MODULE 1

COGNITIVE FACTORS IN LEARNING

Activity

1. What activities do you do to monitor your learning? Discuss.

Learning is very important to every individual. It is because through learning we could gain knowledge and
skills that are very useful for our survival and playing our role in the society effectively. We can learn a lot of things
every single day through our teachers, by studying and practicing, and even through our experiences in life.

I do monitor my learning through doing my reflections. I always do self-reflection in order to know if I really
learned something on my teachers, classmates, and from other people around me. Also, after I encounter new
experiences that will contribute a meaningful learning to me. I ask myself about what I have learned then I write it
on a piece of paper and apply it to my day to day life. I relate the new learning I obtained in my past experiences or
in real life situation so that I could clearly understand what does it means and then I will summarize it after. I also
monitor my learning through practicing what the teacher taught to me like solving different mathematical problems
and equations. I make sure that I have time to practice in order to improve my skills in mathematics. Lastly, I
monitor my learning through sharing what I have learned including my own ideas and opinions to other people
especially to my family and friends. I educate them about doing things that they don’t know and I teach them to
improve what they have already known. In return, teaching them by using the knowledge and skills I gained makes
me feel happy and helps me to realize the importance of learning. In addition, it could help me to enhance my own
learning and understanding.

In conclusion, we have different ways of monitoring our learning and each of that ways is very effective. It
depends on your preferences and how you will do it. Always explore things that could make your learning better and
you should remember this quote as your inspiration; “The beautiful thing about learning is that no one can take it
away from you.” _B.B. King

Action Station: Developing Students Casebook

At the age of two, Hans is observed to be using formulaic chunks or basic expression such as “come, here,”
“stay there,” or “park car.” One day, Mommy Marielle fed him. Mommy Marielle told Hans, “Here is your food.” Hans
blurted, “No, say getti” (short for spag `hetti) not food.”

Case study Activity

1. Describe Hans’ verbal learning in relation to learning the basic forms of language.

There are stages of learning the basic language and in the case of Hans he can’t really pronounce words
clearly because of his age so he attempts to express the things he wanted to say by using short cut words. He used
formulaic chunks or basic expression because he can only remember fewer items/words and could only speak two
words in a phrase. That’s why Hans only using simple words and very limited when he talking to other person
especially to his mom which is appropriate at his age of two years old. However, mommy Marrelle should interact or
talk to Hans regularly because the more words a child hears in a day, spoken to him by a person, the better for
language development. That Hans could learn the basic language continuously with the proper guidance of his
mother and eventually he could make sentences as he grow up or get matured.

2. How does concept formation happen among children?

Concept formation is considered to be one of the most important aspects of learning. Hans may have clear
and accurate concept of what spaghetti means but may not know the word food that generalizes this quality. Early
concepts relate to common experiences in daily life. Concept development is a long and difficult process because of
the limited knowledge and experience children have. In the case of Hans he can only form basic concepts because
of his age. He can only form concepts which simple and concrete. That’s why he has no idea about the word food
as he don’t develop yet his abstract thinking. He knows the word spaghetti but he don’t know that it is a food. His
concepts are simple, concrete and very specific.
Action Station: Developing Students Casebook

Teacher Susie shows us the way we see if a strategy does not work and teaches us how to move on to
another. For example, in trying to improve spelling skills, we use flashcards of a reasonable size to write all the
words on our personal spelling list. But that strategy does not work in our class. When she finds that such strategy
does not work, she turns to other ways including “breaking the words into syllables” and “looking for short words
within words. “

Case study Activity

1. What advantage does Teacher Susie have in using metacognitive strategy in teaching?
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2. How can teaching strategy be a powerful means of helping students construct their own learning?
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3. The main reason for teaching a learning strategy is for students to learn on their own initiative. What are
some indicators that students foster autonomy and ownership of learning? Explain.
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Reflective Activities

1. Look back at the Student Portrait. Answer the following:

1.1 What metacognitive tools does Teacher Jenny use in order to make them learn?
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1.2 Are graphic organizers effective in learning the content? Explain your answer.

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2. If you were already a teacher, how would you:

2.1 Provide learning objectives before instruction? Do you ask students when they achieve the
objectives of the lesson? Do your students see how objectives and activities in school relate to the values
and aspiration in homes and communities?
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2.2 Involve members of the community and other stakeholders in supporting the learning
objectives of your lessons?

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As children grow and develop they form concepts through the interactions with others and from experiences. Young
children generally form concepts through the use of their senses. When a child forms a concept they must must
isolate characteristics of experiences based on similar attributes