to make connections when learning new things."
So how do we apply this learning method into practice?
Bloom's taxonomy is a great method to follow it puts them in behavioural terms, therefore making them easier to put into practice.
Bloom's taxonomy differentiates between cognitive skill levels and calls attention to learning objectives that require a higher level of cognitive skills and therefore leads to a better understanding of skills for a greater variety of tasks.
There are 6 steps in Bloom's Taxonomy, each step requiring more effort and skill than the next. Bloom's Taxonomy helps visualise the behavioural approach people take to each stage. If Bloom's taxonomy stages are followed they will lead to greater cognitive learning and result in greater knowledge and skill set. NANCY E ADAMS (2015)
There are different methods used to help cognitive learning. A study was done in Ohio, it's aim was to see if there was any link between sense of community and cognitive learning. They used persuasive learning techniques. They discovered that the students who had a better sense of community and an open attitude did better than the other.
Interestingly, the study showed that female students felt more connected and perceived greater cognitive learning than the males, suggesting that there is a gender related difference in communication patterns. ALFRED P ROVAI (2002)
There are many more learning techniques and strategies that help influence cognitive learning.
Metacognitive Strategies are used in planning, self-monitoring, and evaluating achievement.
Metacognitive Knowledge involves understanding your own learning processes, the nature of the learning task, and the strategies that suit you best.
Cognitive Strategies involves manipulating the material to be learned through rehearsal, organisation, or elaboration.
Social/Affective Strategies involved interacting with others for learning or using affective control for learning.
Once someone has discovered how the learn best they are more likely to achieve cognitive learning. Anna Uhl Chamot and J. Michael O’Malley (1994)
Technology is becoming a predominant part of our education system in recent years and will only continue to do so as it advances further. Technology can be great for helping people with cognitive learning.
Audio-visual learning is a very good example of how technology can help us with our cognitive memory. Most people if not all are observatory learners so teaching through visuals can have a great advantages. Though it is only suitable for transient information presented in short sections. Static graphics are better for longer sections of information. ANNA WONG, WAYNE LEAHY, NADINE MARCUS, JOHN SWELLER (2012)
It's a common assumption that the effectiveness of persuasive communication is shown through how the information is retained from the audience.
Learning persuasion is based on on an analogy between the persuasive communication and informational communication that happens in a lecture. It is measured by the level of information that is retained during the lecture. However persuasive information is measured by the level of acceptance from the information.
The evidence obtained indicated that the effects of persuasive learning are strongly based on peoples attitude's. ANTHONY C GREENWALD (1968)
Learning persuasion is based on on an analogy between the persuasive communication and informational communication that happens in a lecture. It is measured by the level of information that is retained during the lecture. However persuasive information is measured by the level of acceptance from the information.
The evidence obtained indicated that the effects of persuasive learning are strongly based on peoples attitude's. ANTHONY C GREENWALD (1968)
Conclusion:
Cognitive learning isn't a new idea but it is still very relevant and as we continue into the age of technology it is only developing further and there will be more and more techniques and opportunities for us to cognitively learn affectively.
Sources:
ANTHONY C GREENWALD
DEPARTMENT OF PSYCHOLOGY
OHIO STATE UNIVERSITY
COLUMBUS, OHIO (1968)
Anna Uhl Chamot and J. Michael O’Malley (1994)
Reading, MA: Addison-Wesley Publishing Company
ALFRED P ROVAI (2002)
NANCY E ADAMS (2015)
ANNA WONG, WAYNE LEAHY, NADINE MARCUS, JOHN SWELLER (2012)
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