EPS_340_SA-Cognitive_Learning_Theory-1

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EPS 340 Signature Assignment: Cognitive Learning Theory and Processes Instructions : Read the vignette below and then refer to the following page which lists additional instructions about how to complete the assignment. Case Study: Cognitive Learning Theory and Processes Mr. Glowser teaches third grade at Flintstone Elementary School. Each morning, his students come into class and get comfortable in the reading cove, a corner of the classroom that Mr. Glowser has furnished with a rug, beanbags, and large pillows. He reads a chapter to the students, then he asks them to summarize the main points of the story, ask questions, clarify difficult or confusing points, and predict what they think might happen next. Mr. Glowser concludes reading time by reviewing the main points of their discussion before moving into the daily writing lesson. Students write in a structured journal about their favorite parts of the story. Each entry contains prompts such as “the most important part of today’s chapter was _____” and “I think ____ will happen next in the story.” After writing, students get together in small groups and use a writing rubric to verbally review each other’s work, then they make minor revisions in their writing journals. Mr. Glowser begins the daily science lesson after lunch. He starts each new unit by introducing the topic and telling a story or showing a short video to help capture students’ attention. Each student then writes in their science notebook what they know about the topic and what they want to learn about it. They share their ideas with their table groups, then they discuss them as a class. Once the unit is complete, students write briefly about what they learned and any questions they still have, discuss with their groups, and share final thoughts with the full class. Before beginning a new unit on plant parts and their functions, Mr. Glowser has students complete written and verbal observations of the seedlings they had planted in the prior unit, and they compare their observations to other plants they see around the school yard. The students then brainstorm to predict how their own plants will grow. As Mr. Glowser describes the major parts of seed plants, he uses examples of the students’ observations to illustrate each component. He also gives each student a diagram of a seed plant that’s labeled with the names and basic functions of the major plant parts. The students are encouraged to keep the diagram in their observation notebooks as a reference for future observations of their plants’ growth and development.

Questions: Cognitive Learning Theory and Processes Instructions : Complete your assignment on this template. After reading the vignette above, respond to the following five questions. Type your responses in complete sentences under each sub-question (e.g., you should respond to questions 1a and 1b separately). If you have questions about the assignment, please check with your instructor. 1. Metacognition. a. Define metacognition, metacognitive knowledge, and metacognitive regulation. Metacognition is the ability to monitor and adaptively control one’s cognitive processing or thinking about thinking. Metacognitive knowledge is what individuals know about themselves as cognitive processors, the different approaches that can be used, and the demands of a particular learning task. Metacognitive regulation is how a learner controls their thinking to facilitate their learning. b. How does Mr. Glowser encourage metacognitive development during reading time and writing lessons? Use specific details from the case study to support your answer. Mr. Glowser encourages metacognitive development during reading time and writing lessons by encouraging students to share their thoughts about what they’re reading about and offering them the opportunity to do so. He also asks probing questions such as what they predict will happen next in the story. 2. Meaningful learning. a. Define meaningful learning. Meaningful learning is the process in which information is picked, organized, and then connected with previous learning or knowledge. This sort of activation promotes the recall of knowledge by associating it with previous knowledge. b. How does Mr. Glowser encourage meaningful learning in his science lesson? Use specific details from the case study to support your answer. Mr. Glowser encourages meaningful learning in his science lessons, more specifically when he teaches the class about how plants grow. He begins by showing a video and then allowing students to write about what they learned in the video in their notebooks. He mentions another time when they observed the seedlings, they planted to draw on previous knowledge. Taking this information, he then told his students to make new observations and comparisons with plants they see around the school. 3. Working memory. a. Define working memory. Include details about its function, duration, and capacity. Working memory is how we store sensory memory information. This is usually temporary until the information has passed or it gets transferred into long-term memory.

b. How does Mr. Glowser account for the limited capacity of his students’ working memory during the science lesson? Use specific details from the case study to support your answer. Mr. Glowser accounts for the limited capacity of his students’ working memory during the science lesson by preventing them from doing one single task the whole time. He makes sure that each task is differentiated so the learning is more meaningful. For instance, he first asks them to watch a video, then write about it, and then to physically move and observe the seedlings. 4. Knowledge representation. a. Define declarative and procedural knowledge. Declarative knowledge is information stored in memory that is considered static in nature and it usually describes process or events and their relation to each other. Procedural knowledge is the knowledge on how to complete a task or perform a skill. b. What type of knowledge are students developing in their reading and writing lessons? Use specific details from the case study to support your answer. Throughout the lessons, students are developing their reading and lessons by sharing their thoughts and feelings with their peers about what they are reading. This develops their speaking and listening skills. They develop their thinking skills when asked what will happen next in the story. c. What type of knowledge are students developing in their science lesson about plant parts and functions? Use specific details from the case study to support your answer. In relation to science, they are developing their observation skills by observing the seedlings they had previously grown and how this connects to their new learning; this also aids in their comparison abilities because they are comparing previous knowledge and observations with new. They also learn how to reflect by viewing a video and then writing down what their thoughts are on this topic. 5. Transfer. a. Define transfer. Include the difference between positive and negative. Transfer is the abilities to take what has been learned, including skills and strategies, and applying it to new context. Positive transfer is the facilitation of a new task based on what has been previously learned. Negative transfer refers to the decline in a second task due to a previous one. b. Describe at least two ways that Mr. Glowser promotes positive transfer among his students. Use specific details from the case study to support your answer. The first way he promotes positive transfer is during his science lesson when he asks students to recall what they had previously learned about seedlings and apply it to the new information they are learning about plants. He also mentions how these skills of observation and comparison can be used effectively by making it broader and more relatable to the outside world, he does this using other plants that the students see on campus. This enhances transfer because it draws on previous knowledge from their long-term memory and converts it into working memory.

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