Cognitive Principles

cognitive or psycho-genetic constructivism. Piaget

I based my map on Piaget (cognitive) and Vygotsky (social-cultural)

Social-Cultural constructivism. Vygotsky.

Characteristics

• Focus on developing the child´s personality, knowledge and perception.

• The teacher is a guide.

• The student learns from actions and objects creating his knowledge.

• We reach a point where we learn most of the things we need to and by our early adulthood we only adapt that knowledge and find equilibrium.

• Development can be initiated by cognitive event where the individual does not have information about.

Characteristics

• The student is an active learner.

• The Cognitive development is more at the time of being a child.

• The Development as a person comes when we face new experiences.

• Language is the focus point of his theory.

In the classroom

• The teacher is a guide.

• We center learning in the kids.

• We have to know in what stage or level of development they are.

• Challenge students to be their best.

In the classroom

• The teacher is a guide.

• We center learning in the kids.

• We have to know in what stage or level of development they are.

• Challenge students to be their best.

Constructivism is the theory that says learners construct knowledge rather than just passively take in information. As they experience the world, they learn, adapt and assimilate knowledge

Vygotsky’s theory states that knowledge is co-constructed and that individuals learn from one another. A more knowledgeable other, and by the proximate zone

Piaget's theory of constructivism argues that people produce knowledge and form meaning based upon their experiences. Two of the key components which create the construction of an individual's new knowledge are accommodation and assimilation. Assimilating causes an individual to incorporate new experiences into the old experiences.

Motivation

Aspects

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Trust the students’ abilities
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Deal with anxiety
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Organize motives
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Learn cultural important data
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Group work
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8 Learning Types to consider in the cognitive learning, these are also adequate to understand our students

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Signal learning. General responses

Stimulus-response. Generally attributed to Skinner

Chaining. Connecting different knowledge.

Verbal association. Connection of word and surrounding

Multiple discrimination. Prioritizing knowledge

Concept learning. Identification of specific knowledge

Principle learning. Association between behavior, concepts and stimulus.

Problem solving. Thinking, prioritizing, acting and using different methods.