mao nani group singko

1. 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

2.  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

3. 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.

4. 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

5. 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

6. 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

7. 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

8. 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 Apply, change, prepare, produce
4. Analysis
Paraphrase, summarize ,restate, retell,
illustrate
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

9. Revised Taxonomy
I. Objectives: (BUHATI NINYO)
Lorin Anderson and David Krathwohl worked the new revised taxonomy
Reporter: Arlyn Gambong
Bloom’s
Taxonomy
Cognitive
Domain
END
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

10. 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

11. 6.2planning
6.3 producing
Reporter:
Irene Mier
END

12. 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

13. 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
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

14. (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

15. 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

16. 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

17. Creative Problem Solving –CPS
I. Objectives: (buhat lang)