A Cognitivists Curriculum Emphasis

Urna Semper
15 January 2014

A Cognitivists Curriculum Emphasis

Cognitivism is "the psychology of learning which emphasises human cognition or intelligence as a special endowment enabling man to form hypotheses and develop intellectually" (Feldman, Cognitivism)

An educational institution or teacher who is a cognitivist would naturally seek to implement courses of study which focus on developing and involving conscious mental activities. According to Webster's definition of the term 'Cognitive', the courses of study within the curriculum would ensure that there is an emphasis on 'thinking or creativity, understanding, learning, and remembering'. Whatever the course of study, be it Mathematics or Sociology; the emphasis being placed upon the students by the cognitivist would be based upon these mental activities.
The cognitivist teacher, in most cases, views the student or the one to whom they are relating information to, as an individual who possesses, or has the ability to possess intelligence enough to think, to understand, to form intelligent conclusions and even develop those conclusions accordingly.
The role of the cognitivist teacher is key as they have the ability to bridge the gap between the learner and the content. They would seek to win the confidence of the students by engaging in thought provoking discussions. Such teachers are more likely to become known as the "favourite teacher" for many a student. They also will make best use out of materials that will nurture the development of the students cognitive capabilities. Such teaching materials would include: oral and written tests, verbal practise, and even quick quizzes at the end of each lesson. These would serve the purpose of showing the teacher if their student has had their mental activities exercised.

A Real-Life Example:

You can compare the teaching of cognitive strategies to teaching a friend to drive in your hometown. Because you are in your hometown, you know the area, or content, very well. In addition, the person you are teaching to drive is your friend, so you also know the learner well. This knowledge can make your teaching more efficient, because you have two areas of expertise (the content and the learner) at your disposal. You will use a combination of explicit instructions (turn left on Church Street) and supports (maps, the rule that "all avenues run North-South") to teach your friend how to navigate around town. You may also use verbal directions as opposed to maps, depending on your friend's preferred mode of information.

Just as important, you can avoid situations that could become barriers to learning (and your friendship). For example, if your friend tends to be anxious, you will NOT begin your instruction during rush hour!