Cognitivism is a learning theory that focuses on internal mental processes like memory, problem-solving, and thinking. It views learning as information processing in the mind, similar to a computer. Key people in cognitivism include Benjamin Bloom, who created Bloom's Taxonomy of learning objectives, and Robert Gagne, who identified different types of learning. In the classroom, cognitivism uses visual aids, demonstrations, and feedback to encourage critical thinking skills.

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2. Overview
 Description of the Cognitivism Theory
 Key points of Cognitivism
 Key people associated with Cognitivism
 Benjamin Bloom
 Classroom implications of the theory

3. Cognitivism - What is it?
 In the 1960’s the cognitive revolution
came along and replaced behaviorism as
the dominant paradigm.
 The theory of cognitivism focuses on
the inner mental activities – opening
the “black box” of the human mind is
vital in understanding how people learn.
 According to the cognitive school of
thought, mental processes such as
thinking, memory, and problem-solving
need to be explored.

4. Cognitivism Explained
 Cognitivism is a theory which
attempts to answer how and why
people learn by attributing the
process to cognitive activity.
 This theory originally followed the
behaviorist school of thought.
 The cognitivists’ quarrel with the
behaviorists was that their focus on
observable behavior did not account
for what was going on in the mind.

5. Key Points Of Cognitivism
 Cognitivism is based on the thought
process behind the behavior.
 Changes in behavior are observed, and
used as indicators as to what is
happening inside the learner's mind.
 Mental processes such as thinking,
memory, knowing, and problem-solving
need to be explored.

6. Key Points Of Cognitivism
continued:
 The cognitivist paradigm states that the
“black box” of the mind should be opened
and understood.
 The learner is viewed as an information
processor (like a computer).
 Cognitivism uses the metaphor of the
mind as a computer: information comes
in, becomes processed, and leads to
certain outcomes.

7. Contributors to Cognitivism
continued:
These are the theorists that developed
and advocated for cognitivism:
R.C. Anderson developed a schema
of learning. His theory attempted
to describe learning as the storing
of information by the human mind
in structures of ideas and meanings.
Benjamin Bloom described six levels
of learning in his model of critical
thinking otherwise known as
“Bloom’s Taxonomy.”

8. Contributors to Cognitivism
continued:
These are the theorists that developed
and advocated for cognitivism:
Robert Gagne identified 5 major
categories of learning and 9 events
of instruction.
Kurt Lewin developed field theory,
which states that human behavior is
the function of both the person and
the environment.

9. Benjamin Bloom
 Bloom’s Taxonomy
 A practical way of
classifying curriculum
goals and objectives.
 Bloom identified six
levels in the cognitive
domain:
 Knowledge
 Comprehension
 Application
 Analysis
 Synthesis
 Evaluation

10. Classroom Implications:
What the teacher does under
this theory without technology:
 Visual aids (such as posters) can be
used to reinforce concepts.
 Encourage students to form visual
images that capture the things they
are studying.
 Instructional materials should include
demonstration, illustrative examples
and constructive feedback.

11. Classroom Implications:
What the teacher does under
this theory with technology:
 Teachers can present their lecture
material via visual and/or audio format.
For example: PowerPoint or Prezi
 Organized instruction can be provided
through the use of concept maps.
 The SMART board is a way for the
teacher to incorporate technology into
the classroom.
For example: spelling words can be written
on the board and the students can follow
along by utilizing the animated technology.

12. Classroom Implications:
What the student does under
this theory without technology:
 Use flashcards, note cards and/or
written notes to assist with recall
of the subject matter.
 Students can participate in open
discussions that involve critical
thinking questions and ideas.
 When working in group projects,
students can use a display board
to showcase the results of the
group effort.

13. Classroom Implications:
What the student does under
this theory with technology:
 Students can use the internet to
research information for homework and
school projects.
 Online programs can be utilized to
connect with other students outside of
the classroom.
Example: Working on group projects via
Skype, Facebook, Twitter
 Students can use programs such as
PowerPoint and Prezi to assist in
assembling multimedia presentations.

14. Cognitivism in the Classroom
The Cognitivism Theory would work well
for me in the classroom because:
 Interactive tools can be used to engage
students and keep them interested in
the subject matter being presented.
 Students develop critical thinking skills
by engaging in a process of looking at a
problem, working through the problem,
and coming up with the solution.

15. Cognitivism in the Classroom
continued:
The Cognitivism Theory would work well for
me in the classroom because:
 This theory helps teachers recognize the
individual differences in their students
by merging new knowledge with the old
knowledge they already possess.
 The teacher plays a significant role in
this theory.
 Once the teacher knows the individual
strengths and weaknesses of a student,
tactics can be devised to increase the
possibility of success for that learner.

16. References
 "Benjamin Bloom - Critical Thinking Skills." Inventors.
Web. 04 Apr. 2012.
<http://inventors.about.com/library/lessons/bl_benja
min_bloom.htm>.
 "Cognitivism." Learning Theories. Web. 01 Apr. 2012.
<http://www.learning-theories.com/cognitivism.html>.
 "Conditions of Learning (Robert Gagne)." Conditions
of Learning. Web. 04 Apr. 2012.
<http://www.instructionaldesign.org/theories/conditi
ons-learning.html>.

17. References
 Culatta, Richard. "Cognitivism Activities." Innovative
Learning. Web. 01 Apr. 2012.
<http://www.innovativelearning.com/educational_psyc
hology/cognitivism/activities.html>.
 "Kurt Lewin (1890-1947)." Performance
Juxtaposition. A Big Dog, Little Dog and Knowledge
Jump, 27 Sept. 2010. Web. 04 Apr. 2012.
<http://www.nwlink.com/~donclark/hrd/history/lewin.
html>.
 Jorda, Mary, and Suzanne Campbell. "Cognitivism: A
Theory of Learning." Florida Atlantic University
College of Education. Web. 01 Apr. 2012.
<http://www.coe.fau.edu/faculty/cafolla/courses/eme
6051/Cognitivism.htm>.

18. References
 Mergel, Brenda. "Instructional Design & Learning
Theory." Learning Theories of Instructional Design.
Web. 01 Apr. 2012.
<http://www.usask.ca/education/coursework/802papers
/mergel/brenda.htm>.
 "Schema Theory of Learning." SIL International:
Partners in Language Development. Web. 01 Apr. 2012.
<http://www.sil.org/lingualinks/literacy/ImplementALit
eracyProgram/SchemaTheoryofLearning.htm>.
 Shelly, Gary B., Glenda A. Gunter, and Randolph E.
Gunter. Teachers Discovering Computers: Integrating
Technology in a Connected World. Boston, MA: Course
Technology Cengage Learning, 2012. 257-66. Print