Cognitive Learning - Lauren Owsley

Post 6

This week, I was apart of a teaching project that I will present tomorrow in class. From that teaching project, I learned about information on long term memory retrieval and a lot of tips and tricks for helping students succeed. Some of the best tips were having students think of retrieval cues themselves. This helps them work with material they are learning and condense it into something they can remember. Another great skill I would want them to have would be to connect with material they are learning on an emotional level. I want them to be inspired, get excited, get angry, and be sad about what what they are learning and in return they will remember it a lot more than information they don't connect with. 

In my CSEL case study, a student in elementary education class does not want to participate in her group if she doesn't get a certain role and is unwilling to cooperate. In terms of cognitive learning theories, it will help all of the students be more productive and not care which role they get if the learning is meaningful as opposed to rote learning or things they don't care about. Presenting them with learning that applies to their lives or is interesting can hold their attention and distract from things that don't matter like group roles. Another huge component or tool that would be helpful for the student that gets off task and gets upset when they do not get the job they want would be a central executive included in the working memory. This helps with discouraging counterproductive behaviors and focusing attention. Having that in working memory or developing that as a teacher would be beneficial to both the student and I.