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Lic. Norah Andrade Arce
MSc. Miriam Sheen Cuba
Fostering an Effective Learning Session
WHAT DO YOU UNDERSTAND
FOR COMPETENCE?

Fostering an Effective Learning Session
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”.

Fostering an Effective Learning Session
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.

Fostering an Effective Learning Session
KNOWLEDG
E

ATTITUD
E AND
VALUES

COMPETENC
E

ABILITIES
AND
SKILLS

Fostering an Effective Learning Session
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.
Fostering an Effective Learning Session
HOW DO YOU DEVELOP
A COMPETENCE ?
COMPETENCE

Capacities and
intellectual
knowledge

Abilities

Attitudes and
values

Fostering an Effective Learning Session
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

Fostering an Effective Learning Session
Fostering an Effective Learning Session
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.
Fostering an Effective Learning Session
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.
Fostering an Effective Learning Session
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
Fostering an Effective Learning Session
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
Fostering an Effective Learning Session
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..
Fostering an Effective Learning Session
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

Fostering an Effective Learning Session
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.

Fostering an Effective Learning Session
3. Express / recognize it : use the verbs in sentences.
Look at the pictures and make sentences using the
simple present tense

Fostering an Effective Learning Session
•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
Fostering an Effective Learning Session
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
Fostering an Effective Learning Session
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.
Fostering an Effective Learning Session
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.

Fostering an Effective Learning Session
CAPACITY: INFER
Reception of the information
……………………………………………………………………………………
……………………………………………………………………………………
Identification of premises
……………………………………………………………………………………
……………………………………………………………………………………
Contrasting premises with context
……………………………………………………………………………………
……………………………………………………………………………………
Formulation of inferences
……………………………………………………………………………………
……………………………………………………………………………………
Fostering an Effective Learning Session
norahandrade@gmail.com.pe
sheenmiriam@gmail.com.pe
http://tailoringteaching.blogspot.com/
Fostering an Effective Learning Session

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THE COGNITIVE PROCESSES

  • 1. Lic. Norah Andrade Arce MSc. Miriam Sheen Cuba Fostering an Effective Learning Session
  • 2. WHAT DO YOU UNDERSTAND FOR COMPETENCE? Fostering an Effective Learning Session
  • 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”. Fostering an Effective Learning Session
  • 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. Fostering an Effective Learning Session
  • 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. Fostering an Effective Learning Session
  • 7. HOW DO YOU DEVELOP A COMPETENCE ? COMPETENCE Capacities and intellectual knowledge Abilities Attitudes and values Fostering an Effective Learning Session
  • 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 Fostering an Effective Learning Session
  • 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. Fostering an Effective Learning Session
  • 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. Fostering an Effective Learning Session
  • 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 Fostering an Effective Learning Session
  • 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 Fostering an Effective Learning Session
  • 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.. Fostering an Effective Learning Session
  • 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 Fostering an Effective Learning Session
  • 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. Fostering an Effective Learning Session
  • 17. 3. Express / recognize it : use the verbs in sentences. Look at the pictures and make sentences using the simple present tense Fostering an Effective Learning Session
  • 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 Fostering an Effective Learning Session
  • 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 Fostering an Effective Learning Session
  • 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. Fostering an Effective Learning Session
  • 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. Fostering an Effective Learning Session
  • 22. CAPACITY: INFER Reception of the information …………………………………………………………………………………… …………………………………………………………………………………… Identification of premises …………………………………………………………………………………… …………………………………………………………………………………… Contrasting premises with context …………………………………………………………………………………… …………………………………………………………………………………… Formulation of inferences …………………………………………………………………………………… …………………………………………………………………………………… Fostering an Effective Learning Session

Editor's Notes

  1. / / AN