Facilitating Learner Centered Teaching

Cognitive
Processes
Cueva · Lamorena · Loking · Luna · Maglalang · Mariano · Martinez
GROUP 2
 Lesson Objectives
At the end of the discussion, the learners should be
able to:

1 2 3 4
Understand the Analyze the Bloom’s Evaluate the effective Remember the
conditions and Taxonomy of questioning stagesof creative
principles of Transfer Objectives techniques problem solving
of Learning
 Social Interaction,
Interpersonal Realtions, and
Communication in Learning
Process
 Social Interaction
It is an exchange between two or more
individuals.
It refers to how people act, and how they react
to people around them. It includes those acts
which people perform and the ways other people
react or respond to these.
Five Types of Social Interaction
Exchange - It is a social process whereby social
behavior is exchanged for some type of reward
of equal or greater value.
Competition - is a social process by which two
or more people attempt to attain a goal, which
only one can.
Five Types of Social Interaction
Cooperation - is a process by which people
work together to attain a common goal.

Conflict - happens when there is disagreement

or dissent on certain points among group
members.
Five Types of Social Interaction
Coercion - is the process of persuading
someone to do something or to cooperate, using
force, threat, or intimidation.
 Interpersonal Relations
It has something to do with close, deep or strong
association or acquaintance between two or more
people that may range in duration from brief to
enduring; a bond or close association that exists
between two or more people who may share
common interests or goals (Juneja, n. d.)
Types of Interpersonal Relations
FRIENDSHIP - It is an unconditional
interpersonal relationship which individuals
enter into by their own choice and will.
LOVE - It refers to the relationship characterized
by love, intimacy, trust, and respect between
individuals and might end up in marriage.
Types of Interpersonal Relations
PLATONIC - It is a relationship between but
without feelings of desire for each other.

FAMILY - It refers to relationship of

individuals related to each other by blood or
marriage .
Types of Interpersonal Relations
WORK RELATIONSHIP - It refers to the kind
of relationship of individuals who work for the
same organization.
 Communication
It refers to the exchange in meanings between
individuals through a common system of symbols,
signs, behavior.
It is a two-way process of reaching understanding in
which participants not only in exchange information,
news, ideas, or feelings but also create and share
meaning.
 THE SCHOOL/ CLASSROOM AS
SOCIAL ENTITY
The school is a social entity comprising many
individuals and groups, mainly, students and teachers.
The socio-emotional climate in the classroom brought
about by the kind of social interactions and
relationships existing there in, should be one where
students experience social acceptance.
 THE SCHOOL/ CLASSROOM AS
SOCIAL ENTITY
Children’s relationship with their parents, peers, and
friends have a tremendous impact in their lives.
Researchers have also found that students who feel that
they have supporting and caring teachers are better
motivated to do school work. ( Higher levels of motivation
are related to higher performance or achievement).
TRANSFER OF
LEARNING
 Transfer of Learning
Happens when learning in one
context or with one set of materials
affects performance in another
context with other related materials.
TYPES OF
TRANSFER
 Positive Transfer
Occurs when learning in one context
improves performance in some other
context.
 Negative Transfer
Occurs when learning in one
context impacts negatively on
performance in another.
 Near Transfer
Refers to transfer between
very similar contexts.
Also referred to as specific
transfer.
 Far Transfer
Refers to transfer between
contexts, that on appearance, seem
remote and alien to one another.
Also called general transfer.
CONDITIONS AND
PRINCIPLES OF
TRANSFER
Conditions and Principles
These principles are based on the
factors that affect transfer of
learning.
 Conditions and Principles
CONDITIONS/FACTORS
PRINCIPLES OF
AFFECTING TRANSFER IMPLICATION
TRANSFER
OF LEARNING

The more similar the

Involve students in
two situations are, the
learning situations and
Similarity between greater the chances
tasks that are similar as
two learning that learning from one
possible to the
situations situation will be
situations where they
transferred to the
would apply the tasks.
other situation.
 Conditions and Principles
CONDITIONS/FACTORS
PRINCIPLES OF
AFFECTING TRANSFER IMPLICATION
TRANSFER
OF LEARNING

To ensure transfer,
The longer the time
teach a few topics in
Length of spent in instruction,
depth rather than many
instructional time the greater the
topics tackled in a
probability of transfer.
shallow manner.
 Conditions and Principles
CONDITIONS/FACTORS
PRINCIPLES OF
AFFECTING TRANSFER IMPLICATION
TRANSFER
OF LEARNING

Exposure to many and

varied examples and Illustrate new concepts
Variety of learning
opportunities for and principles with a
experiences
practice encourages variety of examples.
transfer.
 Conditions and Principles
CONDITIONS/FACTORS
PRINCIPLES OF
AFFECTING TRANSFER IMPLICATION
TRANSFER
OF LEARNING

