THE COGNITIVE STRATEGIES

Prof. Ed 3 - BEED-I-ABC

COGNITIVE STRATEGIES are MENTAL PLANS that we apply to MANAGE

OUR THINKING and BEHAVIOR during problem solving of learning.

Cognitive processing helps us REGULATE THE FLOW OF INFORMATION.

Cognitive strategies do not FULFILL THINKING; they merely HELP US select and
use the appropriate MENTAL SKILLS needed in a particular task.

* One example is when we try to solve for the value of x or y in Algebra, we

FOLLOW RULES. We use HEURISTICS (algorithmic or “trial and error”) procedure to
generate declarative and procedural knowledge in coming up with the correct
solution to a problem.

THE SUGGESTED COGNITIVE STRATEGIES:

1. STUDENT-CENTERED INSTRUCTION
Learners must be actively involved in the learning process. Learning task
should be PARTICIPATORY (democratic) and APPEALING (attractive and likeable) to
all students.

2. ACTIVATING PRIOR KNOWLEDGE

Prior knowledge plays a major role in CONSTRUCTING MEANING. Students do
not come to class with ZERO knowledge; they do not come to school as blank slates
or tablets.

3. SOCIAL INTERACTIONS
Social interactions are necessary for students to develop AUTHENTIC (genuine)
learning. It is in the social context in which they learn how to negotiate, work in a
collaborative manner, and construct meaning.

4. PROBLEMSOLVING
The creative process of solving a problem happens when learners engage
themselves in meaningful learning. The classroom is a MICROCOSM (model) of the
real world that is REPLETE (full) with problems of real-life situations.

5. ELABORATION
As much as possible, we AVOID the use of MEMORIZATION of basic facts.
Instead, we should require learners to use those facts in meaningful contexts.

6. CONCEPT LEARNING
This learning equates to knowledge construction. In concept learning, the
following are important to consider;
 A. USE CORE KNOWLEDGE
To provide core knowledge of the different concepts (ideas or thought);
we should introduce the necessary lessons that provide strong FOUNDATION
FOR MASTERY and UNDERSTANDING.

B. INTEGRATION OF CONCEPTS ACROSS CURRICULUM

To learn the core knowledge in a successful manner, it should be integrated
across all DISCIPLINE (subject areas or field of study), if possible.

Example: The lessons on honesty in GMRC can also be integrated in English

or in other learning areas.

C. PROVISION OF AN OPEN-ENDED CURRICULUM

Students must be encouraged to bring forth every rich INSIGHTS
(understanding) and experiences to the existing curriculum (lesson)

D. PROVISION OF COGNITIVE FLEXIBILITY

Let us identify what SKILLS OF OUR PUPILS should master. This may lead
to FLEXIBLE application of knowledge and not role memorization.

To be flexible, we should introduce learners to a WIDE ARRAY OF

EXAMPLES and a PLETHORA (plentiful) of experiences so that they have the
chance to CONTEXTUALIZE their learning.

E. PROVISION OF COGNITIVE APPRENTICESHIP

It is assumed that IMMERSION to the real context plays a major role in
learning. In the classroom we teach all the ABSTRACT concept and THEORIES.
However, this is NOT ENOUGH for they must be verified and applied outside the
school setting.

Meaningful learning springs from effective teaching, it requires the four (4) Es
1. E-mpower
2. E-ngage
3. E-nhance
4. E-nable
By using these four (4) Es, the teacher should;

* SELECT relevant learning materials for active engagement and processing

* ORGANIZE the materials around a coherent (orderly) mental structure
* INTERGRATE the materials with prior knowledge and long-term memory system

LEONILO A. CAPELLAN
LKSPU 2024