Case for Cognitive Learning Theory
Ms. Pascal is teaching a lesson to her math class on the calculation of the area of triangles. She begins the class by reviewing methods for calculating the area of squares and rectangles, which were covered in the previous lessons.
She then announces that, “Today we will learn to calculate the area of triangles.” She begins this topic by discussing situations where it is necessary to calculate the area of triangular shapes. This discussion includes several concrete and practical examples. She then asks the students, “How can we calculate the area in these situations?” After allowing the students to propose possible methods, she points out and demonstrates how squares and rectangles can be divided into two equal triangles.
Using this information, she develops the formula for calculating the area of a right triangle.After demonstrating how the formula can be used to find the areas in the examples discussed earlier in the lesson, Ms. Pascal provides the students a work sheet that has the new formula at the top of the page and then several additional problems.
The students work on the problems while Ms. Pascal walks around the room, providing encouragement and corrective feedback as necessary. Initially the students’ performance is slow, and Ms. Pascal provides much corrective feedback, but by the end of the class, the students are able to quickly and accurately find the area of triangles, and the number of instances requiring corrections drops to zero. As homework Ms. Pascal assigns a series of word problems that require the method be applied in a variety of contexts.
Signature Assignment Student Questions :
1.Using the concept of meaningful learning, address Ms. Pascal’s review of previously studied geometric shapes.
Specifically:
a.Define meaningful learning using terms from cognitive learning theory
b.Identifies examples of Ms. Pascal’s actions that encourage or support meaningful learning
c.Describe how Ms. Pascal’s actions might contribute to meaningful learning
2.Use the concept of working memory, and its limits, to discuss how Ms. Pascal’s lesson is consistent with theory.
Specifically:
a.Define working memory and working memory load
b.Describe how working memory load impacts learningc.Use the concept of working memory load to explain the change in students’ performance
3.Using the types of knowledge representation, discuss the students’ problem-solving performance at the end of the lesson. Specifically:
a.Compare and contrast declarative and procedural knowledge
b.Identify the type of knowledge associated with student’s performance
c.Provide a rationale for the type of knowledge chosen in part b that is consistent with cognitive theory
4.Use the concept of transfer to justify various parts of Ms. Pascal’s lesson. Specifically:
a.Define transfer
b.Identify elements of the lesson presented in the case that may enhance transfer
c.Uses terms from cognitive theory to explain why the elements of the lesson may enhance transfer
5.Use the concept of elaboration to discuss the portions of Ms. Pascal’s lesson. Specifically:
a.Define elaboration and its effect on learningb.Provide examples of portions of Ms. Pascal’s lesson that are likely to enhance elaborationc.
Use terms from cognitive theory to connect Ms. Pascal’s instructional practice to the concept of elaboration
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