Cognitive Information Processing vs Brain-based Learning Theory

One important factor involves teachers knowledge of how students learn. Cognitive

information processing examines what people know, how they know it, and the type

of storage associated with the learning based on age development. Restak (2008)

stated that a focus of cognitive information processing is to examine the storing and

the recall of information. Like brain research, cognitive information processing also

examines the way an individual learns. Teachers can improve student learning by

looking at elements of classroom instruction, identify what affects teaching styles

and strategies have on memory and the overall learning process. On the other hand,

brain-based learning results have presented a different perspective from the theories

of the past. Brain-based learning is a new paradigm that states that learning takes

place as a result of neurons communicating. It looks at how to improve current

teaching practices, and learning by getting students involved in their learning. The

focus of this theory is on student engagement, instructional strategies, and how the

brain best learns. According to Goswami (2008), the study of learning unites

education and neuroscience. This attention to memory and learning is important for

teachers to understand learning while examining specific structures within the brain.

Bruer (2008) states that students should be actively engaged in learning and in

guiding their instruction. The fundamental principles of brain-based learning are the

significance of:

(1) emotional wellness

(2) a safe environment

(3) body movement

(4) student choice

 (5) collaboration

(6) relevant content

(7) enrichment

(8) assessment and feedback

(9) time

Brain-based learning considers the developmental stages, structure, and function of

the brain. It may also be important that teachers are sensitive to what goes on in a

students brain when they are teaching as they are to what they are teaching.

According to Blakemore and Frith (2008), teachers need to be aware of the degree

of interest a student brings into the classroom to know what level of motivation and

information the teacher must provide for the student to understand the learning

expectations.

Cognitive information processing and brain-based learning theories are similar in

several ways. Both theories are based on neuroscience (Sylvester, 2008). Several

suggested teaching strategies in brain-based theory flow into cognitive information

processing theory. Both theories encourage actively engaging students and views

feedback as an important component. These two theories allow teachers to use the

association of human emotions to influence learning and understanding. Both

theories encourage teachers to use graphic organizers and other visual resources.

Although they represent different approaches to learning, cognitive information

processing theory and brain-based learning focus heavily on the how classroom

instruction improves as a result of researched findings on the human brain.

In contrast, even with the above-stated similarities, cognitive information

processing, and brain-based learning differ in some ways, as well. Cognitive

information processing thinks of the brain as a computer, focuses on storing and

retrieving information, and considers a persons knowledge of what they know, how

they know it, and how the information gets stored (short or long-term) and

associates this knowledge with their age (Bruer, 2008). Cognitive information

processing does not explain how a person thinks or any actions that person takes

(Ormrod, 2014). The theory rests on the assumption that a person processes

information in the same manner as a computer and compartmentalizes it according

to its type, short-term or long-term. Brain-based learning depends on the

neurological structures of the brain and promotes learning as a collaborative

function and structure of the brain. With brain-based learning, it is important that the

brain is unrestricted, and there is a connection between genetics, environmental

factors, and the brain cells create meaningful experiences that influence learning

(Martinez, 2010). The brain must work collaboratively for the person to have a

meaningful learning experience.

Teachers that use cognitive information processing or brain-based learning theories

to design instruction seek out creative and effective ways to improve instruction for

an optimum learning experience for their students. Teachers focus on the

cognitivism and the brain to create a learning environment that appeals to students

sensory, working memory, and long-term memory. The integration of these two

theories improves teacher methodology, and pedagogical strategies that increase

student engagement, involvement, and efficacy in learning (Bruer, 2008). Teachers

must have an adequate knowledge of the human brain and how people are motivated

to learn to be instrumental teaching students to be critical thinkers and knowing how

they are to be active in their learning. Teachers must no longer provide instruction

designed to teach one style or level of learner. All students deserve instruction that

increases their knowledge based on their learning style.