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Learning is more than taking in facts and repeating them on a test. Real learning occurs when the brain is able to make sense of new information, relate it to what we already know, and transform it into knowledge that we can apply. The concept behind cognitive learning theory is that of this.
Cognitive learning theory emphasizes the cognitive processes of learning. It examines thinking, remembering, problem-solving and developing an understanding across time. Future teachers should care about this because it’s moving away from just delivering content and will move towards learning. In cognitive learning, the questions are not whether students have memorized it, but whether they understand it and are able to apply it.
In this guide, you’ll find out what is meant by cognitive learning theory, and what role social cognitive learning theory and cognitive behavioral therapy have in the picture, and which strategies facilitate improved learning. You’ll also learn about the cognitive learning process in the classroom, get an idea of sample activities and how teacher preparation programs can support the next generation of teachers.
What is Cognitive Learning Theory?
Cognitive learning theory is a learning theory that focuses on intrapersonal activities. It gives an explanation of how learners process information, organize it, store it in their memory, and recall it later when it is required. This theory is not one of giving students passive information, but rather one of having students as active participants in the learning process.
At the heart of cognitive learning theory is the notion that learning is influenced by one’s thinking. There are factors that determine the rate at which an individual learns something new, such as attention, memory, perception, reasoning and prior knowledge. This indicates that effective teaching goes beyond merely imparting information. It helps the learner to think about that information and process it in a way that will result in a deeper understanding.
For instance, if a student is learning about fraction equivalents, he or she will probably benefit from having the concept brought to life by relating it to a familiar concept, such as sharing pizza slices. That association provides a valuable structure in the brain. It assists the student to connect the new learning with their existing learning.
This style developed in reaction to learning models which were mainly based on observable behavior. Cognitive theory moved the focus to the cognitive processes in comprehending, remembering, and using information. This allows teachers to plan lessons that promote deeper understanding and thinking rather than just task completion.
It is based on the Social Cognitive Theory
Learning takes place in social interaction, according to social cognitive theory. People learn not only from directly experiencing events, but also by observing others, observing the consequences of their actions, and developing beliefs about their own competence.
It is generally connected with the theory of learning by observation. A student can sometimes learn a mathematical problem by observing a teacher perform each step. A child may model his/her behavior in class from observing others. In both, the learner is interpreting the visual information, making predictions, and determining what to do.
Self-efficacy is one of the significant principles of social cognitive theory. A person’s self-confidence and sense of their ability to do something. Pupils who think they can get better are more likely to try, persevere and learn from their errors. Providing constructive feedback, demonstrating successes, and providing opportunities for small wins all enhance teachers’ self-efficacy.
In the classroom, social cognitive theory serves as a reminder to the educators that learning is affected by:
- Modeling
- Peer interaction
- Feedback
- Motivation
Beliefs about success
Mini summary: Social cognitive theory indicates that thought and environment influence learning. Students learn through doing, watching and believing they can grow.
The Cognitive Behavioral Theory
Cognitive behavioral theory looks at the relationship between thoughts, feelings and behaviors. It’s a concept that is frequently mentioned in counselling and psychology, but is also applicable in the classroom.
The key concept is straightforward: student thinking impacts student behaviour and student learning. What if a student says, “I am not a good scientist? Sometimes thinking something like that reduces effort, and increases frustration. If the thought turns to, “I can improve with practice,” the student can tackle the task with greater confidence and persistence.
In the field of education, it is important as learning is not just academic. It’s also emotional and mental. Cognitive behavioral principles can be explained by teachers, which can enable students to identify negative thinking patterns and substitute them with more positive patterns.
In a learning context these examples are:
- Helping students to change negative self-talk
- Reflection journaling to determine obstacles to learning
- Turning big jobs into smaller ones to lessen overwhelm.
- Supporting students to set realistic goals and monitor progress.
Cognitive Learning Strategies
Cognitive learning strategies are instruments used by the student to help them to process information more effectively. These strategies enhance understanding, aid memory and increase the activeness of learning.
The following are some of the most effective cognitive learning strategies for teachers and students:
1. Making connections to previous knowledge
It is easier for students to learn if they can relate new concepts to what they know. This can be done by employing analogies, examples, and pre-assessment questions in the classroom.
For example, a teacher could pose a question to students prior to the water cycle lesson: What happens to puddles when it rains? That’s the old saying that leads to evaporation and condensation.
2. Chunking information
Grouping stimuli into smaller parts facilitates the handling of stimuli by the brain. Teachers may organize content in discrete parts rather than deliver a lengthy list of facts.
This works well for reading, math and science. For instance, a history teacher could break up a unit into causes, key events and outcomes or not teach everything.
