What is cognitive theory of learning and its implications on classroom teachers?

Answer 1

Cognitive learning theory says the mind processes the information to learn and works out his or her preferences from the mind of that person. From this perspective we can then attach to that mind process the real effect of mental stress that works to impede thinking, learning, motivation to learn (mental reward received for mental work expended), and also our mental/emotional health.

To appreciate stress and its effect on our mental processes more so, we need to redefine our average mental stress as layers of mental work that take up real mental energy thus taking away mental energy to think and learn new things.

Try to picture an upright rectangle representing our full ability or full mental energy. Then begin drawing from the bottom, narrowly spaced, horizontal lines to represent layers of small and some large layers of mental frictions our minds may be working on consciously and below the surface or subconsciously. The space we have left represents our leftover ability to think, learn, and grow mentally and emotionally. The length of this space also represents our length of reflection time or time to think more deeply to consider long-term rewards or consequences for a course of action. This shows just how our individual environments greatly affect our ability to think and learn. Persons with high layers of mental frictions will have to work harder to receive the same mental reward for mental work expended. Ask yourself, which makes more sense, are we just genetically more or less able or do our individual environments greatly affect our ability to think, learn, and develop skills. For our own good, we need to recognize how our individual environments greatly affect ability and how we can more permanently reduce mental frictions to continually improve thinking, learning, and mental/emotional health.

Little three or four year olds are able to learn more easily because they have few layers of mental frictions. As we get older, our layers of mental frictions increase and so our ability to learn is more impeded.

Cognitive learning theory and its connection with our average stress shows then just how our individual environments do greatly affect our own thinking, learning, motivation to learn (mental reward received for mental work expended), and our mental/emotional health.

For teacher and students this represents a strong argument for removing the harmful genetics models from our classrooms (creating stagnancy, dropouts, drug/alcohol abuse, and suicide) to begin providing students with tools to slowly begin more permanently reducing layers of mental frictions from their average stress. Note, as those layers of mental frictions increase toward the top of that upright rectangle, they create psychological suffering and shorter reflection time that impedes thinking and creates many harmful escapes.

By showing students how their individual environments greatly affect their ability to think, learn, long-term motivation to learn, and grow mentally and emotionally, students will have much more respect and esteem for themselves and for others. By providing students with tools to approach their lives more delicately and differently to continually change and improve their lives, students will then have a continuous hope of developing in time, many if not all of the qualities they admire in others over time. Students will then have a continuous hope of changing and becoming newer and better persons with each passing day. This will reduce much hopelessness, many harmful escapes and other problems created by the terrible teachings of fixed intelligences in school such as dropouts, drug/alcohol abuse, catharsis of violence, and suicide. This will lower peer pressure by making students less reliant on peers for support and remove the fear of rejection. Although rejection may continue, a person will not fear it.

Answer 2

If you do it in a type of way that helps you learn that way