COGNITIVE

STYLES
NURUL ATIKAH ISHAK
MAZZIYATUL ISMAH BINTI
ISMAIL
NUR SHAHIRA BINTI
ABDULLAH
Cognitive : collection of mental processes
that includes awareness, perception,
reasoning, and judgment.

Cognitive styles :
information processing habits of an
individuals.
different styles of perceiving and
thinking.
different strategies people use to solve
problems.
Three levels of cognition
 Unlike individual differences in abilities,
cognition describes a person's typical
mode of thinking, perceiving,
remembering, or problem solving.

Cognitive style is usually described as a

personality dimension which influences
attitudes, values, and social interaction.
 Cognitive styles vs
Cognitive abilities
Cognitive Styles Cognitive Abilities
1. reflects manner or 1. refers to content and
mode of cognition level of cognition
(How?). (What? and How
2. Bipolar. There is not much?).
enough theoretical 2. Ability is a unipolar
and empirical ground construct. High
to insists that one pole amounts of ability are
of particular cognitive always preferable.
style is a better that
3. Ability is a specific for
another one. a particular domain of
3. Cognitive style cut content or functions
across content and (verbal, numerical,
functions. spatial, or memory).
For example, ask yourself how you process
experiences and knowledge and how you
organize and retain information.

Do you need to visualize the task before starting?

Do you approach learning and teaching
sequentially or randomly?
Do you work quickly or deliberately?

These are examples of cognitive learning

style characteristics.
 HABITS OF MIND
When we no longer know what to do we have come to
our real work and when we no longer know which way to
go we have begun our real journey. The mind that is not
baffled is not employed. The impeded stream is the one
that sings.

Wendell Berry
 INTRODUCTION
-having a disposition toward behaving
intelligently when confronted with problems,
the answers to which are not immediately
known
-requires a composite of many skills, attitudes
cues, past experiences and proclivities
-includes sensitivity to the contextual cues in a
situation which signal this as an appropriate
time and circumstance in which the
employment of this pattern would be useful
HABITS OF MIND ATTEND
TO:
 1. PERSISTING
People who do this:
Stick to a task until it is finished.
Dont give up easily
Think hard about a problem and think of a way to try and
attack it. They know where to begin, and what steps to
perform.
Have a range of ways to try and solve a problem. They
will gather evidence to see if their first idea is working and if
it isnt they will try out another one.
Can deal with situations when the answers arent always
obvious.
 2. Managing Impulsivity

People who do this:

Think before they act.
Imagine how they are going to get to a goal before
starting.
Try to make sure they really understand all the directions
and have a good strategy for solving the problem before
starting.
Dont make instant judgements about an idea despite their
own personal views.
Consider alternatives and consequences to their ideas
before beginning.
Take time to reflect on an answer before giving it.
Listen to other points of view
 3. Listening To OthersWith Understanding and
Empathy

People who do this:

Listen to others without interrupting with other
information.
Can reword what the person has said in their own
words.
Detect how other people are feeling by the way
they speak and behave and respond appropriately.
Can ask sensible questions to try and get a better
understanding of what the person is saying.
Can see the situation through the other persons
eyes despite how they personally feel.
 4. Thinking Flexibly

People who do this:

Can change their mind when they receive new
information.
Can work on more than one activity at a time flicking
from one to the other.
Can change the way they approach a problem to suit
the purpose.
Try to think of original ways to solve problems.
Have a good sense of humour.
Can approach a problem from new angles.
Can see things from many points of view.
Can see the big picture as well as the smaller details.
 5. Thinking About Thinking (Metacognition)

People who do this:

Know what they know and what they dont know.
Can plan a strategy to produce the needed result.
Are aware of the process they are going through to
solve a problem, and keep track of the process and the
steps they are going through.
Reflect on the process they went through judging how
effective they were.
Aware of the effect their actions have on themselves,
others and the environment.
Judge what changes they would make if they were to
do a similar activity again
6. Striving For Accuracy and Precision

