IZT2_Learning_Theories_Task2.docx IZT2, Learning Theories, Task Two WGU-Missouri IZT2 Learning Theories, Task One This year marks a new start for me in the realm of teaching. With a degree in Special Education, f
...
IZT2_Learning_Theories_Task2.docx IZT2, Learning Theories, Task Two WGU-Missouri IZT2 Learning Theories, Task One This year marks a new start for me in the realm of teaching. With a degree in Special Education, focused on behavior disorders and learning disabilities, I accepted a position in an Autism center housed within a high school. A main focus in this setting is preparing the students for their transition into main stream life once school is over. Daily living skills, self-help, and self-awareness are the foundations of the instructional setting. Within this setting, I have students with varying levels of skills physically, emotionally, and academically. Discuss three key elements of Cognitivism that could impact teaching and learning In the theory of Cognitivism the learner plays an active role in processing information they receive and relating it to information they already have stored within their memory. Theses “stores†are referred to as schemas. Those who believe in Cognitivism theorize that learning occurs through the internal processing of information. They believe mental processes, not observable behaviors, are where learners acquire knowledge. Three elements of Cognitivism are discussed below. Information processing is used to structure and organize knowledge within schemas. It is believed within this theory that learning takes place in stages, or chunks, and that what one can learn, or process, varies at each stage. The use of a stimulus helps aide in the process of const. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
[Show More]