Cognitive learning theory values an understanding of the cognitive process of learning and memory. It defines learning as a constructive process in which the student is an active participant (Bruning et al., 2011). Cognitive learning theories aim for students to achieve deep levels of information processing that are transferred from the working memory eventually through to the long term. The information processing model of teaching and learning represents the mind as similar to the computer when examining the storing and recalling of information. It grants a close understanding of the learning process to assist educators in developing strategies for the deep processing of information (Churchill et al., 2019). These models of teaching and learning promote activities which present information in an organised and sequenced manner, as well as highlight the importance of assimilating new information with previous understandings (Hattie & Donoghue, 2016).
I believe that applying an understanding of cognitive learning theories is highly effective in extending the information processing of students. In examining this theory, I believe the Surface, Deep, Transfer method of teaching is an example of information processing that would prove highly successful within the classroom (Hattie, Fisher & Frey, 2016). I believe that this method could be applied to the English classroom in the analysis of a prescribed texts, for example, a year 11 English advanced class can utilise this model in module B, ‘A Critical Study of Literature’.
In the first stage of “surface” learning, students are required to annotate the prescribed text. This level of processing requires students to connect their prior knowledge of literary techniques and make observations. In the second stage of “deep” learning, students are required to use these annotations to construct TEE tables and analyse how the composer has used literary techniques to create meaning. In the final stage of “transfer” learning, students are required to answer an extended response question. This final task requires the learners to transfer the understandings gathered from the first two activities to a new context and elaborate.
I expect the surface, deep, transfer activity to allow for a successful continuum of learning. I feel that it would allow me to achieve standards 1.2, 2.2 and 3.2 as it demonstrates an understanding of information processing and an awareness of how students learn (AITSL, 2018). Further, it applies an effective strategy of teaching and learning, such as the “surface, deep, transfer” model, and organises the syllabus content accordingly to develop a sequence of progressive activities.
In further reflection, I feel that my activity potentially mightn’t appeal to a range of learning styles in the classroom as the information processing model of teaching and learning fails to account for the genetic and cultural differences of students (Churchill et al., 2019). I believe that I could incorporate my understanding of the “8 ways of learning” to this activity to meet the needs of a range of learners and enhance the success of the information processing model (NSW DOE, 2012). Firstly, an oral reading of the prescribed text to accompany the written, in the first stage of learning. Secondly, visual stimuli could be used and associated with the identified techniques of the “surface” activity. I also believe an element of storytelling and discussion would vastly improve the “deep” activity and finally, connecting the ideas within the text to the community and more largely, the world of the students, to extend the “transfer” of information through class discussion.
Citations
Australian Institute of Teaching and School Leadership. (2017). Australian Professional Standards for Teachers. https://www.aitsl.edu.au/teach/standards
Bruning, R. H., Schraw, G. J. Norby, M. (2011). Cognitive Psychology and Instruction. United States: Pearson.
Churchill, S., Godinho, S., Johnson, N. F.; Keddie, A., Letts, W.; Lowe, K.; Mackay, J.; McGill, M.; Moss, J.; Nagel, M.; Shaw, K.; Vick, M. (2018). Teaching: Making a difference (4th ed.). Milton, Australia: John Wiley & Sons.
Hattie, J. & Donoghe, G. (2016). Learning strategies: a synthesis and conceptual model. Science of Learning. https://www.nature.com/articles/npjscilearn201613.pdf?proof=true
Hattie, J., Fisher, D., Frey, N. (2016). Visible Learning for Literacy, Grades K-12: Implementing the Practices That Work Best to Accelerate Student Learning. United States: SAGE Publications.
NSW Department of Education and Communities. (2012) 8 Ways: Aboriginal Pedagogy from Western NSW.
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