Are Student's Learning Or Going Through the Motion?

Have you ever poured your heart into a lesson or training session, only to find out later that neither the students nor the teachers truly learned anything? It's a frustrating experience, isn't it? As Instructional Leaders, we've all been there. It's like Daniel Goleman once said, “The range of what we think and do is limited by what we fail to notice.” So many times, I've witnessed classrooms and training sessions where students and teachers seemed to be going through the motions, not truly engaging with the reading materials.

If we want students or teachers to truly "get it," they have to do more than just passively absorb information. They need to engage in the cognitive-mediated learning process. What does that mean? It means that learning isn't just about exposure—it's about meaningful interaction and mediation. It's about guiding students to transcend their current understanding and relate to new ideas and experiences. Some students never learn the heart and soul of literacy.

Let me share an example from my own classroom. One day, my fourth graders were enthralled by what we called "Strobe Theater." They were jumping and dancing as their shadows were retained on the wall. It was a fun experience, but on their own, they didn't question why their shadows stayed on the wall or think about the properties of light. Without mediation, they were simply enjoying the moment without truly learning from it. Exposure without mediation does not “train our student’s brains” (Posner et al., 2008, pp.1-10).

Did you know that our students don’t learn when they are asked to manipulate unfamiliar content? Did you know that our students don’t learn if the adults who influence them have mistaken beliefs about what learning is, offer incorrect content, or demonstrate inadequate techniques? Without mediation, our students are unlikely to learn through discovery, exposure, activity, trial and error, or intrinsic motivation.

Research indicates that "Teachers who know the specific capacities that are prerequisites for thinking about a phenomenon can better mediate to help students think accurately." So, how can we ensure that students are truly learning and not just going through the motions? That's where cognitive-mediated learning (CML) comes in. It's a powerful tool for unlocking students' full intellectual potential, particularly in the realm of reading.

Empowering Teachers to Ignite a Passion for Reading

Cognitive-mediated learning equips teachers with a comprehensive framework to nurture students' cognitive abilities essential for proficient reading. By actively involving students in their learning process and engaging their attention, memory, and problem-solving skills, CML empowers educators to move beyond traditional teaching methods. Through dynamic teaching approaches, teachers create an environment where students don't just absorb information but actively construct meaning, connect concepts, and apply their knowledge to real-world scenarios. This active participation is crucial for developing advanced reading skills vital for academic excellence and lifelong learning.

Understanding the Essence of Cognitive-Mediated Learning

At its core, cognitive-mediated learning taps into the consciousness of the brain by coding their thoughts. It focuses on engaging students' cognitive processes, including attention, memory, and problem-solving skills. Unlike conventional passive learning approaches, CML encourages students to take an active role in their educational journey. This methodology finds its roots in the groundbreaking work of psychologist Dr. Reuven Feuerstein, who emphasized the significance of mediated learning experiences in shaping cognitive development.

The Role of Clear Instruction

Clear and concise instruction serves as the bedrock of cognitive-mediated learning. Teachers play a pivotal role in delivering instructions that are easy to understand and follow. By providing students with a clear roadmap for their learning tasks, educators ensure that students comprehend expectations and know how to proceed effectively. Techniques such as breaking down complex concepts into manageable parts, utilizing visual aids, and fostering an environment where questions are encouraged all contribute to enhancing clarity in instruction.

Structured Learning Activities

Structured learning activities form another integral aspect of cognitive-mediated learning. Teachers design activities meticulously to scaffold students' learning experiences, providing necessary support and guidance as they navigate through new concepts and skills. Scaffolded instruction: Provide structured support and guidance to help students gradually master complex concepts and skills. Break down tasks into manageable steps, offer prompts and cues, and provide feedback to facilitate learning progression. Whether through collaborative group discussions, immersive hands-on experiments, or challenging problem-solving tasks, structured activities foster active engagement and facilitate deeper comprehension.

Engaging Cognitive Processes

Central to cognitive-mediated learning is the active engagement of cognitive processes. Teachers employ various strategies to capture students' attention, leveraging captivating content and multimedia resources. Techniques such as frequent review and reinforcement of key concepts aid in memory retention, while interactive elements like quizzes, peer collaboration, and real-world applications nurture critical thinking and problem-solving skills. Timely feedback acts as a guiding compass, enabling students to refine their understanding and master the material effectively.

The Stages of the Cognitive Functions:

Cognitive functions refer to the mental processes involved in acquiring, processing, storing, and using information. These processes can be categorized into three main stages:

Input: This stage involves attention and perception, where students absorb information from their surroundings or learning materials.

Elaboration: In this stage, students process and elaborate on the information they've received, involving memory and comprehension to understand and internalize the material.

Output: Finally, students utilize their cognitive abilities for output, which includes problem-solving and creativity, applying what they've learned to solve problems or generate new ideas. These stages interact dynamically, forming the basis of cognitive-mediated learning and facilitating active engagement and deeper understanding among students. Cognitive functions are vital for our everyday functioning and play a crucial role in shaping our thoughts, behaviors, and experiences. These functions are essential for various aspects of cognition, including learning, problem-solving, memory, language, and decision-making. Cognitive functions are vital for our everyday functioning and play a crucial role in shaping our thoughts, behaviors, and experiences.

Implementing Cognitive-Mediated Learning

Successful implementation of cognitive-mediated learning requires careful planning and execution. Educators must familiarize themselves with the principles of CML and explore practical strategies for seamless integration into their teaching practices. Establishing a supportive learning environment, where students feel empowered to take ownership of their learning journey, is paramount.

Encouraging curiosity, exploration, and collaboration enriches the educational experience and empowers students to unlock their full potential.

In conclusion, cognitive-mediated learning provides a robust framework for enhancing student learning experiences, particularly in reading.

By prioritizing clear instruction, structured activities, and active engagement of cognitive processes, educators can ignite a passion for learning and equip students with the skills they need to thrive in an ever-changing world. Embracing the principles of cognitive-mediated learning paves the way for a brighter future, where education becomes a transformative and empowering force for generations to come.

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Reference: Feuerstein, R., & Benham, L. (2012). What Learning Looks Like (Mediated Learning in Theory and Practice, K-6). Teachers College Press, New York, NY.

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