Cognitive activation
In the cognitive activation is thinking and learning processes of students in the classroom contributes to better learning. It leads to an active intellectual confrontation with the subject matter and to the networking of old and new knowledge.
Definition of terms
Cognitive activation is an essential part of classroom learning. The students should be encouraged to actively deal with the subject matter. Because the more actively they deal with it, the more sustainable the learning becomes .
Constructive support
The goal of a teacher is to activate the learning processes of the students through skillful behavior and skillful assignments. Task selection and implementation is particularly important in order to generate cognitive activation in the classroom. The teacher must choose which tasks to set (e.g. complex tasks) and how the students can best be helped in solving the tasks. Also, the teacher's behavior contributes to activation. He should value the learners, show patience and empathy and deal constructively with mistakes. A positive teacher-student relationship is also carried over to the students' learning processes. A friendly, appreciative approach to responsiveness, even with non-learning-related problems, is particularly important.
requirement
Whether a task is cognitively activating depends on the requirements of the learner. Basically, cognitive activation is possible at every skill level. However, the prior knowledge of the learner is important. The more previous knowledge is already available, the easier it is for the student to perform demanding thought processes such as analyzing or problem-solving. Sufficient exercise time is also a prerequisite for cognitive activation. This makes it easier for the student to save the learning content in the long term.
Visual structures and deep structures
Lessons can be divided into different structures, the visual and deep structures are two of them. The visual structures are superficial structures such as organizational forms, social forms or methods. Much more important for qualitatively sustainable teaching, however, are the deep structures. They essentially include classroom management , constructive support and cognitive activation.
literature
- Kunter, M. and Trautwein, U. (2013): Psychology of teaching . Paderborn.
- Gawatz, A. and Stürmer, K. (2019): Cognitive activation in class. Findings from educational research and subject-specific approaches. Braunschweig.
- Mühlhausen, U. (2015): Motivate and cognitively activate students. In: PÄDAGOGIK H. 2/2015, pp. 42 - 46
Individual evidence
- ↑ M. Kunter, U. Trautwein: Psychology of teaching . Paderborn 2013, p. 77 .