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
Similarity between two
learning situations

Degree of
meaningfulness/relevance
of learning
Length of instructional time

Variety of learning
experiences

Context for learners

experiences

Focus on principles rather

than task

Emphasis on metacognition

Principles of transfer
The more similar the two
situation are, the greater
the chances that learning
from one situation will be
transferred to the other
situation.
Meaningful learning leads
to greater transfer than rote
learning

The Implication
Involve student in learning
situation and task that are
similar as possible to the
situation where they would
apply the tasks.

Remember to provide
opportunities for learners to
link new material to what
they learned in the past.
The longer the time spent in To ensure transfer, teach a
instruction, the greater the
few topics in depth rather
probability of transfer
than many topics tackled in
a shallow manner.
Exposure to many and
Illustrate new concept and
varied examples and
principles with a variety of
opportunities for practice
example. Plan activities that
encourage transfer
practice their newly learned
skills
Transfer of learning is most Relate a topic in one
likely to happen when
subject to topic in other
learners discover that what subjects or disciplines.
they learned is applicable to Relate it also to real life
various contexts
situation.
Principles transfer easier
Zero in on principles related
than facts
to each topic together with
strategies based on those
principles
Student reflection improves Encourage student to take
transfer of learning
responsibility for their

Reporter: Jessie Gagaboan

END

MODULE 16: Blooms 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
Blooms 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 BLOOMS TAXONOMY

Cognitive Domain Levels and Their Subcategories
Sample Verbs
1. Knowledge
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

Define ,describe, draw, identify, label,

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

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
2.1 Translation
2.2 Interpretation
2.3 Extrapolation
3. Application
4. Analysis
4.1 Elements
4.2 Relationships
4.3 Organizational principles
5. Synthesis
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

Paraphrase, summarize ,restate, retell,

illustrate
Apply, change, prepare, produce
Analyze, subdivide, take apart ,investigate,
compare, contrast ,infer

Combine, organize, design, formulate

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
Blooms
Taxonomy
Cognitive
Domain

Revised
Taxonomy

Old
(one dimension)

(two
dimensions)

Cognitive
Dimension

1. Knowledge

1. Remember

Knowledge
Dimension

Factual

2.Comprehension

6. Understand

Conceptual

3. Application

2. Apply

Procedural

4. Analysis

5. Analyze

5. Synthesis

4. Evaluate

6. Evaluation

3. Create

Metacognitive

Reporter: Arlyn Gambong

END

The Revised Taxonomy with two Dimensions of the Cognitive Domain

(Krathwohl,2002)
I.

Objectives: (BUHATI NINYO)

The Cognitive Domain

1. Remember
Retrieving relevant
knowledge from longterm memory
1.1 recognizing
1.2 recalling
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

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

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

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

The Knowledge Dimension

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

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

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

D. Metacognitive Knowledge
Knowledge of cognition in general as
well as awareness and knowledge of
ones own cognition
(a) Strategic knowledge
(b) Knowledge about cognitive tasks,
including contextual and conditional
knowledge
(c) Self-knowledge

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
Factual
Terminology,
specific
details,
elements

Cognitive Dimension

1. Remember
Recognize
Recall
2. Understand
Interpret,
exemplify
classify,
summarize,
infer,
Compare
,explain
3. Apply
Execute,
implement
4. Analyze
Differentiate,
organize,
attribute
5. Evaluate
Check, critique
6. Create
Generate, plan,
produce

Rememberfacts

Knowledge Dimension
Conceptual
Procedural
Classifications,
Subjectcategories ,
specific
Principles and
skills,
generalizations, Algorithms,
theories,
techniques
models,
and
structures
methods,
criteria for
determining
when to use
the
procedures
Remember
Rememberconcepts
Procedures

Understandfacts

Understandconcepts

Understandprocedures

Appy-facts

Apply Concepts

Apply
Procedures

Analyze facts

Analyze Concepts

AnalyzeProcedures

Evaluate
facts

Evaluate
concepts

Evaluate
procedure

Create- facts

Createconcepts

CreateProcedures

Metacognitive
Strategic
knowledge
Cognitive
tasks
contextual
and
conditional
knowledge,
selfknowledge

RememberMetacognitive
Knowledge
UnderstandMetacognitive
Knowledge

Apply
Metacognitive
Knowledge
Analyze
Metacognitive
Knowledge
Evaluate
Metacognitive
Knowledge
Create
Metacognitive
Knowledge

Activity:
Reporter:
Roy C. Andan
Time: WF 3-4:30pm

MODULE 17
Sternbergs 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

abilities

competencies

expertise

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

(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

Torrances Creativity

Creative Problem

Frameworks

Solving

Fluency

Flexibility

Elaboration

Originality

Six Stages of CPS

Framework
Fluency

Torrance Framework for Creative Thinking

Definition
Key Words
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

Flexibility

Production of ideas
that show a variety
of possibilities or
realms of thought

Elaboration

Process of
enhancing ideas by
providing more
details

Originality

Production of ideas
that are unique or
unusual

Change,
demonstrate,
distinguish, employ,
extrapolate,
interpret, predict
Appraise, critique,
determine, evaluate,
grade, judge,
measure, select,
test
Compose, create,
design, generate,
integrate, modify,
rearrange,
reconstruct,
reorganize, revise

Application
Activities
Trace a picture and
label the parts

What would happen

if.there were no
automobiles?

What can you add

to . To
improve its quality
or performance?
Find out an original
use for..

Reporter:
Jocel May Galvez

Time: WF 3-4:30pm

END

Creative Problem Solving CPS

I.

Objectives: (buhat lang)