THE COGNITIVE PROCESSES
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Transcript of THE COGNITIVE PROCESSES
Fostering an Effective Learning Session
Lic. Norah Andrade Arce
MSc. Miriam Sheen Cuba
Fostering an Effective Learning Session
WHAT DO YOU UNDERSTAND
FOR COMPETENCE?
Fostering an Effective Learning Session
Laisner (2000) “Competences are complex
knowledge, a result of mobilization and
adaptation of capacities, knowledge, abilities,
attitude that are effectively used in situations
that have common nature”.
SOME DEFINITIONS:
Fostering an Effective Learning Session
A process that goes beyond the simple gathering of
knowledge because what is mainly important is the
practical use of such relating them to real life
situations; it means that it approaches to know how
to do.
Jaume Sarramona
Fostering an Effective Learning Session
KNOWLEDGEATTITUDE
AND VALUES
ABILITIES AND SKILLS
COMPETENCE
Fostering an Effective Learning Session
KNOWLEDGE(COGNITIVE)
A mental process that each human being develops during his/her thinking process.
ABILITY AND SKILL(MOTOR SKILLS)
A specific ability used by a learner in order acquire knowledge whose main component is cognitive. A set of skills and abilities make up a capacity.
ATTITUDE AND VALUES(AFFECTIVE)
Attitudes are the predisposition to answer in one specific way with a positive or negative reaction towards something. It is made up of opinions or believes, feelings and behavior; factors that at the same time interrelate among them.
Fostering an Effective Learning Session
HOW DO YOU DEVELOP A COMPETENCE ?
Capacities and intellectual knowledge
AbilitiesAttitudes and
values
COMPETENCE
Fostering an Effective Learning Session
A group of internalized, organized, and
coordinated procedures, through which the
information coming from the internal and
external stimulating sources is elaborated
You develop a capacity through Cognitive Processes
Fostering an Effective Learning Session
Fostering an Effective Learning Session
CAPACITY DEFINITIONCOGNITIVE PROCESSES
COGNITIVE / MOTOR PROCESSES
COGNITIVE PROCESS CHARACTERISTICS
IDENTIFY
Capacity to locate in time, in space, or in some physical element, parts characteristics, characters, instructions or other aspects.
Reception of Information
Process by which information is carried to the
mental structures.
CharacterizationProcess by which
characteristics and references are shown.
Recognition
Process by which the real characteristics of the recognition object are
contrasted with the existing characteristics in the mental
structures.
Fostering an Effective Learning Session
CAPACITY DEFINITION
COGNITIVE PROCESSES
COGNITIVE / MOTOR PROCESSES
COGNITIVE PROCESS CHARACTERISTICS
INFER
Capacity to obtain new information starting with explicit information or from other evidence.
Reception of information
Process by which information is carried to the
mental structures
Identification of premises
Process by which information that will be used
as a basis of inference is identified.
Contrasting premises with context
Process by which premises and assumptions are
contrasted with the context.
Formulation of inferences
Process by which inferences are obtained from the
premises and assumptions.
Fostering an Effective Learning Session
MODEL OF THE COGNITIVE PROCESS
“IDENTIFY”
CAPACITY :
IDENTIFY the verbs that express routines
COMPETENCE : Understands critically different types of written texts in a variety of communicative situations according to the reading purpose by means of interpretation and reflection processes.
