1. PREPARED BY
AFIF
WELMINA
DAYANG
FIY

2. COGNITIVISM SOCIAL CONSTRUCTIVISM
 How and why people learn by
attributing the process to
cognitive activity. This theory
followed the behaviorist school
of thought.
 Cognitivism means through
interaction and self cognition
development to acquire
knowledge, and concern what
learner know and how to use
efficiency way to processing
information.
 Constructivism is a philosophy of
learning founded on the premise
that, by reflecting on our
experiences, we construct our
own understanding of the world
we live in.
 Each of us generates our own
"rules" and "mental models,"
which we use to make sense of
our experiences. Learning,
therefore, is simply the process
of adjusting our mental models to
accommodate new experiences.

3.  Simply stated, it is a learning
process which allows a
student to experience an
environment first-hand,
thereby, giving the student
reliable, trust-worthy
knowledge.
 The student is required to
act upon the environment to
both acquire and test new
knowledge.

4. COGNITIVISM SOCIAL CONSTRUCTIVISM
 Teacher-centered learning.
 Cognitivism has two major
components - One
methodological, the other
theoretical.
 Methodologically, cognitivism
adopts a positivist approach
and the belief that psychology
can be (in principle) fully
explained by the use
of experiment, measurement a
nd the scientific method
 Student centered learning.
 The role of the instructor -as
facilitators
 The nature of the learning
process
-Learning is an active, social
process
-Dynamic interaction between
task, instructor and learner
-Collaboration among learners

5.  The second is the belief
that cognition consists of
discrete, internal mental
states
(representations/symbol)
whose manipulation can be
described in terms of rules
or algorithms.
 Driven by human needs,
degree of effort expanded
internal, individual force in
control.
 Sensory motor
 Preoperational stage
 Concrete operational stage
 Formal operational stage
 Engaging and challenging
the learner
-Learners should constantly be
challenged with tasks that
refer to skills and knowledge
just beyond their current
level of mastery.
 The nature of the learner
-The type of learner is self-
directed, creative, and
innovative.

6. COGNITIVISM SOCIAL CONSTRUCTIVISM
 Know what students‟ prior
knowledge is, and make
knowledge meaningful.
 Use the concepts of
information processing theory
to arrange learning material
and help student memorize, we
also need to organize new
information and relate to
existing memory.
 Let student active research,
give proper help when students
have question.
 One of the biggest
advantages of
constructivism is that the
learner will learn to apply
their knowledge under
appropriate conditions.
 Use of scaffolding, provided
by teacher or group, for
individual problem solving
(Wilson & Cole, 1991).

7.  Has revolutionised
developmental psychology
by focusing attention on
active mental processes.
 We now understand the
types of thinking that are
possible at various ages.
 Learners will be able to
develop metacognitive skills
(Savery & Duffy, 1995).
 Learners will get support via
cognitive apprenticeship in
the complex environment
rather than simplifying the
environment for the learner
(Savery & Duffy, 1995).
 Constructivism calls for the
elimination of a standardized
curriculum, allowing the
curricula customized to the
students‟ prior knowledge.

8. COGNITIVISM SOCIAL CONSTRUCTIVISM
 Disadvantage of cognitive
learning theory is that it‟s limited
to teacher only. It is a teacher
based learning. So whatever the
teachers‟ knowledge that's the
only things they can learn.
While schemas help to make
learning more meaningful, a
learner at a disadvantage
whenever relevant schemas or
prerequisite knowledge do not
exist. To account for this, a
designer will need to ensure that
the instruction is appropriate for
all skill levels and experiences.
 One of the biggest
disadvantages of
constructivism is that the
curricula customized to the
students‟ prior knowledge
 All students are going to
have different prior
knowledge, teachers cannot
customize curriculum to
every single student.

9.  Designing such instruction
could be costly and time-
consuming.
it offers clear direction and
purpose but such a fixed set of
expectations can limit the
potential of the learning.
 Learners and instructors may
become satisfied with obtaining
minimum competencies or
carry the attitude that “if it‟s not
broke, then don‟t fix it!” when
the learning experience could
actually be designed better.
 Constructed knowledge is
difficult to test, since
learners will construct
individual representations of
any to-be-learned content.
 Constructivism calls for the
elimination of grades and
standardized testing. Makes
it impossible to compare
student progress.

10. COGNITIVISM SOCIAL CONSTRUCTIVISM
 A cognitive theory of learning sees
second language acquisition as a
conscious and reasoned thinking
process, involving the deliberate use of
learning strategies.
 Example
This view leads to a classroom focus
on using learning strategies that have
been observed in successful language
learners and to a view of the learner as
an 'information-processor', with
limitations as to how much new
information can be retained, and who
needs strategies to be able to transfer
information into memory.
 Jean Piaget point out that all
knowledge is the result of
active processes of knowledge
construction by the child in
his/her cognitive development.
 He argues that it is implausible
to assume no cross-influences
from a child's general cognitive
development to her/his
language development (and
vice versa).
 Lev Vygotsky underlines the
importance of social
interactions for the cognitive
and language development of
children.

11.  Cognitive theories view
second-language acquisition
as a special case of more
general learning
mechanisms in the brain.
 In the classroom
Relevant activities include
review and revision, class
vocabulary bags, using a
scaffolding approach with
young learners, analysis and
discussion of language and
topics, inductive approaches
and learner training.
 All language learning is the
result of active processes of
knowledge construction by
the learner.
 In that view knowledge of
language emerges as the
result of interactions of
innate cognitive abilities with
social forces and
environmental conditions
that take a shaping influence
on their development.

12.  Cognitive-code approach
 The cognitive-code approach of
the 1970s emphasised that
language learning involved
active mental processes
 Emphasized the importance of
meaningful practice, and the
structures were presented
inductively, i.e. the rules came
after exposure to examples.
 Example
The aim of the class is for
learners to understand the „rule
of the day', which is that the
past form of regular verbs is
made using -ed. The teacher
elicits a dialogue that includes
clear examples of the structure.
The learners practise it, and
the teacher uses it to elicit the
rules.
 Second language
acquisition is greatly
affected by the degree of
social distance between the
learner and the target-
language culture.
 Social distance refers to the
learner as a member of a
social group that is in
contact with another social
group whose members
speak a different language.

13. http://simonlin.info/learningtheory/cognitivis
m.htm
http://courses.durhamtech.edu/tlc/www/ht
ml/Resources/learningmatters/learningtheo
ry.pdf
http://www.slideboom.com/presentations/2
1827/Advantages-and-Disadvantages-of-
Adopting-the-Constructivist-Approach
http://host.uniroma3.it/docenti/boylan/cours
es/construc.htm