People who do this:

Take time to check their work to get the best possible
results.
They are very aware of the expectations on them and
the standards they need to meet.
Confirm that their work exactly meets the criteria they
were given.
Take pride in their work.
Rework projects they decide do not meet the required
standard.
Dont go for the quickest answer but instead go for the
best.
 7. Questioning and Posing Problems

People who do this:

Know what questions to ask to find out the information
they need.
Ask a range of questions to get a more complete
picture of their topic.
Dont accept everything they are told by asking how
the information was gained.
Ask what point of view the information is coming from.
Ask how the information relates to other information.
Ask hypothetical questions eg what might happen if
Look for things they cant explain and then explore
them.
8. Applying Past Knowledge to New Situations

People who do this:

Think about what they have learned in the past
to help them solve a new problem.
Use information gained in the past to justify and
explain their actions in the present.
Can take concepts they have used in the past
and apply them to a completely different type of
problem.
Use knowledge from the past and make
connections with new concepts they are learning
in the present.
 9. Thinking and Communicating with
Clarity and Precision

People who do this:

Speak about their ideas in a way that is very easy
to understand and straight to the point.
Use the correct names and terms for things.
They do not overgeneralise (Teachers never
understand me), delete (I was told to) or distort
(we can play games during wet play)sections of
information.
Justify clearly why they think a certain way
 10. Gathering Data through All
Senses
People who do this:
Know that all information gets into their brain
through their senses.
Are alert and open to information that is around
them to be gathered through the senses.
Are willing to use all their senses to experience
something not just one or two.
11. Creating, Imagining, and Innovating

People who do this:

Try to solve problems in a new and inventive way.
Examine problems from many angles and think of
alternatives.
Think of where they want to end up and work backwards.
Take risks and push themselves.
Work on tasks because they enjoy it not because they
might get a reward.
Are open to criticism they want to know what other
people think.
Know that being creative is something you work at, not
something you are born with
12. Responding with Wonderment and Awe

People who do this:

Look for interesting problems to solve
because they enjoy it.
Enjoy making up their own problems.
Love learning!
Can see beauty in everything around
them.
Are curious about the world
 13. Taking Responsible Risks

People who do this:

Push themselves past where they feel comfortable
to achieve goals.
Challenge themselves by trying situations which are
unpredictable.
Accept that failure is part of learning and will give
things a go despite the chance of failing.
View setbacks as an interesting challenge that helps
them to find out more about the way they learn.
Are aware of the consequences of taking the risk
and know which ones are not worth taking.
 14. Finding Humour

People who do this:

Can look at situations from original and
interesting angles.
Look for humour in appropriate situations.
Appreciate the humour of others.
Play with words to find humour.
Can see the absurdness of situations.
Are able to laugh at themselves
 15. Thinking Interdependently

People who do this:

Know that a group can achieve more than an individual.
Are sensitive to the needs and feelings of others.
Know that no one person has all the answers.
Can justify their ideas but are willing to change their
ideas after listening to others.
Are willing to receive positive and constructive
feedback from others.
Can listen carefully to others and work to reach
agreement with the group.
Support others in the group
 16. Learning Continuously

People who do this:

Constantly search for new and better ways to do
things.
Try to improve them.
Treat all experiences as learning opportunities.
Realise that there is always more to learn so are
not closed to new learning situations.
Know that asking new questions is more valuable
than knowing answers
 SUMMARY
These Habits of Mind may serve as mental disciplines.
When confronted with problematic situations, students,
parents and teachers might habitually employ one or more
of these Habits of Mind by asking themselves, What is the
most intelligent thing I can do right now?
Taking a reflective stance in the midst of active problem
solving is often difficult. For that reason, each of these
Habits of Mind is situational and transitory. There is no such
thing as perfect realization of any of them.
The goal of education therefore, should be to support
others and ourselves in liberating, developing and
habituating these Habits of Mind more fully