Transfer of learning is
most likely to happen Relate a topic in one
Context for learner’s when learners discover subject to topics in
experiences that what they learned other subjects or
is applicable to various disciplines.
contexts.
 Conditions and Principles
CONDITIONS/FACTORS
PRINCIPLES OF
AFFECTING TRANSFER IMPLICATION
TRANSFER
OF LEARNING

Encourage students to
Student reflection take responsibility for
Emphasis on
improves transfer of their own learning, and
metacognition
learning. to reflect on what they
learned.
Facilitating Learning and
Bloom’s Taxonomy of
Objectives
Mariano, Jann Mikyla S.
Bloom’s Taxonomy of Objectives
Bloom's Taxonomy is a framework used in
education to classify learning objectives
into different levels of complexity and
specificity.

It was originally developed by Benjamin

Bloom in the 1950s and has undergone
several revisions since then.
 The Original Taxonomy
The original version of Bloom's Taxonomy,
developed by Benjamin Bloom in the 1950s,
consisted of three domains: The Cognitive,
Affective, and Psychomotor domains.
 Cognitive Domain
Pertains to intellectual skills and knowledge
acquisition. It describes different levels of
cognitive complexity that learners can
achieve as they progress through a learning
process.
 Affective Domain
Focuses on the emotional and social aspects
of learning. It encompasses attitudes,
values, beliefs, motivations, and emotions
that influence how learners engage with the
learning process and interact with others.
 Psychomotor Domain
Deals with physical skills and actions. It
encompasses the development of motor
skills, coordination, and physical abilities
required to perform various tasks.
 The Revised Taxonomy
The Revised Bloom's Taxonomy, developed by a team led by
Lorin Anderson and David Krathwohl in the early 2000s,
updated and expanded upon the original version created by
Benjamin Bloom. The revised taxonomy retains the same
domains—Cognitive, Affective, and Psychomotor—but
provides a more detailed framework with a focus on active
learning and higher-order thinking skills.
 The Revised Taxonomy
Remembering: At this level, learners recall or recognize
information without necessarily understanding it deeply.
Understanding: Learners demonstrate comprehension of the
material by explaining ideas or concepts in their own words,
interpreting information, summarizing, or paraphrasing.
Applying: This level requires learners to use their
understanding of the material in practical or new situations.
 The Revised Taxonomy
Analyzing: Learners at this level break down information
into its parts to understand how they relate to one another.
Evaluating: Here, learners make judgments about the value
or quality of ideas, solutions, methods, or materials based on
established criteria.
Creating: This is the highest level of Bloom's Taxonomy,
where learners produce new or original work by synthesizing
information, ideas, or concepts in novel ways.
 vel of Bloom’s Taxonomy of Objectives
Le LEAH REY LOKING
 Level of Bloom’s Taxonomy of Objectives
Who are Anderson and Krathwohl?
Lorin Anderson and David Krathwohl, are the primary
authors of the revisions to what had become known as
Bloom’s Taxonomy — an ordering of cognitive skills. (A
taxonomy is really just a word for a form of
classification.)
 Level of Bloom’s Taxonomy of Objectives
Who are Anderson and Krathwohl?
Level of Bloom’s Taxonomy of Objectives
Effective Questioning Techniques
TIMMIE ANNE S. MAGLALANG
Why ask questions?
Why is it important to ask
questions effectively?
 1. Diagnose
2. Engagement
3. Summarize
4. Stimulate
5. Retain
 Considerations for developing & using effective
questions
What are effective questions?
Effective questions are meaningful and understandable to
students.
Effective questions challenge students, but are not too
difficult.
Closed-ended questions, such as those requiring a yes/no
response, or multiple choice can quickly check
comprehension.
 Considerations for developing & using effective
questions
What are effective questions?
Open-ended questions probe and elicit expanded thinking
and processing of information. By discussing the questions
in groups, students have the opportunity to learn from a
variety of perspectives.
 Considerations for developing & using effective
questions
Some examples of ineffective questions:
Too vague. Students are unsure of what is being asked and
may refrain from attempting to answer.
Too loaded. Students may guess at what you want them to
say rather than tell you what they think.
"Does everyone understand?" or "Any other questions?"
 Getting started with designing effective
questions

