Cognitivism in the classroom

1. Cognitivist principles that may be practiced in
teaching and learning:
1. Gain the students’ attention
2. Bring to mind relevant prior learning
3. Point out important information
4. Present information in an organized manner
5. Show students how to categorize (chunk)
related information

2. 6. Provide opportunities for students to
elaborate on new information
7. Show students how to use coding when
memorizing lists
8. Provide for repetition for learning

3. Concerned with how learners can develop
their human potential. (Maslow, Rogers)
Some humanistic techniques in the classroom:
1. Establish a warm , democratic, positive and
non-threatening learning environment in which
learner’s self-concept and self-esteem are
considered essential factors in learning.
2. When it seems appropriate, function as a
facilitator where you work and share ideas with
students.

4. 3. When the teacher is comfortable, he may
occasionally show his/her “real person” by
telling students how he/she feels.
4. Provide learning experiences that will lead to
the development of habits and attitudes that
teachers want to foster.
5. Teachers should be role models and should
set good examples.

5. 6. Students and teachers plan together the
experiences and activities of the curriculum.
7. Students are given choices (with limitations)
and freedom (with responsibilities); the extent
of choices and freedom is related to the
maturity level and age of students.
8. Learning is based on life experiences,
discovery, exploring and experimenting.

6. * PSYCHOLOGISTS ARE CONCERNED WITH HOW
LEARNERS CAN DEVELOP THEIR HUMAN
POTENTIAL; THE PROCESS NOT THE PRODUCTS,
PERSONAL NEEDS NOT THE SUBJECT MATTER,
PSYCHOLOGICAL MEANING AND
ENVIRONMENTAL SITUATIONS.
* THE PSYCHOLOGICAL FOUNDATIONS WILL
HELP CURRICULUM MAKERS IN NURTURING A
MORE ADVANCED, MORE COMPREHENSIVE AND
COMPLETE HUMAN LEARNING.

7.  Society as ever dynamic is a source of very fast
changes which are difficult to cope with and
adjust to. Thus, schools are made to help to
understand these changes.
 In order for schools to be relevant, schools’
curricula should address diversity, explosion of
knowledge, school reforms and education for all.
 To be relevant, the curricula should reflect and
preserve the culture of society and its
aspirations.
 At the same time, society should also imbibe the
changes brought about by the formal institutions
called schools.

8. 1. Curriculum as a Content or a Body of
Knowledge
2. Curriculum as a Process
3. Curriculum as a Product

9. 1. Significance
2. Validity
3. Utility
4. Learnability
5. Feasibility
6. Interest

10. 1. Balance – fairly distributed in depth and
breadth
2. Articulation – smooth connections or bridging
should be provided
3. Sequence – logical arrangement of the content
4. Integration – Content in the curriculum does
not stand alone or in isolation
5. Continuity – it should continuously flow as it
was before, to where it is now, and where it will
be in the future
6. Scope – breadth and depth of the curriculum

11. 1. Curriculum Planning – consider philosophy,
vision, mission, goals
2. Curriculum Designing – how curriculum is
conceptualized – selection and organization
of content, learning experiences,
assessment procedure
3. Curriculum Implementing – putting into
action the plan
4. Curriculum Evaluating – determining the
extent to which the desired outcomes have
been achieved

12. 1. Ralph Tyler Model: Four Basic Principles
a. What education purposes should
schools seek to attain?
b. What educational experiences can be
provided that are likely to attain these
purposes?
c. How can these educational experiences
be effectively organized?
d. How can we determine whether these
purposes are being attained or not? (evaluation)

14.  Curriculum Development consists of four
steps:
a. Goals, objectives and domains (personal
development, human relations, continued
learning skills, specialization)
b. Curriculum designing – based on students’
needs and interests
c. Curriculum implementation – preparation of
instructional plans
d. Evaluation – use of a variety of evaluation
techniques

15. 1. Curriculum change is inevitable, necessary and
desirable.
2. Curriculum is a product of it’s time.
3. Curriculum changes made earlier can exist
concurrently with newer curriculum changes
4. Curriculum change depends on people who will
implement the change
5. Curriculum development is a cooperative group
activity
6. Curriculum development is a decision-making
process made from choices of alternatives

16. 7. Curriculum development is an ongoing
process
8. Curriculum development is more effective if
it is a comprehensive process, rather than a
“piecemeal”.
9. Curriculum development is more effective
when it follows a systematic process
10. Curriculum development starts from where
the curriculum is.

17. 1. Intended learning outcomes (ILO) or the
Desired Learning Outcomes (DLO)
2. Subject Matter or Content
3. Teaching and Learning Methods
4. Assessment evaluation

18.  Begin with the end in view
 Expressed in action words (Bloom, Andersen,
Krathwol, Simpson)
 SMART
II. Content/Subject Matter
 Relevant to outcomes
 Appropriate to development levels of learners
 Up-to-date
 Follow BASICS
 References

19.  Research on the following:
a. Direct Instruction: Barak Rosenshine Model
b. Guided Instruction: Madeline Hunter Model
c. Mastery Learning: JH Block and Lorin
Anderson Model
d. Systematic Instruction: Thomas Good and
Jere Brophy Model

20. Criteria :
a. Adequacy – actual learning space or
classrooms
b. Suitability – refers to planned activities
c. Efficiency – refers to operational and
instructional effectiveness
d. Economy – refers to cost effectiveness

21. Forms of Assessment:
a. Self-assessment – students learn to monitor
and evaluate their own learning.
b. Peer assessment – students provide
feedback on each other’s learning
c. Teacher assessment – teacher prepares and
administers tests and gives feedback
Assessment may be formative or summative

22. Formative – providing feedback to help the
student learn more
Summative – expressing a judgment by
reference to stated criteria