the cognitive processes

Fostering an Effective Learning Session

Lic. Norah Andrade Arce

MSc. Miriam Sheen Cuba


WHAT DO YOU UNDERSTAND

FOR COMPETENCE?


Laisner (2000) “Competences are complex

knowledge, a result of mobilization and

adaptation of capacities, knowledge, abilities,

attitude that are effectively used in situations

that have common nature”.

SOME DEFINITIONS:


A process that goes beyond the simple gathering of

knowledge because what is mainly important is the

practical use of such relating them to real life

situations; it means that it approaches to know how

to do.

Jaume Sarramona


KNOWLEDGEATTITUDE

AND VALUES

ABILITIES AND SKILLS

COMPETENCE


KNOWLEDGE(COGNITIVE)

A mental process that each human being develops during his/her thinking process.

ABILITY AND SKILL(MOTOR SKILLS)

A specific ability used by a learner in order acquire knowledge whose main component is cognitive. A set of skills and abilities make up a capacity.

ATTITUDE AND VALUES(AFFECTIVE)

Attitudes are the predisposition to answer in one specific way with a positive or negative reaction towards something. It is made up of opinions or believes, feelings and behavior; factors that at the same time interrelate among them.


HOW DO YOU DEVELOP A COMPETENCE ?

Capacities and intellectual knowledge

AbilitiesAttitudes and

values

COMPETENCE


A group of internalized, organized, and

coordinated procedures, through which the

information coming from the internal and

external stimulating sources is elaborated

You develop a capacity through Cognitive Processes


CAPACITY DEFINITIONCOGNITIVE PROCESSES

COGNITIVE / MOTOR PROCESSES

COGNITIVE PROCESS CHARACTERISTICS

IDENTIFY

Capacity to locate in time, in space, or in some physical element, parts characteristics, characters, instructions or other aspects.

Reception of Information

Process by which information is carried to the

mental structures.

CharacterizationProcess by which

characteristics and references are shown.

Recognition

Process by which the real characteristics of the recognition object are

contrasted with the existing characteristics in the mental

structures.


CAPACITY DEFINITION

COGNITIVE PROCESSES



INFER

Capacity to obtain new information starting with explicit information or from other evidence.

Reception of information

Process by which information is carried to the

mental structures

Identification of premises

Process by which information that will be used

as a basis of inference is identified.

Contrasting premises with context

Process by which premises and assumptions are

contrasted with the context.

Formulation of inferences

Process by which inferences are obtained from the

premises and assumptions.


MODEL OF THE COGNITIVE PROCESS

“IDENTIFY”

CAPACITY :

IDENTIFY the verbs that express routines

COMPETENCE : Understands critically different types of written texts in a variety of communicative situations according to the reading purpose by means of interpretation and reflection processes.


CHARACTERIZATION

EXPRESSION

LEARNING STRATEGYLEARNING STRATEGY

Students read a text about Robert Stanway ‘ daily life

Students complete a chart describing his daily rouineSs use the routine verbs to complete sentences

Students write sentences in simple present tense using

pictures

LEARNING LEARNING ACTIVITYACTIVITY

LEARNING ACTIVITYLEARNING ACTIVITY LEARNING LEARNING ACTIVITYACTIVITY

COGNITIVE PROCESSES OF THE “IDENTIFY” CAPACITYCOGNITIVE PROCESSES OF THE “IDENTIFY” CAPACITY

RECEIVING INFORMATION


A DAY IN THE LIFE

Robert Stanway works for an advertising company

I usually get up very early - at about 6 o’clock. I have breakfast with my wife, and then leave for work at 7:15. I go to work by train, and get to the office just before nine. When I arrive at the office, I always check my email. I get a lot of messages from our overseas offices. Then I usually have a meeting with my team from 11 to 12 o’clock. I have lunch in the office cafeteria at 12. The food isn’t very good, but it’s cheap. After lunch I sometimes meet clients, or write reports. I usually finish work at about 6 o’clock, although I occasionally work overtime. I get home about an hour later, and have dinner with my family. In the evening, I help my children with their homework, and watch television with my wife..

1. Receive the information: read the text


2. Find the references: Find the verbs expressing routines to complete a chart

TIME ACTIVITY 6:00 He gets up.

7:15

11:00 - 12:00 12:00

6:00

7:00


A. Vocabulary : Choose a verb, and write it in the correct form.

GET - WRITE - HAVE - CHECK - WORK - WORK - MEET

1) He ………….. breakfast with his wife. 4) He sometimes ………….. reports. 2) He ………… his email. 5) He occasionally ……………. overtime. 3) He ……………. clients in the afternoon. 6) He …………. home at about 7 o’clock.


Look at the pictures and make sentences using the simple present tense

3. Express / recognize it : use the verbs in sentences.


•Get into groups of four and observe the model

sample

•You will be given a lesson topic, and discuss the

topic with your group.

•PREPARE an English lesson

•Finally, REPORT your work


COMPETENCE: Understands critically different types of written texts in a variety of communicative situations

according to the reading purpose by means of interpretation and reflection processes

CAPACITY: INFER the content of the text considering the paratextual elements


CAPACITY DEFINITION

COGNITIVE PROCESSES



INFER

Capacity to obtain new information starting with

explicit information or

from other evidence.

Reception of informationProcess by which information

is carried to the mental structures

Identification of premisesProcess by which information that will be used as a basis of

inference is identified.

Contrasting premises with context

Process by which premises and assumptions are

contrasted with the context.

Formulation of inferencesProcess by which inferences

are obtained from the premises and assumptions.


EARTHQUAKEAt two minutes noon on 1 September 1923, the great clock in Tokyo stopped. Tokyo Bay shook as if a huge rug had been pulled from under it. Towering above the bay, the 4,000 meter Mount Fuji stood above a deep trench in the sea. It was from this trench that the earthquake came, at a magnitude of 8.3 on the Richter scale.The sea drew back for a few moments. Then a huge wave swept over the city. Boats were carried inland, and buildings and people were dragged out to sea. The tremors dislodged part of a hillside, which gave way, brushing trains, stations and bodies into the water below. Large sections of the sea-bed sank 400 meters; the land rose by 250 meters in some places and sank in others. Three massive shocks wrecked the cities in Tokyo and Yokohama and, during the next six hours, there were 171 aftershocks. The casualties were enormous, but there were also some lucky survivors. The most remarkable was a woman who was having a bath in her room at the Tokyo Grand Hotel. As the hotel collapsed, she and her bath gracefully descended to the street, leaving both her and the bathwater intact.


CAPACITY: INFER

Reception of the information………………………………………………………………………………………………………………………………………………………………………… Identification of premises………………………………………………………………………………………………………………………………………………………………………… Contrasting premises with context…………………………………………………………………………………………………………………………………………………………………………Formulation of inferences…………………………………………………………………………………………………………………………………………………………………………


[email protected]@gmail.com.pehttp://tailoringteaching.blogspot.com/

the cognitive processes

Education