Analizing the cognitive processess of a capacity. To develop a competence you need to develop capacities, abilities and attitudes / values

1. Lic. Norah Andrade Arce
MSc. Miriam Sheen Cuba
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2. WHAT DO YOU UNDERSTAND
FOR COMPETENCE?
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3. SOME DEFINITIONS:
Laisner (2000) “Competences are
knowledge,
a
result
of
complex
mobilization
and
adaptation of capacities, knowledge, abilities,
attitude that are effectively used in situations
that have common nature”.
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4. Jaume Sarramona
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.
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5. KNOWLEDG
E
ATTITUD
E AND
VALUES
COMPETENC
E
ABILITIES
AND
SKILLS
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6. KNOWLEDGE
(COGNITIVE)
ABILITY AND
SKILL
(MOTOR SKILLS)
ATTITUDE AND
VALUES
(AFFECTIVE)
A mental process that each human being develops
during his/her thinking process.
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.
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.
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7. HOW DO YOU DEVELOP
A COMPETENCE ?
COMPETENCE
Capacities and
intellectual
knowledge
Abilities
Attitudes and
values
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8. You develop a capacity through Cognitive
Processes
A group of internalized, organized, and
coordinated procedures, through which the
information coming from the internal and
external stimulating sources is elaborated
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9. Fostering an Effective Learning Session

10. COGNITIVE PROCESSES
CAPACITY
DEFINITION
Capacity to locate in
time, in space, or in
IDENTIFY
some physical
element, parts
characteristics,
characters,
instructions or other
aspects.
COGNITIVE / MOTOR
PROCESSES
Reception of
Information
COGNITIVE PROCESS
CHARACTERISTICS
Process by which
information is carried to the
mental structures.
Characterization
Process 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.
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11. COGNITIVE PROCESSES
CAPACITY
INFER
DEFINITION
Capacity to obtain
new information
starting with
explicit information
or from other
evidence.
COGNITIVE / MOTOR
PROCESSES
COGNITIVE PROCESS
CHARACTERISTICS
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 Process by which premises
and assumptions are
with context
contrasted with the context.
Formulation of
inferences
Process by which inferences
are obtained from the
premises and assumptions.
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12. MODEL OF THE COGNITIVE PROCESS
“IDENTIFY”
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 :
IDENTIFY the verbs that express routines
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13. COGNITIVE PROCESSES OF THE “IDENTIFY” CAPACITY
RECEIVING
INFORMATION
LEARNING
ACTIVITY
Students read a
text about Robert
Stanway ‘ daily life
CHARACTERIZATION
LEARNING ACTIVITY
Students complete a
chart describing his
daily rouine
Ss use the routine
verbs to complete
sentences
EXPRESSION
LEARNING
ACTIVITY
Students write
sentences in simple
present tense using
pictures
LEARNING STRATEGY
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14. 1. Receive the information: read the text
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..
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15. 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
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16. 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.
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17. 3. Express / recognize it : use the verbs in sentences.
Look at the pictures and make sentences using the
simple present tense
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18. •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
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19. 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
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20. COGNITIVE PROCESSES
CAPACITY
INFER
DEFINITION
Capacity to
obtain new
information
starting with
explicit
information or
from other
evidence.
COGNITIVE / MOTOR
PROCESSES
COGNITIVE PROCESS
CHARACTERISTICS
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
Formulation of inferences
Process by which premises
and assumptions are
contrasted with the context.
Process by which inferences
are obtained from the premises
and assumptions.
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21. EARTHQUAKE
At 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 seabed 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.
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22. CAPACITY: INFER
Reception of the information
……………………………………………………………………………………
……………………………………………………………………………………
Identification of premises
……………………………………………………………………………………
……………………………………………………………………………………
Contrasting premises with context
……………………………………………………………………………………
……………………………………………………………………………………
Formulation of inferences
……………………………………………………………………………………
……………………………………………………………………………………
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23. norahandrade@gmail.com.pe
sheenmiriam@gmail.com.pe
http://tailoringteaching.blogspot.com/
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