”Lambaian Malar Hijau”

Bersama Kita Berjuang

KPP60704: Learning and Cognition
Dr. Suppiah Nachiappan

Kuliah 11:Cognition and Metacognition

 Field Free Cognition Style

 Likes formal teacher -student interactions and teachers show

expertise in the subjects they teach

 Need intrinsic motivation.

 Learning strategies are mastery learning and self -access

learning such as computer -assisted learning.

 Teachers like to give feedback in the form of corrections.

 Allow field -independent students to structure projects, notes

and exercises.

 I like expert teachers to act as consultants, evaluators and

facilitators.
 2. Field Dependent Cognition Style

Likes a friendly approach in interaction and likes teachers to provide

physical experiences such as acting and treats teachers as reference
experts.

Need social motivation and concrete rewards.

Loves cooperative learning, collaboration and group discussions.

Minimize corrective feedback.

Love teachers who act as lecturers and guides.

 
 Impulsive Cognition Style
 Characteristics of Impulsive Students
 worked fast but made a lot of mistakes
 learn to follow ‘mood’ or follow ‘instinct’.
 more reflective when his age increases or when he gets older
(Borich, 1997).

  How Teachers Deal with Impulsive Students

• Introducing ‘self instruction’
• The teacher guides the student to plan the way he or she does the
exercises and check the answers for themselves.
• The teacher shows the work of other students made better and
thorough and compares it with the work of the impulsive student so
that he realizes his mistake.
• The impulsive student’s work needs to be reviewed immediately so
that he or she can respond and correct his or her mistakes.
 Reflective Cognition Style
 Reflective Student Characteristics
 slow in completing a given task but making very few
mistakes.
 more concerned with the accuracy of answers or the
completeness of a task than on time.
 lack of self -confidence.
 How Teachers Deal with Reflective Students
 exposing students to accurate and detailed information.
 actively involve students in a variety of activities.
 Teachers need to build self -confidence in students.
the contents of the
lesson should be
arranged
according to the
child's
developmental
stage.
 COGNITIONAL, AFFECTIVE AND
PSYCHOMOTOR RELATIONSHIPS IN
EFFECTIVE LEARNING
LEARNING CONCEPTS BY BENJAMIN BLOOM
Knowledge - Ability to remember material that has been learned.

Comprehension - The ability to master meaning, explain and express an

idea.

Applications - The ability or capability to use material that has been

learned in a new situation as an application.

Analysis - Ability to separate material into parts and try to show

relationships between its parts.

Synthesis - The ability to put together separate ideas to form new parts.

Evaluation - Ability to evaluate the effectiveness of an action.

 Sociocultural Influence in the Process of
Cognition Development 

Piaget (1960 - 1970)

- The development of cognition is seen from maturity and internal
aspects to external aspects.
- The environment helps catalyze development.
emphasizing biological aspects and maturity in development.
Vygotsky (1970 - 1980)
Two Vygotsky ideas are important to analyze, namely internalization and the
Proximal Development Zone (ZPP).
Emphasize the role of the environment in children's intellectual development.
The importance of learning interaction.
Assessment is a dynamic environment in which the interaction between students
and teachers does not end after students give incorrect answers.
Ability to use clues or tips to measure ZPP.
METACOGNICE
 METACOGNIC THEORY

Curriculum Development Center(2001a)

Awareness of what is known and what is not
known.
Martinez (2006)
Thought monitoring and control
Biehler & Snowman (1993)
Knowledge of cognitive processes and the ways
in which those processes can be used best to
achieve a learning goal.
Eggan & Kauchak (1997)
•One of the components in the Information Processing Model.
•It has three main components, namely information storage,
cognition and metacognition processes

Information Storage
-sensory memory, short -term memory (working memory)
and long -term memory.

Cognition Process
-attention, perception, rehearsal, encoding and retrieval function
transferring information from one store to another.

Information Processing
-consisting of knowledge and control of processes
Cognition.
 THE CONCEPT OF METACOGNISM

Is knowledge and thinking about the phenomenon of

thought

It is one’s wisdom to structure, store, search and discover,

and monitor the thought tasks that are trying to be completed.

Involves the active monitoring, control and organization of

cognitive processes to achieve thought goals.

A person's knowledge or awareness of his cognitive

processes.

Ability to use self-regulatory mechanisms to control

cognitive processes.
 THE IMPORTANCE OF
METACOGNITION IN LEARNING

Involves awareness and control of long -term memory and encoding.

Improving student performance.

Improving student performance and cognitive-metacognitive behaviors.

Enhances conceptual change and reduces misconceptions.

Enhancing problem solving success and science learning motivation. 

 METACOGNIC STRATEGY

Plan what to learn.

Monitor the progress of self -learning.

Assess what is learned.

Teachers guide students.

Teachers plan with students, monitor and evaluate learning

activities in the classroom and assign assignments to strengthen
students' metacognitive processes.

Students evaluate each other and provide explanations of

strategies and thought processes to each other.
Questioning at all levels.
Plan before, during and after learning.
Choose consciously.
Evaluate based on various criteria.
Take credit.
Avoid saying "I can't".
Encourage ideas from students.
Give a label to an action.
Explain the meaning of certain words to
students.
Role play and simulation.
Keep a journal and set an example.
Basic Principles for Successful Metacognition
Teaching

 Apply metacognition teaching in subject

content to ensure continuity.

 Inform students about the benefits of the

activity metacognition so that they try
harder.

 Extend training to ensure the smooth and

good application of metacognitive
activities.
 Ways to Improve Students' Reflective
Thinking

 Introduce open problems.

 Train students with skills in using problem solving

techniques.

 Guide students to use critical thinking, techniques to

analyze and interpret information from data.

 Guide students to use creative thinking to form a

variety of hypotheses as well as produce a variety of
possible possible solutions.
 Reflection Reflective Thinking 

 Relate an idea to existing experiences.

 Ask self-questions.

 Propose hypotheses and assumptions.

 Present a variety of possibilities a reasonable

solution.

 Evaluate possible solutions critically and

creatively.
 SUMMARY
The cognition process -oriented curriculum tries to approach the
school in teaching and learning in it as a relevant experience for life.

The main function of the curriculum is to develop students'

thinking so that each process is able to function either to solve a
problem or to create a problematic situation.

In order to develop students' thinking, one must undergo a process

of sharpening the process of human cognition.

This is aimed at producing a generation of knowledgeable and able

to play a more brilliant role in the era of globalization in education.
Selagi Jiwa Dikandung Badan
Teruskan Perjuangan!

“LAMBAIAN MALAR HIJAU”

(Bersama Cikgu Jo dan Daneng)