3. Using graphic organizers
Students use concept maps, Venn diagrams and charts to organize their ideas visually. These tools aid in understanding by demonstrating the interconnections of concepts.
For more complicated topics, graphic organizers are particularly useful. They can also help students who require a structure as they plan their writing or compare theories.
4. Practicing retrieval
The term retrieval practice refers to calling to mind information, rather than just looking back at notes. This cognitive process is supported by quizzes, flash cards and brief written reflections.
Reinforces memory over time. It also allows students to see their own understanding and where they have not yet got to the bottom of things.
5. Encouraging metacognition
Metacognition is thinking about thinking. Rethinking learning is a way for students to make better choices with respect to studying, problem solving and time management.
To develop metacognition, teachers can ask questions like:
- What was your approach to the problem?
- What were you initially confused about?
- What do you plan to do differently the next time?
Mini summary: Cognitive learning strategies support students to move from the surface to deeper understanding. They increase the intent and retention of learning.
ER 2018 Theme 2 – Cognitive Learning in the Classroom
Classroom cognitive learning involves structuring instruction to reflect how the students think, process and remember. It goes beyond lecture and repetition, promoting interaction, reflection and meaning making.
The most obvious one is increased engagement. Analysis, comparison, explanation, and application questions engage students in their learning. That engagement is usually related to retention and increased trust.
Let’s look at some examples of where cognitive learning is seen in the real classroom:
- A teacher uses examples to demonstrate the solution to a problem, going through the steps, and showing reasoning.
- Students engage in small group discussion and tie into previous lessons.
- Learners review work completed to see what strategies were effective.
- Class activities require students to make classifications, predictions, or evaluations, but not just recalling.
Cognitive learning also aids with differentiated instruction. All of the students do not learn in the same manner and not all are not competent learners. Teachers can apply several strategies to facilitate more students’ access to content and demonstrate understanding.
This can be particularly beneficial in teacher preparation, as it is relevant to teachers’ everyday work. They check background knowledge, make sense of content, test comprehension, and facilitate students to be independent thinkers.
So what? Cognitive learning theory provides teachers with a framework to design classrooms where students won’t merely memorize facts. They are taught to think.
Cognitive Learning Activities
The most effective cognitive learning activities involve students in processing, applying and reflecting on information. They make thinking tangible and provide students with a more active role.
Here are some ideas for activities at the cross-curricular and inter-grade level.
Think-pair-share
Students ponder the question individually, discuss with a partner and share with the class. This will aid in reflection, verbal processing, and peer learning.
Concept Mapping
Students make a visual map that illustrates the relationships between ideas. It is suitable for science systems, vocabulary development, reading themes, or historical events.
Problem-based Learning
Students solve a real or realistic problem and make recommendations for solutions. This fosters thinking, working together along with drawing on previous knowledge.
For instance, pupils can create a recycling policy for their school, investigate a local problem or solve a mathematical riddle that is related to a real budget.
Self-explanation
Students describe and justify the development of an answer or the reason a concept is effective. This helps them to understand better, as it requires them to organize and express their thoughts.
Reflection Journals
Students reflect on their learning, challenge and improvement in brief writing. These journals also promote metacognition and self-awareness.
Sorting and Categorizing Tasks
These activities involve students’ classification of objects, concepts, or examples by common attributes. This assists them to recognize patterns and develop conceptual grasp.
Mini summary: The cognitive learning activities are strong in that they require students to think, explain and connect. They transform lessons into ‘mental work’ that enhances learning.
Go through the program to become a Cognitive Learning Leader
Teachers have an impact on more than classroom routine. They mold the way in which students approach learning. By knowing cognitive learning theory, teachers can design learning activities that foster the curiosity, confidence, and critical thinking of their students over time.
Effective teacher preparation is the first step to meaningful learning experiences. The School of Education at WGU prepares future educators to teach in today’s classrooms with the knowledge and skills necessary to support diverse learners. From the preparation of learning science to teaching practices, teacher candidates can be ready to cater for students and facilitate their growth. If you hope to make curricular decisions that mirror students’ thoughts and learning, there’s a way to do it at WGU.
Cognitive Learning FAQs
What are the principles of cognitive learning?
The main principles of cognitive learning are based on the processes that the learner goes through as he/she learns. Students are not mere recipients. They construct knowledge by attending to, remembering, reasoning and reflecting upon.
Why is learning a cognitive process important?
Cognitive learning is relevant because it aids in the deeper understanding and application of knowledge over a longer period of time. Students process information in meaningful ways that promote recall, problem-solving and critical thinking, rather than relying on short-term memory for recall.
What is cognitive learning?
Cognitive learning is not like conventional learning, as it is not only about the actions that are performed but also about the processes inside the mind. The traditional models focus more on repetition, recall and rote memorization.