Determine your learning objectives and align the questions

with the objectives
Consider which level of learning you are targeting (i.e.
remember, understand, apply, analyze, evaluate).
 Getting started with designing effective
questions
Develop different question strategies. Examples Include:
Ask students to explain the cause of an event or why a
given situation or condition has arisen (these usually begin
with "Why" (open-ended questions)
Ask students to explain their reasoning for a multiple
choice answer and explain why the other answers are
incorrect
 Getting started with designing effective
questions
Develop different question strategies. Examples Include:
Ask students to compare and contrast situations, cases,
ideas, people, or objects
Ask students to explain how to do something
Ask students to use their reasoning to predict something
 Getting started with designing effective
questions
Put the question through the following filters:
Does this question draw out and work with pre-existing
understandings that students bring with them?
Does this question raise the visibility of the key concepts the
students are learning?
Will this question stimulate peer discussion?
Is it clear what the question is about?
 Incorporating effective questions into your
course

Think-pair-share/Write-pair-share
Small group discussions
Wait time
No opt out
Probing
Pepper
 EATIVE PROBLEM SOLVING- CP
CR S
MARJORIE MARTINEZ
 CREATIVE PROBLEM SOLVING- CPS

• is an intentional process for solving problems and

discovering opportunities.

• It espouses the use of creativity in coming up with solutions

which are not only novel but practical as well.
 2 Types of Thinking
1. Divergent Thinking
• the process of thinking that explores multiple possible solutions in order
to generate creative ideas.
• opening the mind in various directions and trying out multiple solutions
for a problem.

2. Convergent Thinking
• The process of figuring out a concrete solution to any problem
• It's a straight forward process that focuses on figuring out the most
effective answer to a problem
Van Gundy's (1988) Description
 Van Gundy (1988's) description

Stage 1: Mess, finding:

Sensitise yourself (scan, search) for issues
(concerns, challenges, opportunities, etc.) that need
to be tackled.
 Stage 1:

• Divergent techniques include 'Wouldn't It Be Nice. If...' (WIBNI) and

'Wouldn't It Be Awful-If..! (WIBAI).

• Convergent techniques include the identification of hotspots

(Highlighting), expressed as a list of IWWMs ('In What Ways Might...'), and
selection in terms of ownership criteria (e.g. problem- owner's motivation
and ability to influence it) and outlook criteria (e.g. urgency, familiarity,
stability).
 Van Gundy (1988's) description

Stage 2: Data finding:

Gather information about the problem.
 Stage 2:

• Divergent techniques include Five Ws and H (Who, Why, What,, When,

Where and How) and listing of wants, sources and data

• Convergent techniques again include: identifying hotspots (Highlighting);

Mind-mapping to sort and classify, the information gathered; and also
restating the problem in the light of your richer' understanding of it.
 Van Gundy (1988's) description

Stage 3: Problem finding:

convert a fuzzy statement of the problem into a
broad statement more suitable for idea finding.
 Stage 3

• Divergent techniques include asking 'Why?' etc. the repeatable questions

and Five W's and H.

• Convergent techniques include highlighting again, reformulation of

problem-statements to meet the criteria that they contain only one problem
and no criteria, and selection of the most promising statement (but NB that
the mental 'stretching' that the activity gives to the participants can be as
important as the actual statement chosen).
 Van Gundy (1988's) description

Stage 4: Idea Finding:

generate as many ideas as possible
 Stage 4

• Divergence using any of a very wide range of idea-generating techniques.

The general rules of Classic Brainstorming (such as deferring judgement)
are likely to underpin all of these.

• Convergence can again involve hotspots or mind-mapping, the combining

of different ideas, and the shortlisting of the most promising handful,
perhaps with some thought for the more obvious evaluation criteria, but
not over-restrictively.
 Stage 5: Solution Finding

• Generate and select obvious evaluation criteria (using an

expansion/contraction cycle) and develop (which may include combining)
the short-listed ideas from Idea Finding as much as you can in the light of
these criteria. Then opt for the best of these improved ideas (e.g. using
Comparison tables).
 Stage 6: Acceptance Finding

• formulate a plan of action. Determine your need, obstacles or difficulties,

and specific short- and long-term steps.
 Bransford's IDEAL Model
1. Identify the problem.
2. Define the problem through thinking about it and sorting out the relevant
information.
3. Explore solutions through looking at alternatives, brainstorming, and
checking out different points of view.
4. Act on the strategies.
5. Look back and evaluate the effects of your activity.
References:
Using Effective Questions | Center for Teaching Innovation. (n.d.).
https://teaching.cornell.edu/using-effective-questions
Beech, D. (n.d.). 10 effective questioning techniques. RSC Education.
https://edu.rsc.org/ideas/10-effective-questioning-
techniques/4011025.article
Lara, C. (n.d.-a). EDCK1 Lesson 4.1. Scribd.
https://www.scribd.com/document/516274422/EDCK1-Lesson-4-1
CHAPTER 5 - Social interaction, interpersonal relations, and
communication in learning process. (2020, November 11). Course Hero.
https://www.coursehero.com/file/74027246/2pdf/