Cognitive Views of Learning

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EnglishUniversity

This lesson contains 47 slides, with interactive quizzes, text slides and 5 videos.

time-iconLesson duration is: 45 min

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Slide 1 - Slide

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Cognitive Views of Learning
Cognitive Views of Learning
By Olivia, Eloise, Rebel and Julia

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Slide 3 - Video

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Introduction
What will we be discussing?
  • Cognitive views of learning
  • Types of knowledge - General, Domain- specific, Declarative, Procedural and Conditional
  • Information processing model - Encoding, Storage and Retrieval
  • Three memory systems - Sensory, Working and Long term memory
  • How to apply these to the classroom
  • Case study
  • Trivia 

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Definition
  • Cognition - The mental process that transforms information through our senses, and then codes it.
  • Cognitive view of learning - Views learners as being actively involved in learning and constructing knowledge. 
  • Early years - Put emphasis on the acquisition of knowledge.
  • Now - Concerned with the construction and the overall process that is involved (the three memory systems). 
  • The focus - Understanding how the mind works, and how people perceive, think, and remember. 
  • Cognitive theorists - Understand that there are individual and developmental differences which can impact our ability to learn.

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Types of Knowledge
  • Cognitive views of learning take shape through five branches of knowledge
  • Basic developments of knowledge to the expansion of preconceived knowledge
  • Covers the foundations of our knowledge that’s developed in our entry level years of education and then the knowledge that is expanded through our extended education and general life experiences

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General, Domain specific and Declarative
General
  • Reading and writing
  • Basic abilities
Domain Specific
  • Information used for particular situations
  • E.g. knowing how to solve an algebra equation
Declarative
  • Demonstrated through words and symbols and knowing something is what it is
  • E.g. knowing what the solar system is

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Procedural and Conditional
Procedural
  • Knowing how to do something
  • E.g. knowing how to ride a bike
Conditional
  • Refers to knowing when and why to use declarative and procedural knowledge
  • E.g. knowing when to read carefully and when to skim through

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Discussion -

Slide 9 - Mind map

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Stimuli images -
Information processing

How do we process new information?

Spot the different turtle in 5... 4... 3.. 2... 

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Did you get it?
It is okay if you didn't, because we all have individual brains and process knowledge differently. Attention and perception are responsible for this, and play a vital role in our information processing systems.

Next - our information process systems
Information Processing Model
  • A theory in which states that the human mind is able to take in information, store it, and retrieve it later when it is necessary.
  • Encoding, Storage, Retrieval. The aim of the IPM explains how our memory systems interact with each other.
Model 1: Linear.                            Model 2: Interconnected.

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There are two models/theories as to how we process information.

- what is common is that they are both looked over by metacognition - our executive control processes, which overlook the entire process of information processing, control our decision making.
Encoding, Storage, Retrieval
Encoding
Storage
Retrieval
-Gathering
-Processing
Held in long term or short term memory
Using when needed
- Relate
- Recall

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There are two models/theories as to how we process information.
The role of perception and attention

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- Last but not least, perception and attention play a role in all three memory systems. 
- What did you see first? The young boy or the old man?
- They are there to interpret new information (perception) and determine what's important (attention). These work simultaneously to construct new knowledge, relate previous ideas to where we should draw our focus or sumthin.

Constructivism - individual learners. We are shaped by our experiences, everybody has different experiences, and thus we find certain knowledge more important than others may see it, thus we sort and our information uniquely.

- Possibly put one more slide with the diagram of IPM to clarify and reinforce how it works. Allow questions before moving on to memory game. 

Slide 15 - Slide

- Last but not least, perception and attention play a role in all three memory systems. 
- What did you see first? The young boy or the old man?
- They are there to interpret new information (perception) and determine what's important (attention). These work simultaneously to construct new knowledge, relate previous ideas to where we should draw our focus or sumthin.

Constructivism - individual learners. We are shaped by our experiences, everybody has different experiences, and thus we find certain knowledge more important than others may see it, thus we sort and our information uniquely.

- Possibly put one more slide with the diagram of IPM to clarify and reinforce how it works. Allow questions before moving on to memory game. 
Memory Game
Let's play memory palace!

Slide 16 - Slide

To see how we initially encode, store, and retrieve information in our short term memory
To see how it all works together
The Three Memory Systems

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Sensory Memory 
Function:
Our senses:
Capacity:Endless
duration: 2-5secs
Its functioning:

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- We can't process what we see, hear, feel, taste and smell all in one second at the same time. Well we do, but most doesn't get absorbed or carried on. 
- We collect all new information through our senses, whether that be hearing someone talk, patting a fluffy dog, smelling old milk, or watching someone make something. Our senses are constantly working to bring new info, and it is the role of the sensory memory to sort them all out.
- Firstly, any stimuli in the world around us is taken in through our senses, and thus to our sensory register. The sensory register registers this, sorts it, and retains it in our sensory memory for 2-5 seconds. 
- The sensory memory has the largest capacity of the three memory systems, yet also the smallest memory.
It determines which sensory information is most important, and which should be transferred to the short term memory.

