Cognitive and Structured Learning Methodologies PDF

COGNITIVE-ORIENTED METHOD ▪ method that emphasizes the development of thinking skills, also referred to as “Thinking Operations.” ▪ The thinking skills that should be taught directly are: ICCCASC interpreting, comparing, criticizing, classifying, analyzing, summarizing...

COGNITIVE-ORIENTED METHOD ▪ method that emphasizes the development of thinking skills, also referred to as “Thinking Operations.” ▪ The thinking skills that should be taught directly are: ICCCASC interpreting, comparing, criticizing, classifying, analyzing, summarizing and creating. By giving higher order questions, students are made to think, analyze and evaluate. When students are trained to think, they are able to develop a framework for acquiring information and passing on this information. 1. METACOGNITIVE - A method that requires students not only to acquire thinking skills, but monitor, and control their commitment and attitude during the learning process. - It offers opportunity for creative thinking whereby students are able to harness potential at their best, push their own limits, adapt new situations as they focus on the task intensely. - This method provides a good training for independent study. 2. CONSTRUCTIVISM - This method regards that learner as the core of the learning process. He is at the center of the educational stage. - Exponents of constructivism aver that knowledge cannot be passed on from one person to another, like teacher to learner. It is constructed by the learner himself through his interpretation of a particular information like giving meaning to an odd noise in a solemn ceremony. In constructivism, teacher builds knowledge, taking into consideration what prior knowledge the student has acquired. Slowly, he gives cues, penetrating questions, and then sets of activities where student insights can be challenged. Challenges can be in the form of creating a new way to handle a problem, discarding previous biases about the minority and discovering to what extent the women of today are liberated. This method also calls for a restructuring a concept of revision of past learnings as they interact with environment. - It is likewise considered as a social process in which learners construct meaning through the “interaction” of prior knowledge and new learning events. Teacher assumes the role of a facilitator and provides a relevant experience from which meanings can be drawn. Activities engaged in are interesting venues for stimulating dialogues which provide ample participation to all the members of the group. 3. REFLECTIVE THINKING - As the term “reflect” denotes, this method affords the students to reflect on their own experience to give new meaning to them. The teacher’s role is to guide a student go about analyzing learning experiences that will lead to new learning and new concepts that can apply to new learning situations Experience – is a good teacher but it is the analysis and evaluation of the experience that add to an existing knowledge and make it more meaningful. STRUCTURED-ORIENTED METHODOLOGIES - *ALLOCATION* There is a need to provide productive learning environments and which involves motivating learners to participate in and persist with academic tasks.  For that matter, teachers set conditions for allocating time, managing classroom groups, applying varied strategies like cooperative learning, peer group, partner learning, and inductive learning. Such learning strategies will influence plans and resource allocation decisions. Other facets of structured learning include; A-C-O-E allocating time for individuals and groups of students, comparing student groupings, organizing daily, weekly and term schedule, and executing learning activities and events. 1. COOPERATIVE LEARNING - In a classroom using cooperative learning, students work on activities in small heterogeneous groups and based on performance can receive rewards or recognition. - It is cooperative learning when students depend on one another and work together to achieve their shared goals. To meet he desired objectives, Groups should be small, heterogeneous and limited to about 2-6 members. - A circular formation is encouraged to facilitate an easy face to face interaction. This method is characterized by positive inter-dependency among group members with shared goals, shared division of labors, and shared materials. 2. PEER-MEDIATED - A method wherein an older, brighter, and more responsible member of the class is requested to tutor, coach, instruct, teach other classmates. - I-S-M-S-S a. INSTRUCTIONAL PEER TUTORING - There is an age difference between the tutor and the tutee. The older helping the younger on a one to one encounter or on one to a group basis. b. SAME AGE TUTORING - Children are supposed to be interactive, working in pairs with more equipped assisting the less abled. c. MONITORIAL TUTORING - Monitor acts as a leader for the class, divided into groups. Monitor assist the teacher in supervising the work of the groups. d. STRUCTURAL PEER TUTORING - There is a definite procedure to follow, materials are structures as well and administered by trained tutors. e. SEMI-STRUCTURED PEER TUTORING - A combination of structure and unstructured where tutor teaches according to an established learning guideline. Possibility of revision or modification of the learning guide is allowed. 3. PARTNER LEARNING - Students are paired usually with whom they are familiar with and made to share their views or opinions about a particular issue or lesson at hand. They are allowed to write their opinions and share it with the partner, after which, volunteers are called to state orally their answers to the class. 4. INDUCTIVE LEARNING - A kind of learning method that allows learning to arrive to a generalization after starting from the specific.