Learning

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Chapter

5

Cognitive Learning I: Understanding Effective Thinking
This chapter will help you answer the following questions about your learners: • How can I teach my learners to become good thinkers? • What cognitive learning strategies can help my learners remember what I teach? • What cognitive learning strategies can help my learners improve their comprehension of what they read? • Which is more important to how much my learners are able to learn: prior knowledge or intelligence? • How can I use the information processing model of thinking to better understand how learning occurs? • What are some ways of getting and holding my learners’ attention? • What teaching strategies can I use to enhance my learners’ reception, availability, and activation of the information I present? • Do my learners have to learn in orderly, sequential ways or can they use different sources of information simultaneously to construct their own meanings?

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• Is my learners’ intelligence fixed, or is it made up of many specific abilities that I can improve through instruction? In this chapter you will also learn the meanings of these terms: automaticity cognitive strategies comprehension monitoring decay theory declarative knowledge displacement theory domain-specific knowledge dual-coding theory elaboration general knowledge immediate memory information processing model interference theory keyword method long-term memory metacognition organization parallel distributed processing model procedural knowledge propositional networks rehearsal schema theory working memory

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Many years ago in the village of Gidole in southern Ethiopia, there lived an old man and his three sons. The old man knew that he had only a few more years to live and he wanted to make sure that his property and possessions were left in good hands. He decided that he would leave all his worldly goods to the most intelligent of his three sons. The problem... [continues]

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