Aeron James Dino Insturctor: Sir Jovito A. Briones Jr.

BSED FILIPINO III

"Learning Point: Factors in Learning Related to Development OF Cognition and Metacognition.

1. Intelligence - Sternberg's"triarchic" theory ry of intelligence asserts that the "metacomponents in his

theory are the executive processes that control other cognitive 3 components as well as receive
feedback from these components.

2. Age- Jean Piaget's Stage of Cognitive Development asserts that cognitive abilities for abstract thinking
are higher during the formal operation's Period

Khezrlou (2012) -found that a moderate and positive but significant correlation was observed between
metacognitive strategies and adult learner's scores in the Test of English as a Foreign Language (TOEFL).

3. Level of Education - Khezrlou (2012), there were differences in types of strategies according to level of
Education. The university students employed more strategies in their reading of passages than the
senior high school students.

4. Use of Cognitive Strategies for Instruction -Cognitive strategy Instruction (CSI). an instructional
approach that emphasizes the development of thinking thinking skills and - processes as a means to
enhance learning.

Other Factors:

•Study and Practice

•Guidance or Cognitive Apprenticeship.

•Experience

Suggested Strategies to Help Students Process Information

1. Provide organized instruction. Make structure and relations of the material evident to learners thru
concept maps or other graphic representations. This is especially important when introducing a new
topic or subject matter.

2. Use single coherent representations. Allows the learner to focus attentat than split attention between
two stimuli, as for example the written material and the corresponding diagram.

3. Link new material with what is already known. Use mental scaffolding techniques for the new
material.
4. Carefully analyze the attention demands of instruction. Count the number of elements in instructional
messages. Make sure the learner will not attend to too many different elements at the same time.

5. Recognize the limits of attention. Help learners focus their attention through the techniques such as
identifying the most important points to be learned in advance of studying new material. Also,
separating the essential from the non-essentials.

6. Recognize the limitations of short-term memory. Apply the concept of chunking. For example, do not
present 25 separate items. Make them five groups of 5.

7. Match encoding strategies with the material to the learned. Do not encourage use of mnemonics
unless it is very necessary to memorize the material.

8. Provide opportunities for both verbal and imaginal encoding.

9. Arrange a variety of practice opportunities. The goal is to help the learner generalize the concept,
principle or skill to be learned so that it could be applied outside of theoriginal context of which it was
taught.

10. Eliminate redundancy. Redundant information between text and diagram has been shown to
decrease learning

11. Help learners become "self-regulated." Assist students in selecting and using strategies such as
summarizing and questioning

LEARNING POINT: IMPLICATIONS OF COGNITIVE THEORIES ON TEACHING AND LEARNING

It is important for teachers to develop to the highest possible limit the cognitive and metacognitive
abilities of students. This could be best achieved by applying classroom techniques toward this
objective. Basic Characteristics of a Classroom Instruction Based on Cognitive Theories

a. Emphasis on the active involvement of the learner in the learning process (learner control).

b. Metacognitive training (self-planning, monitoring and revising techniques)

c. Use of hierarchical analyses to identify and illustrate prerequisite relationships (cognitive task analysis
procedures)

d. Emphasis on structuring, organizing and sequencing information to facilitate optimal processing

(outlining, summaries, advanced organizers)

e. Creation of learning environments that allow and encourage students to make connections with
previously learned materials.

Teaching Methods Based on Principles of Cognitive Learning Theory

1. Cognitive Apprenticeship. A method of helping students grasp concepts and procedures under the
guidance of teacher or expert. Following are the phases of instruction.

a. Modeling. The teacher does the task or explains the process.

b. Coaching. The students do the same task and teacher observes the students, give feedback on how to
do it.

c. Articulation. Students are asked to think out loud about how they performed the task and offers
reasons for the strategies. Teachers can give feedback and determines if there are misconception.

d. Reflection. Students retrospectively think of their performance in completing the task.

e. Exploration. Teacher urges the students to identify the problem, formulate hypothesis and seek
needed information to solve it.

2. Reciprocal Teaching. An instructional activity in the form of dialogue or exchange between teachers
and students about certain parts of the lesson. The purpose is to derive meaning out of that part of the
lesson to facilitate understanding and learning. Four strategies to the dialogue, include, summarizing,
question-generating, clarifying and predicting.

3. Anchored Instruction. Involves the use of anchors while doing instruction, like stories, cases or
situations. It is essentially problem-based.

4. Inquiry Learning. Resembles the scientific inquiry method. Helps the students develop their higher
order thinking skills by engaging them in investigating an issue or formulating hypothesis to find
solutions to a problem.

5. Discovery Learning. An approach where students interact with their environment, manipulate things,
explore, do experiments for them to discover principles and important relationships.

6. Problem-based Learning. A real-life problem, or an ill-structured question is presented to the

students, having many possible solutions, and they are asked to find or come up with the most
appropriate or best solution.