COGNITIVE THINKING AND LEARNING

8/7/2019 COGNITIVE THINKING AND LEARNING

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Prepared by: Echevarria, Jerico J. IV-BSCT

Learning is a reflective process,whereby the learner either developsnew insights and understanding or

changes or restructures his mental process.

COGNITIVE LEARNING AND THINKING"Cognitive learning is the result of listening, watching, touching orexperiencing."

Cognitive learning is defined as the acquisition of knowledgeand skill by mental or cognitive processes the procedures wehave for manipulating information 'in our heads'.

Cognitive processes include creating mental representations ofphysical objects and events, and other forms of information processing.

PRINCIPLES OF LEARNING

COGNITIVE THEORY one of the major school of learning theories

y Consider how the learner thinks, reasons, and transfer information to new learningsituations.

PRINCIPLES OF LEARNING DERIVED FROM COGNITIVE PSYCHOLOGY

1) LEARNING BY DOING IS GOOD ADVICEo Students learn by direct and indirect means, observing others, trough

encouragement

2) ONE LEARNS TO DO WHAT ONE DOESo What students already know influences what and how they learn

3) THE AMOUNT OF REINFORCEMENT NECESSARY FOR LEARNING IS RELATIVE TO THESTUDENTS NEEDS AND ABILITIES

o Know who needs additional instruction and who is ready to learn new tasks4) THE PRINCIPLE OF READINESS IS RELATED TO THE LEARNERS STAGE OF

DEVELOPMENT AND THEIR PREVIOUS LEARNINGo Consider the age in presenting certain content

5) THE STUDENTS SELF-CONCEPT AND BELIEFS ABOUT ABILITIES ARE EXTREMELYIMPORTANT

o Personal factors affect learning


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6) TEACHERS SHOULD PROVIDE OPPORTUNITIES FOR MEANINGFUL ANDAPPROPRIATE PRACTICE (rehearsal)

o Practice tasks should be varied to engage students more fully and to takeadvantage of different ways of learning the same thing.

7) TRANSFER OF LEARNING TO NEW SITUATIONS CAN BE HORIZONTAL OR VERTICAL8) LEARNING SHOULD BE GOAL-ORIENTED AND FOCUSED

o Discourage students from memorizing facts and encourage them to focus on bigideas or concept.

9) POSITIVE FEEDBACK, REALISTIC PRAISE AND ENCOURAGEMENT ARE MOTIVATINGIN THE TEACHING-LEARNING PROCESS

o Consider situational factors, basic human needs and personal factors10)METACOGNITION is an advanced cognitive process whereby students acquire specific

learning strategies and also sense when they are not learning or having trouble

learningo Help students how to organize their thoughts and how to study

LEARNING HOW TO LEARN

Learning new information results in modification ofLONG TERM MEMORY

SEVEN COMPREHENSION/THINKING SKILLS byCharles Letteri

He compiled a list of seven comprehension or thinkingskills that students can develop to enhance the way theyprocess and integrate information. They are skills thatteachers should understand and help students acquire.

1) ANALYSIS (field dependence independence)o Ability to breakdown complex informationo Identification and categorization

2) FOCUSING (scanning)o Select relevant or important information

3) COMPARATIVE ANALYSIS (reflective impulsivity)o Select a correct item and to compare information and make proper choices

4) NARROWING (breadth of categorization)o Identify and place new information into categories through its attributes

5) COMPLEX COGNITIVE (complexity simplicity)


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o Integrate complex information into existing cognitive structures (Long TermMemory)

6) SHARPENING (sharpening levelling)o Maintain distinctions between cognitive structures (old and new info.) and avoid

confusion/overlap

7) TOLERANCE (tolerant intolerant)o Monitor and modify thinkingo Deals with unclear information without getting frustrated.

Cognitive Thinking

One of the most influential theories on the growth and development of cognitive thinking inchildren was proposed by Jean Piaget (1896-1980).

One of the underlying factors that he felt was important was the idea of adaptation. He arguedthat an organism had to adapt successfully to its environment in order to survive and that this wasa relevant to human survival as it was to any other species.

