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Reflection 5

Cognitive psychology emerged because behaviorism failed to account for the active role of students in learning. In cognitive psychology, teachers not only impart knowledge but also teach students how to learn. Constructivism holds that learning involves students actively constructing their own understanding rather than passively receiving information, and effective teaching creates conditions for learning rather than simply transmitting knowledge. Humanism emphasizes understanding each student as an individual and helping them develop personally meaningful goals.

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Fatma İbrahimbaş
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36 views2 pages

Reflection 5

Cognitive psychology emerged because behaviorism failed to account for the active role of students in learning. In cognitive psychology, teachers not only impart knowledge but also teach students how to learn. Constructivism holds that learning involves students actively constructing their own understanding rather than passively receiving information, and effective teaching creates conditions for learning rather than simply transmitting knowledge. Humanism emphasizes understanding each student as an individual and helping them develop personally meaningful goals.

Uploaded by

Fatma İbrahimbaş
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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REFLECTION 5

What I learnt was that students are active in cognitive psychology. Cognitive psychology
appeared because there is a missing thing in behaviourism that teacher is the authority and
students are passive. In cognitive psychology, teacher doesn’t only teach, he also teaches
how to learn. Attention, perception and memory are important in information processing
approach. Attention is an area where an information processing approach has provided
valuable insights into the workings of the human mind. Some learners have difficulty in
paying attention to their work and this has a negative effect on their learning. David Ausubel
found a useful strategy for learners’ memorization. It is called advance organizers. By this he
means some kind of topical introduction to a lesson that orientates learners to the subject
matter and relates new learning to what the learners already know. Intelligence is fixed at
birth and unlikely to change after about the age of five. If you think your student isn’t
intelligent, don’t make a conclusion immediately. Maybe he is intelligent about any other
subject. Vernon suggested that intelligence has terms. These are Intelligence A, Intelligence
B and Intelligence C. Intelligence A represents the intelligence with which we are born. For
genetic reasons this will vary from individual to individual, except in the case of identical
twins. Intelligence B refers to the intelligence we display in all aspects of our everyday lives
which is continually changing and very much context-bound. Intelligence C represents what
is measured by IQ tests. Constructivism is based on instructivism. There are lots of ways to
learn and to teach long. In this approach, teaching isn’t teaching, teaching is to create
conditions to learn. Use your own context while teaching something. Teaching is helping
students to find their way. Every teacher should create his own strategy to teach his
students. For Bruner, the most general objective of education is the cultivation of excellence
which can only be achieved by challenging learners to exercise their full powers to become
completely absorbed in problems and thereby discover the pleasure of full and effective
functioning. To Kelly, Learning involves learning making their own sense of information or
events. Learners are actively involved in constructing their own personal understanding of
things and this understanding will be different for different people. Abraham Maslow argued
for two distinct categories of needs, deficiency needs and being needs. Deficiency needs are
related to a person’s psychological or biological balance and include such requirements as
food, water, sleep and the absence of pain, security, belonging and self-esteem. Being needs
are related to the fulfillment of individual potential, in terms of cognitive and aesthetic
development and the attainment of self-actualization. In the case of these needs absence, a
good learning can’t be predicted. To Carl Rogers, beginning with the premise that human
beings have a natural potential for learning, he suggested that significant learning will only
take place when the subject matter is perceived to be of personal relevance to the learner
and when it involves active participation by the learner. Hamachek provides some
educational implications. First, every learning experience should be seen within the context
of helping learners to develop a sense of personal identity and relating that to realistic future
goals. Second, in order to become self-actualizing, learners should be helped and
encouraged to make choices for themselves in what and how they learn. Third, it is
important for teachers to empathize with their learners by getting to know them as
individuals. Humanism approaches have had a considerable influence on English language
teaching methodology. These approaches lead language teachers about what they can do
while teaching.

What I have difficulty in figuring out was Piaget’s pre-determiner stages: maturation,
equilibration, assimilation and accommodation.

I suppose I need to focus more on the aspects which are particular significance to the
language teacher: First, we can see how important it is to take account of the learner as an
individual, actively involved in constructing meaning. Second, the development of thinking
and its relationship to language and experience become a central focus of learning. Third,
care should be taken to match the requirements of any task to the cognitive level of which
the learner is capable. Fourth, we can see the application of Piaget’s notions of assimilation
and accommodation to learning a new language.

I believe I may use constructivism in my teaching. Every teacher should create her/his own
strategy to teach her/his students. I can use my own context in education. My strategies
must be different from another people. My students won’t be engaged in, so I should teach
them by knowing this. The students should know that the information is useful for them. So I
should teach them everything by making them know the information is useful for them and
they can use them in their daily life. Children have the potential to do something; my duty is
to help them to figure out. When the child does something, I mustn’t warn him. I must let
him do it. If I want to see myself, I must look at my students because they reflect my success.
Their being good and successful at something thanks to me and also their failure is because
of me. I mustn’t teach only lesson, I also teach how to learn in my teaching. If the students
know how to learn, they can be more successful. Anybody doesn’t want to have boring
lessons so I should bring the things that my students are interested in. I should make the
lesson enjoyable and useful for them. I should also minimize the differences and maximize
the similarities in the class. I should encourage my students’ creativity. I should esteem my
students’ feelings and I should think them as important individuals.

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