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Cognition, Understanding, Articulating


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Cognition, Understanding, Articulating

  1. 1. How is cognition related to understanding and articulating?<br />Models of Teaching<br />EDC 6705<br />Prepared by : Suzlim Abdullah (G0810294)<br />Instructor : Prof. Dr. Sidek Baba<br />
  2. 2. Let’s Recall Back<br />Cognition<br /> The process by which knowledge and understanding is developed in the mind<br />
  3. 3. Knowledge and Understanding<br />Knowledge<br /> The state of knowing about particular fact or <br /> situation. <br /> The information, understanding and skills <br /> that you gain through education or <br /> experience.<br />Understanding<br />The knowledge that somebody has about a particular subject or situation<br />
  4. 4. Islamic Perspectives on Knowledge<br /> Knowledge is the arrival of the soul at the meaning of a thing or an object of knowledge<br />Aql signifies an innate properties that binds and withholds objects of knowledge by means of words. <br />~ man possess the ability to articulate words <br /> in meaningful pattern (natiq and nutq)<br /> The real nature of ‘aql is that it is a spiritual substance by which the rational soul (al-nafs al natiqah) recognizes and distinguishes truth from falsehood<br />
  5. 5. Western does not include soul as a subject matter of studies but Islamic approach includes the element of soul as an important variable<br /> Skinner : The behaviour we called as ‘right and wrong’ are nothing more than contingencies of responses towards immediate and tangible rewards and punishments and nothing to do with the concepts of good and bad. <br />
  6. 6. Cognition and Understanding<br />Cognition = Mind Component = Establish our Intellect<br />
  7. 7. The process of Understanding<br />Teaching for understanding<br />“The most basic goal of education is to prepare students for further learning and more effective functioning in their lives. Students garner knowledge and skill in schools so that they can put them to work; in professional roles = scientist, engineer, designer, doctor, businessperson, writer artist, musician, and in lay roles--citizen, voter, parent--that require appreciation, understanding, and judgment”<br />David Perkins<br /> American Educator: The Professional Journal of the American Federation of Teachers; v17 n3, pp. 8,28-35, Fall 1993.<br />
  8. 8. The process of Understanding<br />Our current understanding is based on the idea that the brain<br />constructs new meanings from existing understanding. It is<br />when we act on new information that we link it to the old. <br />Feedback on our new understanding is important to <br />embed a correct version and reduce the errors caused by <br />spurious links. <br />Effective learning can take place when we lead students to :<br />make new links with existing knowledge <br />test the new understanding<br />gain feedback on errors.<br /><br />
  9. 9. The process of Understanding<br />How do we know if our students really understand what we taught them?<br />Understanding goes beyond knowing<br /> Example: <br />“Imagine a snowball fight in space. Half a dozen astronauts in free fall arrange themselves in a circle. Each has in hand a net bag full of snowballs. At the word "go" over their radios, each starts to fire snowballs at the other astronauts. What will happen? What is your prediction? “<br />
  10. 10. understanding something is a matter of being able to carry out a variety of "performances" concerning the topic--performances like making predictions about the snowball fight in space that show one's understanding and, at the same time, advance it by encompassing new situations. <br />We call such performances "understanding performances" or "performances of understanding".<br />
  11. 11. How can student learn with understanding?<br />The learners must spend the larger part of their time with activities that ask them to generalize, find new examples,<br />carry out applications, and work through other understanding performances. <br />And they must do so in a thoughtful way, with<br />appropriate feedback to help them perform better.<br />
  12. 12. Islamic Perspectives on Understanding<br />
  13. 13. The process of Articulating<br />Articulate<br />to express your feeling or explain your thoughts or thinking clearly in words<br />To speak ,pronounce in a clear way<br />To be related to something so that together they form a whole<br />To be joined to something else by a joint<br />
  14. 14. The process of Articulating<br />Students unable to answer questions that ask them to<br />Define<br />Describe<br />Justify<br />Give reasons<br />Can be helped by practice<br />During classroom discussion teacher should play the important role in asking questions (in stages) that help students to express their ideas<br />
  15. 15. Islamic Perspective on articulating<br />Natiq and Nutq<br />The terms natiq and nutq are derived from a root that conveys the basic meaning of speech , in the sense of human speech , so that they both signify a certain power and capacity in man to articulate words in meaningful pattern<br />
  16. 16. Cognition at work<br />What I know, feel & want<br />What I do<br />Produces<br />Drives<br />
  17. 17. Cognition at work<br />
  18. 18. References<br />Alizi Alias Psychology of Learning From Islamic Perspective<br />David Perkins American Educator: The Professional Journal of the American<br />Federation of Teachers; v17 n3, pp. 8,28-35, Fall 1993.<br />Syed Muhammad Naquib al-Attas The concept of Education Islam<br />