Prepared by: Nicolai M. Cajefe

Subject Matter ContentCOGNITIVE

SKILL

AFFECTIVE

yThe cognitive component is concerned with facts, concepts, principles, hypotheses, theories, and laws.

SkillyThe skill component refers to the thinking skills as well as manipulative skills.

AffectiveyThe affective

component is the realm of values and attitudes.

FACTy An idea or action that can be verified.

Example: names and dates of important activities, population of the Philippines. Facts are the basic unit of cognitive subject matter content.

CONCEPTyA categorization of events,

places, ideas. Example: the concept furniture includes objects as chairs, tables, bed and desks.

PRINCIPLEy Relationship(s) between and among facts

and concepts. These are arrived at when similar research studies yield similar results time after time.

Example: the number of children in the family is related to the average scores on nationally standardized achievement tests for those children.

HYPOTHESESy Educated guesses about relationships (principles)

Example: for lower division undergraduate students, study habits is a better predictor of success in a college course than is a measure intelligence or reading comprehension.

THEORIESy Set of facts, concepts and principles that

describe possible underlying unobservable mechanism that regulate human learning, development, and behavior. They explain why these principles are true. Example: Piaget s theory on cognitive development, Kohlberg s theory on moral development.

LAWSy Firmly established, thoroughly tested principle or theory

Examples: Thorndike s law of effect, law on the conservation of matter and energy, the law of supply and demand.

THINKING SKILLSyThis refers to the skills beyond

recall and comprehension. They are skills concerned with the application of what was learned, (in problem-solving or in real life) synthesis, evaluation and critical and creative thinking.

Thinking SkillsyDivergent Skills yConvergent Thinking yProblem Solving yMetaphoric Thinking yCritical Thinking yCreative Thinking

Divergent SkillsyThis includes fluent thinking, flexible thinking, original thinking and elaborative thinking.

Fluent Thinkingy Is characterized by generation of lots of ideas. Thought flow is rapid. It is thinking of the most possible ideas.

Flexible Thinkingy Is characterized by a variety of thoughts in the kinds of ideas generated. Different ideas from those usually presented flow from flexible thinkers.

Original Thinkingy Is thinking that differs from what s gone before. Thought production is away from the obvious and is different from the norm.

Elaborative Thinkingy Embellishes on previous ideas or plans. (Torres, 1994) It uses prior knowledge to expand and add upon things and ideas.

Convergent Skillsy It is narrowing down from many possible thoughts to end up on a single best thought or an answer to a problem.

Problem Solvingy Problem solving is made easier when the problem is well-defined. The proper definition of a problem is already half the solution. is it doubly difficult when the problem is ill-defined. When it is ill-defined, then the first thing to teach our students is to better define the problem.

Techniques (Ormrod, 2000)y Break large problems into well-defined ones y Distinguish information needed y Identify techniques to find needed information

Algorithmy Solving a problem by the use of an algorithm means following specific, step-by-step instructions. An example is when you assemble the dismantled parts of a new toy by following the how to assemble instructions.

Heuristicsy General problem-solving strategy. These are informal, intuitive, speculative strategies that sometimes lead to an effective solution and sometimes do not.

Tips (Ormrod, 2000)y Provide worked-out examples algorithms being applied. y Help students understand why particular algorithms are relevant and effective in certain situations. y When a student s application of algorithm yields an incorrect answer, look closely at the specific steps the students has taken until the trouble spot is located.

For teaching heuristics:y Give students practice in defining ill-defined problems. y Teach heuristics that students can used where no algorithms apply.

For teaching both:y Teach problem-solving strategies within the context of specific areas (not as a topic separate from academic content) Provide scaffolding for difficult problems for example by breaking them into smaller and simpler problems, giving about possible strategies, or providing partial solutions.

Metaphoric Thinkingy This type of thinking uses analogical thinking, a figure of speech where a word is used in a manner different from its ordinary designation to suggest or imply a parallelism or similarity.

Critical Thinkingy It involves evaluating information or arguments in terms of their accuracy and worth. (Beyer, 1985) It takes a variety of forms verbal reasoning, argument, hypothesis testing and decision making.

Verbal Reasoningy An example is evaluating the persuasive techniques found in oral or written language. You employ this when you evaluate the reliability and the truth of advertisements that bombard you everyday.

Argument Analysisy You are engaged in this critical thinking process when you discriminate between reasons that do and do not support a particular conclusion.

Hypothesis Testingy It is evaluating the value of data and research results in terms of the methods used to obtain them and their potential relevance to particular conclusions.

Decision Thinkingy We are engaged in critical thinking when we weigh the pros and cons of each proposed alternative approach.

Creative Thinkingy This type of thinking involves producing something that is both original and worthwhile. (Sternberg, 2003) It is original thinking, one type of divergent thinking. It is a process of bringing something new into birth. It is seeing new relationships and the use of imagination and inventiveness.

Awarenessy The ability to notice the attributes of things in the environment so as to build a knowledge base that is the beginning of all other forms of creative thinking.

Curiosityy The ability and inclination to wonder about things and mentally explore the new, novel, unique ideas.

Imaginationy The ability to speculate about things that are not necessarily based on reality.

Fluencyy The ability to produce a large quantity of ideas.

Flexibilityy The ability to look at things from several different perspectives or view points.

Originalityy The ability to produce new, novel, unique ideas.

Elaborationy The ability to add on to an idea; to give details; build groups of related ideas or expand on ideas.

Perseverancey The ability to keep trying to find an answer; to see a task through completion.

MANIPULATIVE SKILLSy There are courses that are dominantly skill-oriented like Computer, Home Economics and Technology, Physical Education, Music and the like. In the biological and physical sciences manipulative skills such as focusing the microscope, mounting specimens on the slide, operating simple machines and other scientific gadgets, mixing chemicals are also tought.

AFFECTIVE COMPONENTy Is concerned with values and attitude. When we teach values, we connect facts, skills and concepts to the life of the students.

Shall we teach values?y Can values be taught or caught?

COGNITIVE DIMENSION