Fostering an Effective Learning Session
CHARACTERIZATION
EXPRESSION
LEARNING STRATEGYLEARNING STRATEGY
Students read a text about Robert Stanway ‘ daily life
Students complete a chart describing his daily rouineSs use the routine verbs to complete sentences
Students write sentences in simple present tense using
pictures
LEARNING LEARNING ACTIVITYACTIVITY
LEARNING ACTIVITYLEARNING ACTIVITY LEARNING LEARNING ACTIVITYACTIVITY
COGNITIVE PROCESSES OF THE “IDENTIFY” CAPACITYCOGNITIVE PROCESSES OF THE “IDENTIFY” CAPACITY
RECEIVING INFORMATION
Fostering an Effective Learning Session
A DAY IN THE LIFE
Robert Stanway works for an advertising company
I usually get up very early - at about 6 o’clock. I have breakfast with my wife, and then leave for work at 7:15. I go to work by train, and get to the office just before nine. When I arrive at the office, I always check my email. I get a lot of messages from our overseas offices. Then I usually have a meeting with my team from 11 to 12 o’clock. I have lunch in the office cafeteria at 12. The food isn’t very good, but it’s cheap. After lunch I sometimes meet clients, or write reports. I usually finish work at about 6 o’clock, although I occasionally work overtime. I get home about an hour later, and have dinner with my family. In the evening, I help my children with their homework, and watch television with my wife..
1. Receive the information: read the text
Fostering an Effective Learning Session
2. Find the references: Find the verbs expressing routines to complete a chart
TIME ACTIVITY 6:00 He gets up.
7:15
11:00 - 12:00 12:00
6:00
7:00
Fostering an Effective Learning Session
A. Vocabulary : Choose a verb, and write it in the correct form.
GET - WRITE - HAVE - CHECK - WORK - WORK - MEET
1) He ………….. breakfast with his wife. 4) He sometimes ………….. reports. 2) He ………… his email. 5) He occasionally ……………. overtime. 3) He ……………. clients in the afternoon. 6) He …………. home at about 7 o’clock.
Fostering an Effective Learning Session
Look at the pictures and make sentences using the simple present tense
3. Express / recognize it : use the verbs in sentences.
Fostering an Effective Learning Session
•Get into groups of four and observe the model
sample
•You will be given a lesson topic, and discuss the
topic with your group.
•PREPARE an English lesson
•Finally, REPORT your work
Fostering an Effective Learning Session
COMPETENCE: Understands critically different types of written texts in a variety of communicative situations
according to the reading purpose by means of interpretation and reflection processes
CAPACITY: INFER the content of the text considering the paratextual elements
Fostering an Effective Learning Session
CAPACITY DEFINITION
COGNITIVE PROCESSES
COGNITIVE / MOTOR PROCESSES
COGNITIVE PROCESS CHARACTERISTICS
INFER
Capacity to obtain new information starting with
explicit information or
from other evidence.
Reception of informationProcess by which information
is carried to the mental structures
Identification of premisesProcess by which information that will be used as a basis of
inference is identified.
Contrasting premises with context
Process by which premises and assumptions are
contrasted with the context.
Formulation of inferencesProcess by which inferences
are obtained from the premises and assumptions.
Fostering an Effective Learning Session
EARTHQUAKEAt two minutes noon on 1 September 1923, the great clock in Tokyo stopped. Tokyo Bay shook as if a huge rug had been pulled from under it. Towering above the bay, the 4,000 meter Mount Fuji stood above a deep trench in the sea. It was from this trench that the earthquake came, at a magnitude of 8.3 on the Richter scale.The sea drew back for a few moments. Then a huge wave swept over the city. Boats were carried inland, and buildings and people were dragged out to sea. The tremors dislodged part of a hillside, which gave way, brushing trains, stations and bodies into the water below. Large sections of the sea-bed sank 400 meters; the land rose by 250 meters in some places and sank in others. Three massive shocks wrecked the cities in Tokyo and Yokohama and, during the next six hours, there were 171 aftershocks. The casualties were enormous, but there were also some lucky survivors. The most remarkable was a woman who was having a bath in her room at the Tokyo Grand Hotel. As the hotel collapsed, she and her bath gracefully descended to the street, leaving both her and the bathwater intact.
Fostering an Effective Learning Session
CAPACITY: INFER
Reception of the information………………………………………………………………………………………………………………………………………………………………………… Identification of premises………………………………………………………………………………………………………………………………………………………………………… Contrasting premises with context…………………………………………………………………………………………………………………………………………………………………………Formulation of inferences…………………………………………………………………………………………………………………………………………………………………………
Fostering an Effective Learning Session
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