Learning How We Learn: A Cognitive Perspective

As both a teacher and someone who is diagnosed as autistic and ADHD, I’ve spent a lot of time learning how different neurotypes process information. So when I started learning about Cognitive Learning Theory, it didn’t just make sense—it felt familiar. I see its principles reflected in my own thinking, and in the ways my students—whether they’re in honors classes or receiving resource support—learn best.

Cognitive theory emphasizes how information is processed, stored, and retrieved by the brain. It focuses on mental processes like attention, memory, and metacognition—how we think about our own thinking. That focus on internal processing fits not only how I learn, but how I’ve seen learning stick with my students across all levels and abilities.

Learning That Sticks: Memory, Scaffolding, and Spiral Learning

One of the most fascinating takeaways for me was the connection between short-term and long-term memory, and how understanding that relationship can reshape the way I teach. I immediately thought of all the professional development sessions that talk about:

• Mixing up input types (visual, auditory, kinesthetic),
• Switching tasks every few minutes to keep engagement up,
• And, of course, that magical buzzword: scaffolding.

As a math teacher, I see scaffolding and spiraling happen naturally. We teach a concept like basic operations, and later return to it layered into equations, functions, geometry—you name it. But early in my career, I didn’t always chunk information effectively. I’d sometimes give students too much at once, leading to short-term success but poor long-term retention. These days, I break it down more thoughtfully, allowing students to really encode what they’re learning before moving on. That’s real cognitive strategy—and it aligns perfectly with cognitive learning theory.

Math That Matters: Beyond Memorization

One of the most exciting shifts for me has been moving away from simply teaching formulas and drills, and instead embracing real-world problem-solving. When students work on a project that applies math to their lives—like budgeting, building 3D models, or creating geometric logos—they’re not just solving problems. They’re connecting prior knowledge, organizing new information, and constructing memory pathways that actually last.

And when they use what they already know to approach a problem, they’re strengthening that memory bridge—the one that turns short-term info into long-term understanding. I ask students to reflect on what looks familiar, what strategies might work, and what they notice. That metacognition is everything.

Different Learners, Same Framework

What I appreciate most about Cognitive Learning Theory is how it acknowledges that all learners process and store information differently.

For example:

My honors students often thrive with more complex, open-ended challenges. They’re quick to organize and integrate new information with what they already know.

My resource students may need more time, repetition, and support to process and retain information—but they’re still learning cognitively, just at a different pace.

It’s also where the idea of overlearning comes in—something I’ve seen benefit all my students. Repeating and revisiting concepts helps lock that knowledge in place, especially for students with learning disabilities that affect processing or working memory.

But What About Tech?

Here’s where I’ll be honest: I’ve struggled a bit to connect Cognitive Learning Theory with technology integration. Because so much of it happens in the brain, it doesn’t always feel tied to specific tools.

But then I think about the way I use tech to support mental processes:

Formative lets my students reflect, revise, and get instant feedback—boosting both attention and memory.

Kami gives them tools to annotate and organize thoughts.

Google Classroom serves as a hub for retrieving, revisiting, and building connections between assignments.

These tools don’t replace the thinking—they support it. They enhance cognitive engagement, giving students multiple ways to process and make sense of what they’re learning.

Final Thoughts

Reading about Cognitive Learning Theory lit me up because it helped me understand what I already believed to be true: learning happens when students are actively processing, organizing, and connecting information—not just memorizing it.

Whether they’re solving real-world problems, exploring math through projects, or chunking knowledge into manageable bites, they’re not just learning—they’re thinking deeply and storing it for life.

And I’m learning right alongside them.