Cognitive theory

1.     What aspects of cognitive theory do I agree and disagree with?

After taking many education classes this semester, I have come to form more of an opinion on what parts of the cognitive theory I like and which parts I am not as fond of.  First, I like the focus on long-term memory.  I am a strong believer that students will remember information and facts better if it is about something they are interested in.  This does not only apply to younger students.  I have always found it difficult for myself to be completely focused in school until this year when I have taken classes in the Education Program.  Since these are all classes I am interested in, I find learning to be much easier and more enjoyable.  I also think that it is important to build upon topics that students already have an understanding about. 

The theory that I agree with most would be Vygotsky’s theory of cognitive development, which states that the factors and influences in our lives will affect how we think about things in our lives.  Those students who have little support and broken families will have completely different views on many things in the classroom than those students with active parents. 

2.     How might cognitive theory work (or not work) with my (future) students/subject area?

The cognitive theory will work in my future elementary classroom because that age of students learn best from watching, reading, and experiencing.  I will bring in components of the theory into my lessons.  When teaching a subject such as a vocabulary lesson I will allow students to write about whatever they want to write about to define their vocabulary words.  When it is time for reading I can give students the opportunity to select any topic or book that is the grade level that we are currently in.  These simple freedoms that the students have will in no way make my job more difficult.  Instead these will make my job easier because the students will be more willing and more excited to learn if they are interested in the topic.