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How to Apply This to The Classroom

Sensory memory is applied to engage students attention to the content being learnt. 
Educational implications
  • Physical activity
  • Role playing
  • Modelling

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Working Memory vs Short-term Memory
  • The working memory is often used synonymously with the short-term memory(which is a phrase you may have heard before from Dory.)
  • We often use the term “working memory” to refer not only to the storage of information in the short-term, but also to the mental processes for using and manipulating that information. 

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Slide 22 - Video

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Working Memory
  • The workbench of the memory systems 
  • New information is held temporarily and combined with knowledge in long term memory. 
  • It contains what you were thinking about at the present moment So
  • Has very limited capacity 
  • Hence, it may be hard to process information when listening to our presentation...

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Which one of the following is NOT a part of the Information Processing Model ?
A
Encoding
B
Processing
C
Storage
D
Retrieval

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Working Memory
Includes both 
  • Temporary storage
  • Active processing 
  • Thus the working memory being called the workbench of the memory systems
  • Where active mental effort is applied to new and old information. 

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Duration of Working Memory
  • The duration is approximately five to 20 seconds. 
  • Repeating information can potentially prevent yourself from forgetting.
  • The contents can be processed through many different forms
  • Sounds
  • Visual and spatial images 
  • Or may be structured more abstractly, based on meaning.

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Working memory

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How to Apply This to The Classroom
Working memory is used to hold information on its way to the long term memory. 
Educational implications 
  • Repetition 
  • Direct attention
  • Prior knowledge
  • Written instructions

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Long Term Memory
  • Long-term memory - Permanent storage of knowledge.
  • Explicit memory - Long-term memories that involve deliberate or conscious recall.
  • Semantic memory - Memory for meaning.
  • Episodic memory - Long-term memory for information tied to a particular time and place, especially memory of the events in a person’s life.
  • Implicit memory - Knowledge that we are not conscious of, but which influences behaviour or thought without our awareness.



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Long Term Memory

  • Images - Representations based on the physical attributes—the appearance—of information.
  • Schema - A basic structure for organising information; a concept.

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Duration of Long Term Memory
  • Elaboration - Adding and extending meaning by connecting new information to existing knowledge.
  • Organisation - The combining and arranging of information into coherent structures.
  • Context - The physical or emotional backdrop associated with an event.
  • Levels of processing theory - Theory that proposes recall of information is based on how deeply it is processed.

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How to Apply This to The Classroom

Long term memory is applied to the classroom to help students maintain the knowledge they have taken in during their lesson
Educational implications
  • Instructions and explanations need to be short and simple
  • Use visual and verbal formats
  • Teach students to chunk information
  • Consider cognitive load of task and design with schema in mind

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Case Study
Cassy is 11 years old. She has difficulty 
retaining instructions, and as a result falls 
behind in class. She is often caught wandering 
around in the classroom, and daydreaming when 
the teacher is speaking, because she doesn’t 
understand/easily forgets the prior knowledge. 

How can we improve Cassy’s concentration as a teacher, as well as her working memory? Discuss in groups of 4.

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Possible Solutions for Cassy
  • Chunk information: Do not overload. 
  • Give students breaks and activities with sensory learning
  • Provide clear instructions 
  • Repeat often throughout group activities

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Trivia!!!
Lets hope your working memory has stored this new information in your long-term memory!!! 

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What does cognition mean?
A
Mental processes that transform the information we take in through our senses.
B
How people process, store, and apply information about other people and social situations.
C
Involving, relating to, or emphasizing behaviour.
D
Observation of the images around us.

Slide 38 - Quiz

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How many branches of knowledge are there?
A
7
B
2
C
4
D
5

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What are the branches of knowledge?
A
Encoding, storage, retrieval, sensory and general.
B
General, domain-specific, declarative, procedural and conditional.
C
Long term, implicit, working, storage and declarative.
D
General and sensory.

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What does information processing involve?
A
Encoding, storage, retrieval.
B
Sensory, long term, working.
C
Long term, working, storage.
D
Implicit, semantic, episodic.

Slide 41 - Quiz

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What does the working memory hold?
A
Holds information permanently.
B
Does not hold information.
C
Holds information temporary.
D
Holds information for 3 minutes.

Slide 42 - Quiz

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How long does the working memory hold information?
A
2 - 5 seconds
B
5 - 20 seconds
C
2 - 5 minutes
D
5 - 20 minutes

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What information does long term memory hold?
A
Information that was just activated.
B
Information relatively new.
C
Information well-learned.

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What type of explicit memory uses information tied to a particular place or time?
A
Implicit.
B
Episodic.
C
Semantic.
D
Schema.

Slide 45 - Quiz

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At the beginning of the class we were all wearing different coloured scrunchies... was your brain paying attention? Drag our names to the right colour srunchie we were wearing at the beginning.
Olivia
Julia
Rebel
Eloise

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Thank you for listening! 

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