When planning a lesson based on the principles of the Cognitive Theory of Learning, the teacher should consider the child’s age. This theory assumes that as a child grows, they become capable of more sophisticated thought. The lesson needs to consider organisation, as the thought is that people organize as they learn. It is believed that cognitive process influences learning, and that people control their own learning. A teacher needs to consider this, and can use things like learning centres that use games of association, learning contracts and age appropriate materials for each child (Barrett, 2007).
The basic concept of the Cognitive learner is that learning is unique in each individual. The cognitive learner should be allowed to learn at a pace that enables them to control their learning. A learner is actively involved in his/her learning. The learning is organised and is focused around mental associations.
To effectively facilitate learning while focusing on the Cognitive Theory of Learning, a teacher should focus their lessons on what children are interested in. The teacher’s role shifts from primary source of knowledge to that of facilitator. If a student asks how to spell something, the teacher shows the student how to look it up in the dictionary, or phonetically spells the word with the student to help them better understand how words are spelt. Another role the teacher may have in teaching through the cogitative theory is to answer questions with questions. For example, a student may ask why the sky is blue, the teacher may counter why do you think?; this then enables the thinking process. A teacher is there to sanction the student’s ideas on their learning process, and to guide them in the right direction. The teacher should let the child be involved in their learning through mental associations (Schunk, 2011).
A student’s role in learning using this theory is to have the willingness to take control of their learning. They need to approach learning in an organizational way, and may implement many mind tricks such as association. Social interaction plays a fundamental role in the process of cognitive learning. Every student working in a social setting needs to be able to contribute his/her insight in order to learn cognitively. An example of cognitive learning would be through a collaborative lesson plan where each student has a role and works together on a final outcome. Since consequences of behaviour play a role in learning cognitively, computer games and resources are a good way for a student to learn cognitively. A student who works on a computer based program or game gains rewards or consequences based on his/her abilities or answers to specific lessons. The student can self-correct and learn in a cognitive way. Whereas Humanistis theory in learning involves observing others to learn.
Mimicking and modelling are a big part of this learning theory; so there is a desire to learn. When a teacher is considering an instructional plan based on the Humanistic Theory of Learning, they need to consider that learning occurs within a social setting. It is a theory that depends on learning from one another, through modelling, observation and imitation. They also need to realise that self-esteem and a desire to learn are important in a child’s humanistic approach to learning. The teacher can consider peer tutoring, working in groups and providing students with study partners when planning lessons using the Humanistic Learning Theory (Davison, 2006).
The teacher should supply intrinsic rewards to learning to motivate a child to want to learn more. The teacher needs to awaken the desire in a child to learn more. Modelling several different behaviours are a good way to help the humanistic learner. One way to teach humanistic ally is to clarify what you are teaching by using graphics, sketches or models in order to clarify what is being taught. To tell a child about an ox and show them a picture of an ox is a way to teach humanistically. To show them a picture of a real ox and a cartoon ox is a way to extend the lesson huminitstically; by asking if the thing is real or make believe (imaginary or real). The teacher who uses humanistic teaching methods is concerned with not only the cognitive standpoint but from social, emotional and physical aspects as well. Therefore, along with teaching academic skills, humanistic teachers also believe in the importance of teaching values, self-concept and social skills. Confluent or holistic lessons offer an excellent means of promoting total development, and I intend to use this technique whenever possible, particularly in the language arts and social studies (Sass, 2008).
A student who learns humanistically has the desire and drive to learn. They need to have acute observation skills. They should be able to monitor their own learning and make adjustments to help them learn more. When a child points out an object and calls it something other than its common name; for example if they call a curved line a roller coaster, this is a clue that he is learning humanistically by illustrating what they have learnt with something they visually know. A humanistic learner is a visual learner. The role of the student is to explore and observe. Students can use self-evaluation techniques to monitor and observe their own behaviours and make necessary changes. Students also need to take responsibility for their own learning and keep their goals realistic.
When teaching multiplication humanistically, a teacher would have group work for the students. By working together, they can brainstorm together and closely observe one another as they learn (Barrett, 2007). If a teacher were to use a humanistic approach to teach a unit in multiplication she would have the students work in collaborative groups. There, students can closely observe the behaviour of peers and evaluate their own progress. A teacher could also let the students brainstorm and discuss how they think they would best learn multiplication as a class (Huitt, 2001). One way this can be used in the classroom is by making students the teacher’s colleague instead of students. Working together with students, respecting them and using trial and error with them in a respectful way can help them appreciate math more. For example, the goal is to learn multiplication tables. Present the question, “how do we get the answer 125 X 6?” Work out part of the problem in front of the students, maybe even do it wrong intentionally. Ask the students if this is the way it’s done. Is this the right answer? Wait for responses. Have a student guide you through the problem verbally first then have them show you. These collaborative and humanistic approaches show the class that there are ways to solve problems respectfully and without shame.
The theories of learning through the models behaviourally, cognitively and humanistically can all be interrelated and used in a classroom setting to teach a full array of learners. Knowing what type of learner a student is can help the teacher plan their lesson according to how a student learns best.
Bibliography
Alan Pritchard. 2008. [Book]. Ways of learning: learning theories and learning styles in the classroom. 2, illustrated. Taylor & Francis. 2008. 3rd June 2011
Barrett, Erin C. 2007. [Internet]. Principles of Learning and Instructions.
Dale H. Schunk. 2004. [Book]. Learning theories: an educational perspective. Edition 4, illustrated. Pearson/Merrill/Prentice Hall. 2004. 3rd June 2011
Davison, Brandi. 2006. [Internet]. Behavioral, Cognitive and Humanistic Theories of Learning. 1st June 2011
Huitt, W. 2001. [Internet]. Humanism and open education. 2nd June 2011
Sass, Edumund J. 2008. [Internet]. My Emerging Philosophies of Teaching. 3rd June 2011
