2.  What?
 Who?
 In the Classroom
 My Classroom

3.  Focuses on inner mental activities.
 Incorporates mental structures and
processes into learning.
 Activities like thinking and remembering
are behaviors.
 As behaviors they allow us to measure their
effect on learning.

4.  Knowledge is seen as a schema.
 Learning is a change in the student’s
schemata.
 Students require active participation to
learn.
 Actions are a consequence of thought.
 Changes in behavior are a result of what is
happening in the persons head.
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5.  Allen Paivio- Dual Coding Theory
› Material should be presented in visual and verbal
form.
› The combination of these forms enhances recall
and recognition.
 Robert Gagne
› Learners should go through a hierarchy of skills.
› Five categories of learning:
 Verbal information, intellectual skills, cognitive
strategies, motor skills, and attitudes.

6.  Benjamin Bloom- learning domains
› Cognitive domain- a student’s intellectual level.
› Affective domain- emotions, interest, attention,
and attitudes.
› Psychomotor domain- motor skills and physical
abilities.
› Bloom’s taxonomy- learning has levels like a
ladder.
 Knowledge, comprehension, application, analysis,
synthesis, and evaluation.

7.  Howard Gardner- Multiple Intelligences
› Intelligence- the ability to gain knowledge, apply
knowledge, manipulate one’s environment, and
think abstractly.
› Individuals use eight intelligences to perceive
and understand.
› These intelligences are influenced by learning
opportunities and cultural contexts.

8.  Howard Gardner- Multiple Intelligences
› Linguistic-verbal
 Enjoy reading, writing, and telling stories
 Think in words with sensitivity to rhythm
› Logical-mathematical
 Use numbers effectively and reasoning
› Spatial-visual
 Visualize objects and spatial dimentions
 Like to draw, design, and complete puzzles
› Body-kinesthetic
 Ability to move the body with skill and control

9.  Howard Gardner- Multiple Intelligences
› Musical
 Able to recognize patterns and sounds with sensitivity to pitch
and rhythm
 Think in tones and learns through rhythm and melody
› Interpersonal
 Ability to understand, communicate, and interpret others
› Intrapersonal
 Awareness of one’s feelings and goals
 The use of this awareness for personal understanding
› Naturalist
 Awareness of the natural world
 Can develop a sense of cause and effect in relation to
natural occurances
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10.  Teachers can incorporate Gagne’s Nine
Events of Instruction to improve student
learning.
 Because cognitivism emphasizes active
participation in learning, teachers can:
› Play games with students to improve memory
› Use Bloom’s taxonomy to motivate students to
reach higher learning levels

11.  Teachers can use Gardner’s multiple
intelligences to personalize assessment and
instruction.
 Teachers can use Bloom’s taxonomy to
monitor the level at which they are
challenging students.
› This allows teachers to ensure that they are
challenging students at a higher level.
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12.  I think that cognitive ideas fit very well into
my philosophy of education.
› I agree that different students learn in different
ways.
› I also believe that students who are actively
involved in learning are more likely to internalize
the information they are given.

13.  I think that I will use many cognitive ideas in
my future classroom.
› One of my favorite activities to teach students
spelling words is a game called sparkle.
› I think that I will try to address as many learning
styles as I can through games, group activities,
videos, puzzles, etc.

14. Sources:
•The book
•http://en.wikipedia.org/wiki/Cognitivism_(psycholo
gy)
•http://en.wikipedia.org/wiki/Learning_theory_(edu
cation)#Cognitivism
•http://www.learning-theories.com/cognitivism.html
•http://www.youtube.com/watch?v=SFIgVAMfz64&
feature=relmfu