Cognitive Processes

I. Objectives: (BUHATI NINYO PERONAL)

Constructivism: Knowledge Construction/Concept Learning

MODULE 14

Activity: Round robin through groupings

Group Assigned Task Questions

Method: Inductive

Q1. What concepts/Ideas /Images came to your mind when you read “ Teaching as

filling up the pail”?.

Elaborate.

Q2. What concepts/ideas/

Discussion

Generalization:

Behaviorism focused on the external , observable behavior. Behaviorist saw

learning as a change in behavior brought about by experience.

Cognitive view focuses on the internal processes .Since learning is an active

process , learners initiate experiences , search for information to:

(a) solve problems

(b) recognize what they already know to come up with new insights.

Question no.1 connotes that teaching is dominate by the teacher and the

learners are passive receivers of knowledge and is linked to the cognitive

perspective and constructivism which signifies that teaching involves giving

opportunities for learners to explore and discover because they construct their

own meaning as well as generating insights and are enlightened.

Constructivism

Focuses on knowledge construction and ha different version.

2 VIEWS OF CONSTRUCTION

Individual Constructivism

Cognitive constructivism

Emphasize individual, internal construction of knowledge

Choose child centered and discovery learning

Social Constructivism

Knowledge exists in a social context and is initially shared with others instead of

being represented solely in the id of an individual.

4 Characteristics of Constructivism: Eggen and Kauchak

1.Learners construct understanding

See learners as active thinker who interpret new information based on what they

already know.

2. New learning depends on current understanding

Through scheme, learners can interpret new informations

3. Learners is facilitated by social interaction

Community learners- helping learners take responsibility for their own learning

4. Meaning learning occurs with in authentic learning task

Involves learning activity that involves constructing knowledge and understanding

which is needed when applied in the real world.

Reporter:

Irish Avila

END

Organizing knowledge

I. Objectives: (Buhati ninyo)

Concepts

Way of grouping or categorizing objects or events in our mind

Concepts as Feature list- includes learning specific features that characterized positive

instances of the concept

(a) Defining Feature

Characteristics present in all instances

(b) Correlational feature

One that is present in many positive instances but not essential for concept

membership

Concept as Prototypes

Prototype – idea or visual image of a typical example

- Formed based on the positive instances

Concepts as Exemplars

Exemplars – variety of examples

- Allow learners to know that an example under a concept may have

variability

Making Concept – learning Effective

Provide a clear definition of the concept

Make the defining of the concept

Give a variety of positive instances

Give negative instances

Cite a best example or a prototype

Provide opportunity for learners to identify positive and negative

Ask learners to think their own example of concept

Point out how concepts can be related to each other

Schemas and Scripts

Schema- organized body of knowledge about something

Script- is a schema that includes a series of predictable events about a specific

activity.

Applying Constructivism in Facilitating Learning

Aim to make learners understand a few key ideas in an in-depth manner rather

than taking up so many topics superficially

Give varied examples

Provide lots of opportunities for quality interaction

Have lots of Hands on activities

Relate your topic to real life situations

Do not depend on the explanation method all the time

Reporter:

Amaden

END

MODULE 15: Transfer Learning

I. Objectives: (BUHATI NINYO PERSONAL)

Happens when learning in one context or with one set of materials affects

performance in another context or with other related materials.

Applying to another situation what was previously learned

Types of Transfer

Positive Transfer

Occurs when learning in one context improves performance in some other

context.

Negative Transfer

Refers to transfer between very similar contexts

Far Transfer

Refers between context that, on appearance, seems remote and alien to one

another.

Reporter:

April ???

END

Condition and Principles of Transfer

I. Objectives: (BUHATI NINYO PERSONAL)

Condition/Factor affecting

transfer of learning

Principles of transfer The Implication

Similarity between two learning situations

The more similar the two situation are, the greater the chances that learning

from one situation will be transferred to the other

situation.

Involve student in learning situation and task that are similar as possible to the

situation where they would apply the tasks.

Degree of meaningfulness/relevance of learning

Meaningful learning leads to greater transfer than rote learning

Remember to provide opportunities for learners to link new material to what

they learned in the past.

Length of instructional time The longer the time spent in instruction, the greater the

probability of transfer

To ensure transfer, teach a few topics in depth rather

than many topics tackled in a shallow manner.

Variety of learning

experiences

Exposure to many and

varied examples and opportunities for practice encourage transfer

Illustrate new concept and

principles with a variety of example. Plan activities that practice their newly learned

skills

Context for learner’s experiences

Transfer of learning is most likely to happen when

learners discover that what they learned is applicable to various contexts

Relate a topic in one subject to topic in other

subjects or disciplines. Relate it also to real life situation.

