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(2). One of the Key Theorists: Lev Vygotsky

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(2). One of the Key Theorists: Lev Vygotsky

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One of this theory's precursors is Lev Vygotsky. Vygotsky’s early life as well as his higher education process had major influence on his later work (the Cognitivist Theoretical Approach). Vygotsky was a true pioneer in sense of both interlacing divergent disciplines (e.g., fine arts, law, education system, child development, linguistics, etc.) and integrating them into a whole new theory. Although dying at a very young age from tuberculosis; his work (even till nowadays), is being considered as one of the most fundamental keys in individual’s social-interaction development.

Vygotsky’s view on the local Gomel education system had inspired him to concentrate on the famous concept/metatheory: Zone of Proximal Development (ZPD) (known also as the “Scaffolding” term). This cognitive approach assumes that human-beings are more likely to learn and acquire new skills by interacting with peers/colleagues. However, as each learner is cognitively different (as being affected by the surrounding environmental conditions: such as the closest community), hence, the learning process might be much more difficult for some individuals than others.  This process might be facilitated just by providing the right assisting tools until he/she mastered the topic/assignment. Afterwards, the learner will be able to continue the assignment alone (of course, that there are learners with learning difficulties/disabilities, which will not necessarily be able to proceed without any assistance
(see: the “Beyond Reach at Present” – the gap/lacunae between present development and the potential development)).

Nowadays, this theory is implemented in various education systems around the world. Teachers/educators frequently use this approach as part of their overall teaching strategy (known as the “Scaffolding Teaching Strategy”).

Selected References:
https://psychohawks.wordpress.com/2010/11/03/theories-of-cognitive-development-lev-vygotsky/ [accessed: 03/11/2017].

https://www.simplypsychology.org/Zone-of-Proximal-Development.html  [accessed: 03/11/2017].

http://www.learnnc.org/lp/pages/5075 [accessed: 03/11/2017].

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(3). How the Learning Takes Place in Cognitivism

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(3). How the Learning Takes Place in Cognitivism

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According to this theory, the learning takes place by observing, memorizing (mnemonics), categorizing,
Learners process, store and retrieve information for later use. Creating associations and creating a knowledge set.

It seems that memorizing information for a test is often only useful for short-term memory, Therefore, perhaps other learning styles can internalize the learning for long-term memory; for better retention and retrieval.

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The Cognitive Principles of Effective Teaching  

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The Cognitive Principles of Effective Teaching  

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The Cognitive Principles of Effective Teaching Video 1 of 5

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(6). The Main Criticism/ Shortcomings of the Theory 

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(6). The Main Criticism/ Shortcomings of the Theory 

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1. We can't actually see cognitive processes.  We can only infer that they are happening.  As a result, the scientific validity of the theory is decreased.  Findings are more subjective.
2. The Cognitive approach doesn't take into consideration other factors, such as environment and upbringing which also can effect the way a child learns.Pre-learning/ pre-requisite activity to prepare the brain to learn supplementary knowledge is not always the best manner or necessary. For example, sometimes when you just jump into something without any explanation, it can be integrating through experience and 'knowing.'
3. Pre-learning/ pre-requisite activity to prepare the brain to learn supplementary knowledge is not always the best manner or necessary. For example, sometimes when you just jump into something without any explanation, it can be integrating through experience and 'knowing.'

Selected Reference:
https://getrevising.co.uk/grids/strengths_and_weaknesses_of_the_cognitive [accessed: 09/11/2017].

An example which can occur in a work-group:

(3). As the theory's main objective is to employ a group-work approach; thus, there are many opportunities for pupils not to engage, and even to act as "free-riders."

Selected Reference:
http://psychtutor.weebly.com/approaches-to-education.html [accessed: 03/11/2017].

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(4). The Role of the Teacher and the Student

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(4). The Role of the Teacher and the Student

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Discovery Learning is where the children learn through doing and active exploration. The teacher can facilitate this by focusing on helping students to use their thinking skills to come up with the answer rather than just telling the students the answer from the beginning. Other techniques include; grouping students in pairs or small groups and  giving  students activities that involve problem solving.

