I am personally not a huge fan of cognitive learning theory because I don't think that the brain processes information like a computer. I do, however, think that some aspects of CLT are important for getting students to learn. I want my students to know that long-term repetition is more beneficial than short-term repetition. Learning requires practice, and there are some things that just need to be memorized (e.g., multiplication tables). I also want my students to realize that meaningful learning is more effective than rote memorization. Using mnemonic devices, vivid imagery, and prior knowledge will help them to make sense of new knowledge. These aspects of CLT will definitely benefit my students in situations where more authentic activities might not be possible.
My knowledge of the memory processes will guide my instructional decisions in many ways. I know that students need to focus their attention on something in order to move it from the sensory registry to working memory. I also know that information stored in the sensory registry only lasts for a very short time (from less than one second to three seconds max). This means that I need to plan activities that will keep students engaged in the material long enough to focus their attention and move the new information to working memory. While information does last slightly longer in working memory, it also must be encoded and transferred to long-term memory fairly quickly. I will need to relate the new information I'm teaching back to my students' prior knowledge in order to ensure that it is stored in their long-term memory. Mnemonic devices, such as Please Excuse My Dear Aunt Sally, can help make new information meaningful for students. Organizing information into categories and using visual imagery can also be helpful.
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