Focus on principles rather than task

Principles transfer easier than facts

Zero in on principles related to each topic together with strategies based on those

principles

Emphasis on metacognition Student reflection improves transfer of learning

Encourage student to take responsibility for their

Reporter: Jessie Gagaboan

END

MODULE 16: Bloom’s Taxonomy of Educational Objectives-Revised

Old Taxonomy

I. Objectives: (BUHATI NINYO)

1956- Taxonomy of Educational Objectives : The classification of Educational

Goals Handbook1:Cognitive Domain

(a) Have frameworks to classify test questions

(b) Used in planning the curriculum

1964- Handbook II , The Affective Domain

1966, 1970, 1972 – Psychomotor Domain

(a) Focused on cognitive Domain

Bloom’s Taxonomy

Target the what skills and competencies

Contains

(a) Levels from knowledge to evaluation – from simple to more complex levels of

thinking

To facilitate Learning –

(a) Begin with facts ,stating memorize rules, principles or

definitions(KNOWLEDGE) that must lead to UNDERSTANDING concepts

,rules, and principles(COMPREHENSION)

(b) Proof – (APPLICATION)

(c) In depth understanding and mastery broken into (ANALYSIS)

(d) What has been learned in new way – ( SYNTHESIS)

(e) Full grasp of what was learned leads to be – (ASSESS OR JUDGE)

(f) Set of standards – (EVALUATION)

THE ORIGINAL BLOOM’S TAXONOMY

Cognitive Domain Levels and Their Subcategories

Sample Verbs

1. Knowledge

Define ,describe, draw, identify, label,

locate ,memorize, name ,recite ,recognize , select ,state ,write

1.1 Knowledge of Specific 1.1.1 terminology 1.1.2 specific facts

1.2 Knowledge of way and means of dealing with the specifics

1.2.1 conventions

1.2.2 trends and sequences

1.2.3 classifications and categories 1.2.4 criteria 1.2.5 methodology

1.3 Knowledge of universal and abstractions in the field

1.3.1 principles and generalizations

1.3.2 theories and structures

2. Comprehension

Paraphrase, summarize ,restate, retell, illustrate

2.1 Translation 2.2 Interpretation

2.3 Extrapolation

3. Application Apply, change, prepare, produce

4. Analysis

Analyze, subdivide, take apart ,investigate, compare, contrast ,infer

4.1 Elements 4.2 Relationships

4.3 Organizational principles

5. Synthesis

Combine, organize, design, formulate

5.1 Production of unique communication 5.2 Production of a plan, or proposed set

of operations 5.3 Derivations of a set of abstract relations

6. Evaluation

6.1 in terms of internal evidence 6.2 in terms of external evidence

Assess, appraise, critique, judge, recommend

Reporter:

Marjorie Diano

END

Revised Taxonomy

I. Objectives: (BUHATI NINYO)

Lorin Anderson and David Krathwohl worked the new revised taxonomy

Reporter: Arlyn Gambong

END

Bloom’s

Taxonomy

Cognitive

Domain

Old

(one dimension)

Revised

Taxonomy

(two

dimensions)

Cognitive

Dimension

Knowledge

Dimension

1. Remember

6. Understand

2. Apply

5. Analyze

4. Evaluate

3. Create

Factual

Conceptual

Procedural

Metacognitive

1. Knowledge

2.Comprehension

3. Application

4. Analysis

5. Synthesis

6. Evaluation

The Revised Taxonomy with two Dimensions of the Cognitive Domain

(Krathwohl,2002)

I. Objectives: (BUHATI NINYO)

The Cognitive Domain The Knowledge Dimension

1. Remember Retrieving relevant knowledge from long-term memory 1.1 recognizing 1.2 recalling

A. Factual The Basic Elements that students must know Knowledge of: (a) Terminology (b) Specific details and elements

2. sUnderstand Determining the meaning of instructional messages ,including oral, written and graphic communication

2.1 interpreting 2.2 exemplifying 2.3 classifying 2.4 summarizing 2.5 inferring 2.6 comparing 2.7 explaining

B. Conceptual

The interrelationships among the basic elements within a larger structure that enable them to function together. Knowledge of: (a) Classifications and Categories (b) Principles and generalizations (c) Theories , models, and structures

3.Apply Carrying out or using a procedure in a given situation 3.1executing 3.2 implementing

C. Procedural Knowledge

How to do something ; methods of inquiry , and criteria for using skills, algorithms, techniques, and methods. Knowledge of: (a) Subjects- specific skills and

algorithms (b) Subject-specific techniques and

methods (c) Criteria for determining when to use

appropriate procedures 4 Analysis – Breaking

materials into its constituents parts and detecting how the parts relate to one another and to an overall structure or purpose