(“Piaget’s Theory”)  Knowledge is actively constructed, the learning part will be presented as a process of active discovery. The role of the teacher is not to implement;  the teacher/educator acts as a facilitator. At the beginning he/she provides a scaffolding guidance to the student. As the student masters the subject, and develops his own learning strategies, thus, the teacher gradually decreases the guidance. According to this theory, learning process is never executed in isolation. It is a process combining both external and internal factors. Both the teacher and student are reciprocally engaged within the process. The objective is to mitigate some of the learning phases, until the learner will be able to proceed on his own. Therefore, the initial emphasis would be on interactive activities inside/outside the classroom. Thus, classroom design (and its management) would definitely be arranged according to the following: the seating-plan is arranged in an untraditional way, e. g., the class is divided into groups of five, each group seats in a circle.

Selected Reference:

https://tadahgroup.wordpress.com/vygotskys-theory-2/ [accessed: 03/11/2017].

Cognitisim learning theory video
https://www.youtube.com/watch?v=_Sy8n5DRa7A

As a result, if the traditional classroom design catered to the cognitivist approach of frontal learning by a teacher "jug to the mug" no longer is effective for "the 21st Century kid", then it is necessary to alter the classroom design of a 'classic class' to the needs of today.

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How do schools of fish swim in harmony? - Nathan S. Jacobs

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How do schools of fish swim in harmony? How do the tiny cells in your brain give rise to the complex thoughts, memories, and consciousness that are you? Oddly enough, those questions have the same general answer. Nathan S. Jacobs explains the concept of emergence, the spontaneous creation of sophisticated behaviors and functions from large groups of simple elements.

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Key concepts -  Getting inside the mind in order to understand it by exploring the learner is part of the information process. This process replaces the Behaviorist way by focusing on the inner mental activities such as memory, knowing  and problem - solving.
(see: website Learningtheory.com)

According to Piaget, the three key points of Cognitivism are;

1. Schemas-units of knowledge.
2. Adaption processes -  which allow a child to move from  one stage of learning to the next.
3. Stages of Cognitive development
-sensorimotor- birth to age 2
- preoperational- ages 2-7
- concrete operational ages 7-11
- formal operational
11- adult
Cognitive learning theory means "to think using the brain." This main view point refers to the different process of learning which can be explained by analyzing the mental process first.

Thinking that learning is easier and new information can be stored in the memory for a long time. by Sarah Mae Sincero website explorable.

Selected References:
http://study.com/academy/lesson/cognitive-processes-in-learning-types-definition-examples.htmlCognitive Processes in Learning: Types, Definition & Examples.

youtube video- Cognitivism in the Classroom
https://www.youtube.com/watch?v=gugvpoU2Ewo [accessed: 03/11/2017].

https://www.simplypsychology.org/piaget.html [accessed: 03/11/2017].

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(5). Possible Learning Activities based on the Cognitivist Approach:         

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(5). Possible Learning Activities based on the Cognitivist Approach:         

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Memory games  are conducive to learning new words through concentration  and focusing skills.
An example  is learning food words, the class can play the game "I am going on a picnic and I am going to bring apples. The second pupil repeats the sentence and adds a new word apples, bananas and so on and so forth.
This can also be used for learning a tense. "We have been" to Tokyo. Second pupil adds a place: We have been to Tokyo and to the beach. The third adds another place. We have been to Tokyo, to the beach and to Eilat.

Such repetition of word chunks and memorization through paying attention is educational according to the cognitivist approach.

A spelling bee is a cognitivist activity in which words need to be memorized and retrieved and repeated. It is allowed to ask about the origin of the word (if it's origin is Latin , French etc..) and to hear it used in a sentence and repeated to help the candidates participating in the contest spell the given word correctly.
An Activity of saying associated words
(ice,igloo, cold, snow frost or learning, thinking, analyzing) which groups words