Styles are usually considered to be bipolar dimensions whereas abilities are unipolar (ranging from zero to a maximum value). Having more of an ability is usually considered beneficial while having a particular cognitive style simply denotes a tendency to behave in a certain manner.Cognitive learning theory in the classroom cognitive style is a usually described as a personality dimension which influences attitudes, values, and social interaction.

It refers to a tendency to approach the environment in an analytical, as opposed to global, fashion.Cognitive learning theory in the classroom at a perceptual level, field independent personalities are able to distinguish figures as discrete from their backgrounds compared to field dependent individuals who experience events in an undifferentiated way.Cognitive learning theory in the classroom in addition, field dependent individuals have a greater social orientation relative to field independent personalities. Studies have identified a number connections between this cognitive style and learning.Cognitive learning theory in the classroom for example, field independent individuals are likely to learn more effectively under conditions of intrinsic motivation (e.G., self-study) and are influenced less by social reinforcement.Cognitive learning theory in the classroom

A common approach to viewing learning styles is linked to a learning cycle of experience, observation and reflection, formation and then testing of concepts.Cognitive learning theory in the classroom although commonly referred to as the kolb learning cycle this cycle was proposed by kurt lewin who got the idea from control engineering. David kolb (1984) popularized lewin’s proposal (hence the common title).Cognitive learning theory in the classroom

Kolb developed from the lewin model the idea that students have a dominant phase of the cycle during which they prefer to learn and therefore will have preferred modes of learning.Cognitive learning theory in the classroom in order to identify the preferred study and learning styles, kolb developed a learning style inventory that identified student’s preference for the four modes corresponding to the stages in the learning cycle.Cognitive learning theory in the classroom

In guilford’s structure of intellect (SI) theory, intelligence is viewed as comprising operations, contents, and products. There are 5 kinds of operations (cognition, memory, divergent production, convergent production, evaluation), 6 kinds of products (units, classes, relations, systems, transformations, and implications), and 5 kinds of contents (visual, auditory, symbolic, semantic, behavioral).Cognitive learning theory in the classroom since each of these dimensions is independent, there are theoretically 150 different components of intelligence.

The theory of multiple intelligence’s suggests that there are a number of distinct forms of intelligence that each individual possesses in varying degrees.Cognitive learning theory in the classroom gardner proposes seven primary forms: linguistic, musical, logical-mathematical, spatial, body-kinesthetic, intra personal (e.G., insight, meta cognition) and interpersonal (e.G., social skills).Cognitive learning theory in the classroom

According to gardner, the implication of the theory is that learning/teaching should focus on the particular intelligence’s of each person. For example, if an individual has strong spatial or musical intelligence’s, they should be encouraged to develop these abilities.Cognitive learning theory in the classroom gardner points out that the different intelligence’s represent not only different content domains but also learning modalities. A further implication of the theory is that assessment of abilities should measure all forms of intelligence, not just linguistic and logical-mathematical.Cognitive learning theory in the classroom

The theory of multiple intelligence’s was developed in 1983 by dr. Howard gardner, professor of education at harvard university. It suggests that the traditional notion of intelligence, based on I.Q.Cognitive learning theory in the classroom testing, is far too limited. Instead, dr. Gardner originally proposed seven different intelligence’s to account for a broader range of human potential in children and adults.Cognitive learning theory in the classroom

Since howard gardner’s original listing of the intelligence’s in frames of mind (1983) there has been a great deal of discussion as to other possible candidates for inclusion (or candidates for exclusion).Cognitive learning theory in the classroom subsequent research and reflection by howard gardner and his colleagues has looked to three particular possibilities: a naturalist intelligence, a spiritual intelligence and an existential intelligence.Cognitive learning theory in the classroom he has concluded that the first of these ‘merits addition to the list of the original seven intelligence’s’ .

The case for inclusion of naturalist intelligence appears pretty straightforward, the position with regard to spiritual intelligence is far more complex.Cognitive learning theory in the classroom according to howard gardner there are problems, for example, around the ‘content’ of spiritual intelligence, its privileged but unsubstantiated claims with regard to truth value, ‘and the need for it to be partially identified through its effect on other people’.Cognitive learning theory in the classroom

Type 1: innovative learners are primarily interested in personal meaning. They need to have reasons for learning–ideally, reasons that connect new information with personal experience and establish that information’s usefulness in daily life.Cognitive learning theory in the classroom some of the many instructional modes effective with this learner type are cooperative learning, brainstorming, and integration of content areas (e.G., science with social studies, writing with the arts, etc.).Cognitive learning theory in the classroom

The following are descriptions of VAK learning styles which can be found in every learner to some extent. These descriptions will help you evaluate a persons learning style on the basis of observation.Cognitive learning theory in the classroom this VAK based learning styles instrument is a tool which facilitates identifying our preferences of these learning styles. Each of the five style areas are described here as if the individual showed a strong preference in that particular style.Cognitive learning theory in the classroom

Auditory numerical: this person learns from hearing numbers and oral explanations. They may remember phone and locker numbers with ease, and be successful with oral numbers, games and puzzles.Cognitive learning theory in the classroom written materials are not as important. They can probably work problems in their head. You may hear them saying numbers to themselves, or see their lips moving as they try to understand a problem.Cognitive learning theory in the classroom

Auditory-visual-kinaesthetic combination: the A-V-K person learns best by experience — doing, self-involvement. They definitely needs a combination of stimuli.Cognitive learning theory in the classroom the manipulation of material along with the accompanying sight and sound (words and numbers seen and spoken) will make a big difference to them.Cognitive learning theory in the classroom they may not seem to be able to understand, or be able to keep their mind on work unless they are totally involved. They often seek to handle, touch and work with what they are learning.Cognitive learning theory in the classroom sometimes just writing or a symbolic wiggling of the finger is a symptom of the A-V-K learner.

[…] reflective processors take the new information and think about it or reflect upon it.Cognitive learning theory in the classroom the traditional public school model tends to favor students who are abstract perceivers and reflective processors, while other combinations aren’t nearly as well addressed in the way curriculum, instruction and assessment are developed.Cognitive learning theory in the classroom educators who understand the basic concepts of the learning styles theory can more effectively teach students by developing curriculum that places more emphasis on feeling, sensing, intuition and imagination along with the traditional skills of reason, sequential problem solving and analysis.Cognitive learning theory in the classroom in the same vein, teachers should try to design instructional methods that connect with all four of the learning styles. They can do this by combining conceptualization, experience, experimentation and reflection into the process.Cognitive learning theory in the classroom introducing a wide assortment of experiential elements into the learning environment is also a great way to reach different types of learners.Cognitive learning theory in the classroom finally, when coming up with assessment methods, instructors should use a variety of techniques so that they focus on developing the “whole brain.” further reading: student learning styles adult learning styles […]