He argued that adaptation consisted of two interrelated processes:

y Assimilation - the incorporation of new knowledgey Accommodation - the way the mental processes adapt to the new knowledge

He gives the example of eating an apple: you first assimilate the apple by eating it and then thebody performs certain physiological changes in order to accommodate the apple.

COGNITIVE FRAMEWORK byWeinstein and Mayer

EIGHT THINKING STRATEGIES

1) BASIC REHEARSAL STRATEGIESo To remember

2) COMPLEX REHEARSAL STRATEGIESo Making appropriate choices

3) BASIC ELABORATION STRATEGIESo Relating two or more items

4) COMPLEX ELABORATION STRATEGIESo Synthesizing new and old information

5) BASIC ORGANIZATIONAL STRATEGIESo Categorizing


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6) COMPLEX ORGANIZATIONAL STRATEGIESo Hierarchical

7) COMPREHENSIVE MONITORINGo Checking progress

8) AFFECTIVE STRATEGIESo Relaxed yet alert and attentive

LEARNING TO LEARN SKILLS

Instructional framework for enhancing students learning strategies:

1) MODELING (Introduction)o Identifies the skill required and show how it is used

2) GUIDED PRACTICEo Teachers and students work together

3) CONSOLIDATION (Extension)o Test the students skills by the techniques of providing misinformation

4) INDEPENDENT PRACTICEo Assignments

5) APPLICATIONo Apply skills in a new problem

6) REVIEWo Mastery

CRITICAL THINKING by Matthew Lipman

One of the most important things a teacher can do in theclassroom is to make students aware of their own thingprocesses.

1) CONCEPTS2

) GENERALIZATION3) CAUSE EFFECT RELATIONSHIP4) LOGICAL INFERENCES5) CONSISTENCIES AND CONTRADICTIONS6) ANALOGIES7) PART-WHOLE AND WHOLE-PART CONNECTIONS8) PROBLEM FORMULATIONS9) REVERSIBILITY OF LOGICAL STATEMENTS10)APPLICATION OF PRINCIPLES TO REAL LIFE SITUATION


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What is the difference between ordinary thinking and critical thinking?

According to Lipman, ordinary thinking is simple and lacks standards while critical thinkingis complex and based on standards of objectivity, utility or consistencty.

ORDINARY THINKING CRITICAL THINKING

PREFERRING EVALUATINGGROUPING CLASSIFYINGGUESSING ESTIMATINGBELIEVING ASSUMINGINFERRING INFERRING LOGICALLYASSOCIATING CONCEPTS GRASPING CONCEPTSNOTING RELATIONSHIPS NOTING RELATIONSHIPS AMONG

RELATIONSHIPSSUPPOSING HYPOTHESIZING

OFFERING OPINIONSWITHOUT REASONS OFFERING OPINIONSWITH REASONSMAKING JUDGEMENTWITHOUT CRITERIA MAKING JUDGEMENTWITH CRITERIA

ATTRIBUTES OF A CRITICAL THINKER by Robert Ennis

Robert Ennis identifies 13 attributes of critical thinkers. They tend to be:

1. OPEN MINDED2. TAKE A POSITION EHRN THE EVIDENCE CALLS FOR IT3. TAKE INTO ACCOUNT THE ENTIRE SITUATION4. SEEK INFORMATION5. SEEK PRECISION IN INFORMATION6. DEAL IN AN ORDERLY MANNERWITH PARTS OF A COMPLEZWHOLE7. LOOK FOR OPTIONS8. SEARCH FOR REASONS9. SEEK A CLEAR STATEMENT OF THE ISSUE10.KEEP THE ORIGINAL PROBLEM IN MIND11.USE CREDIBLE SOURCES12.REMAIN RELEVANT TO THE POINT13.BE SENSITIVE TO THE FEELING AND KNOWLEGDE LEVEL OF OTHERS


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CREATIVE THINKING by Torrance

Teaching needs to recognize that students can learn both active and quietenvironment.

PRINCIPLES OF DEVELOPING CREATIVITY

1) Make students more sensitive to theirenvironment

2) Encourage manipulation of objects andideas

3) Develop tolerance towards new ideas4) Develop adventure and spirit in the classroom

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COGNITIVE THINKING AND LEARNING