Business > CASE STUDY > IZT2 Task 2.docx IZT2 Task 2: COGNITIVISM/CONSTRUCTIVISM A.Lesson Plan in Task Su (All)

IZT2 Task 2.docx IZT2 Task 2: COGNITIVISM/CONSTRUCTIVISM A.Lesson Plan in Task Su

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IZT2 Task 2.docx IZT2 Task 2: COGNITIVISM/CONSTRUCTIVISM A.Lesson Plan in Task Submission B.Key Elements of Cognitivism & B1. Implications of Cognitivism Cognitivism is a learning theory tha ... t organizes knowledge in schemes. SchemesÂ can be defined as â€œa set of linked mental representations of the world, which we use both to understand and to respond to situationsâ€ (Mcleod, 2018). Three key elements of cognitivism that could impact teaching and learning are assimilation, accommodation, and the different stages of cognitive development. Cognitivists believe in the theory of adaptation in which both assimilation and accommodation fall under. Assimilation is the process of new information easily being assimilated into existing schemes. This means that learners are able to take new information and easily input it or adapt it to fit into already existing situations. This is effective in allowing students to go through the process of implementing new information while building on prior knowledge, real-world scenarios, and using mental representations in order to continuing growing as learners and individuals. As students continue to build on their prior knowledge, new information may arise that conflicts with the older, already existing schemes. This is when the process of accommodation â€“ when new information conflicts with existing schemes; learner has to make changes to schemes to adapt the new information â€“ proves useful. This is very effective for students who are exceptional l. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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