3. Subject Matter
matter presented for
consideration in discussion,
thought, or study
the substance of a discussi
on, book, writing, etc., as
distinguished from its form
or style.
7. Facts
Fact is an idea or action that can be
verified.
Basic unit of cognitive subject matter
content
Example:
names and dates of important
activities
population of the Philippines
8. Concepts
Concept is a categorization of
events, places, people, ideas.
Example:
Furniture -> chairs, tables, tables,
beds, and desks.
Swim -> breast stroke, crawl,
butterfly
9. Principles
the relationship(s) between and
among facts and concepts.
arrived at when similar research
studies yield similar results time after
time
Example:
Number of children in the family is
related to the average scores on
nationally standardized achievement
tests for those children.
10. Hypotheses
educated guesses about
relationships (principles)
Example:
For lower division undergraduate
students, study habits is a better
predictor of success in a college
course than is a measure of
intelligence or reading
comprehension.
11. Theories
refer to a set of facts, concepts and principles that
describe possible underlying unobservable
mechanisms that regulate human learning,
development, and behavior.
explains why these principles are true.
Example:
Piaget’s theory on cognitive development
12. Laws
firmly established, thoroughly tested
principle or theory
Example:
Thorndike’s law of effect
Law on the conservation of matter and
energy
Law of supply and demand
Law of gravity
14. Manipulative Skills
for courses / subjects that are
dominantly skill –oriented
Computer
Home Economics and Technology
Physical Education
Music
The learning of these manipulative
skills begin with simple manipulation
and ends up in expert and precise
manipulation.
15. Thinking Skills
the skills beyond recall and comprehension
They are skills concerned with the
application of what was learned,
(in problem-solving or in real life) evaluation,
critical and creative thinking and
synthesis.
Thinking Skills
Divergent thinking
Convergent thinking
Problem solving
Metaphoric thinking
Critical thinking
Creative thinking
16. Divergent Thinking
Includes the following and its characteristics
Fluent thinking
generation of lots of ideas
thought flow is rapid
thinking of the of the most possible ideas
Flexible thinking
variety of thoughts in the kinds of ideas generated
different ideas from those usually presented
Original thinking
differs from what’s gone before
thought production is away from the obvious and is
different from the norm
Elaborative thinking
embellishes on previous ideas or plans (Torres, 1994)
Uses prior knowledge to expand and add upon things and
ideas
17. Convergent Thinking
It is narrowing down from many possible thoughts to
end up on a single best thought or an answer to a
problem.
18. Problem Solving
Made easier when the problem is well-defined.
“The proper definition of a problem is already half the solution”
Can be solved by using :
algorithm – following specific, step by step instructions
heuristic strategy – general problem solving strategy, for a
solution
- experience based techniques
19. Effective Problem Solving
Strategies
Provide worked-out examples of algorithms being
applied
Help students understand why particular algorithms are
relevant and effective in certain situations
When a student’s application of algorithm yields an
incorrect answer, look closely at the specific steps the
student has taken until the trouble spot is located.
20. For teaching heuristics:
Give students practice in defining ill-defined problems
Teach heuristics that students can use where no
algorithms apply
Examples of real-life heuristic that people use as a way
to solve a problem or to learn something:
Educated guess
Common sense
Availability heuristic
Working backward
Familiarity heuristic
21. For teaching both algorithm
and heuristics:
Teach problem-solving strategies within the context of
specific subject areas (not as a topic separate from
academic content)
Provide scaffolding for difficult problems
Have students solve problems in small groups
22. Metaphoric Thinking
Also called “Analogic thinking”
Uses analogic thinking
A figure of speech where a word is
used in a manner different from its
ordinary designation to suggest or
imply a parallelism or similarity
Example:
Teaching is lighting a candle. The
learner’s mind is a “blank slate”.
23. Critical Thinking
Involves evaluating information or arguments in
terms of their accuracy and worth. (Beyer, 1985)
It takes a variety of forms
Verbal reasoning
Argumentative analysis
Hypothesis testing
Decision making
24. Creative Thinking
Involves producing something that is both original and
worthwhile
For Creative thinking we must develop:
Awareness
Curiosity
Imagination
Fluency
Flexibility
Originality
Elaboration
Perseverance
26. Values and Attitudes
Values can be taught
They are both taught and caught.
Values have :
Cognitive dimension
Affective dimension
Behavioral dimension
Affective component is concerned with values and
attitudes. When we teach values, we connect facts,
skills and concepts to the life of students.
27. How can we teach values?
Deutero-learning : Your student learns by
being exposed to the situation,
acquainting himself with a setting
following models
pursuing inspirations
copying behavior
“YOUR CRITICAL ROLE AS MODELS IN AND
OUTSIDE THE CLASSROOM CANNOT BE
OVEREMPHASIZED”
Positive reinforcing good behavior
Teaching cognitive component of values in the
classroom
29. Reference
Ormrod, 2000
Jeanne Ellis Ormrod, Ph.D.
Professor of Psychological Sciences
McKee Hall
jormrod@comcast.net
Areas of Specialization:
Learning and cognition
Study strategies
Pedagogy