4.1differentiating 4.2organizing 4.3attributing

D. Metacognitive Knowledge

Knowledge of cognition in general as well as awareness and knowledge of one’s own cognition (a) Strategic knowledge (b) Knowledge about cognitive tasks,

including contextual and conditional knowledge

(c) Self-knowledge

5. Evaluate-Making judgments based on criteria and standards 4.2 checking

critiquing

6. Create- Putting elements together to form a novel , coherent whole or make an original products

6.1generating

6.2planning 6.3 producing

Reporter:

Irene Mier

END

Cognitive and Knowledge Dimension

I. Objectives:

Compare Cognitive and Knowledge Dimension with the

use of table

Cognitive and Knowledge Dimension Pair Table

Knowledge Dimension

Cognitive Dimension

Factual Terminology,

specific details,

elements

Conceptual Classifications,

categories , Principles and

generalizations, theories, models,

structures

Procedural Subject-

specific skills,

Algorithms, techniques

and

methods, criteria for

determining when to use

the

procedures

Metacognitive Strategic

knowledge Cognitive

tasks contextual

and

conditional knowledge,

self- knowledge

1. Remember

Recognize

Recall

Remember- facts

Remember concepts

Remember-Procedures

Remember-Metacognitive

Knowledge 2. Understand

Interpret,

exemplify classify, summarize,

infer, Compare

,explain

Understand- facts

Understand-concepts

Understand-procedures

Understand-Metacognitive

Knowledge

3. Apply

Execute, implement

Appy-facts Apply Concepts Apply Procedures

Apply Metacognitive

Knowledge

4. Analyze

Differentiate,

organize, attribute

Analyze -

facts

Analyze -

Concepts

Analyze-

Procedures

Analyze

Metacognitive Knowledge

5. Evaluate

Check, critique

Evaluate facts

Evaluate concepts

Evaluate procedure

Evaluate Metacognitive

Knowledge 6. Create

Generate, plan, produce

Create- facts Create- concepts

Create-Procedures

Create Metacognitive

Knowledge

Activity:

Reporter:

Roy C. Andan

Time: WF 3-4:30pm

MODULE 17

Sternberg’s Successful Intelligence Theory and WICS Model

I. Objectives: (BUHATI LANG NINYO )

Successful Intelligence Theory

Memory Skills- recall facts and pieces

Analytical Skills- help determine idea

Creative Skills- allow person to come up with a new idea

Practical Skills- enough person to apply what one has learned

WICS Model

Wisdom ,Intelligence, Creativity-Synthesized

Your role as a teacher is not to educate the mind alone but to educate the soul

as well.

Applying the WICS Model

(a) Admission

(b) Instruction

(c) Assessment

How to teach analytically?

(a) Analyze

(b) Critique

(c) Judge

(d) Compare and Contrast

(e) Evaluate

(f) Assess

How to teach creatively?

(a) Create

(b) Invent

(c) Discover

(d) Imagine if

(e) Suppose that

(f) Predict

How to teach practically?

(a) Apply

(b) Use

(c) Put into practice

abilities competencies expertise

(d) Implement

(e) Employ

(f) Render practical what they know

How to teach for wisdom?

(a) Try to find the common good

(b) See things from other points of view

(c) Balance your own interest

(d) Look at the long term

(e) Reflect about how one can base his decision

(f) Appreciate that in life what is seen as true and effective may vary over time

and place

Reporter:

Lanie Ajos

FACILITATING LEARNING OUTLINE

MODULE 18: Problem Solving and Creativity

I. Objectives:

a. Identify the four criteria of creativity by Torrance

b. Practice creative thinking

c. Apply problem solving-skills

Problem Solving/Creativity

Torrance’s Creativity

Frameworks

Creative Problem

Solving

Fluency

Flexibility

Elaboration

Originality

Six Stages of CPS

Torrance Framework for Creative Thinking

Framework Definition Key Words Application Activities

Fluency Production of great

number of ideas or alternate solutions

to problems

Compare, convert,

count, define , explain, identify, label, list, match,

name, outline, paraphrase, predict,

summarize

Trace a picture and label the parts

Flexibility Production of ideas that show a variety

of possibilities or realms of thought

Change, demonstrate,

distinguish, employ, extrapolate,

interpret, predict

What would happen if….there were no

automobiles?

Elaboration Process of enhancing ideas by

providing more details

Appraise, critique, determine, evaluate,

grade, judge, measure, select,

test

What can you add to ………. To

improve its quality or performance?

Originality Production of ideas

that are unique or unusual

Compose, create,

design, generate, integrate, modify,

rearrange, reconstruct,

reorganize, revise

Find out an original

use for…………..

Reporter:

Jocel May Galvez

Time: WF 3-4:30pm

END

Creative Problem Solving –CPS

I. Objectives: (buhat lang)