IZT2 Task 2 Cognitivism and Constructivism.docx IZT2 Task 2 Cognitivism and Constructivism Cognitivism Cognitivism is the theory that people process new information in stages, and there are limits to how much can b
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IZT2 Task 2 Cognitivism and Constructivism.docx IZT2 Task 2 Cognitivism and Constructivism Cognitivism Cognitivism is the theory that people process new information in stages, and there are limits to how much can be processed at each stage. This theory addresses how people mentally gather, store, perceive, and problem solve with given information. I think this theory suggests that information needs to be presented in concrete terms that addresses the psychology behind how people learn. One element of cognitivism that could impact teaching and learning is the idea that you need to use techniques that attract and hold students attention to better support their learning. I think that is well-defined in understanding the psychology of learning, and how information moves from the short-term memory to the working memory. Our ideal as educators should be for students to understand concepts and recognize important information. For instance, in the lesson plan, there is discussion of an anchor chart that describes common and proper nouns. One idea that is not specified, but something that is used in many other grammar lessons in my district, is color coding important information. For example, through my ELL curriculum, we teach parts of speech (adjectives, nouns, verbs, prepositional phrases at first grade) in a color-coded anchor chart; each part of speech has a specific color that is used through K-5. As skills develop, other parts of speech and other colors are added for students to understand each from grade to grade. A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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