Observation No.

2: Cognitivism in Learning

Introduction:

The Cognitive Learning Theory describes learning as an internal process of

making connections between previously learned material and new information,
thereby creating meaning to that information and making it more easily retrievable.
The students are always active in the learning, always building off of previously
learned information, rehearsal, retrieval, and review are necessary components of the
learning process, and meaning is often built into the process, all of which help
students retain newly acquired information.

For this observation, we will focus on cognitivism. So, let’s get started.

Learning Outcomes

1. observe cognitivism applied in the conduct of class

2. identify part of the lesson/teaching cognitivism is applied

3. analyze how cognitivism is utilized in teaching-learning process

4. synthesize the advantages and disadvantages of cognitivism as

applied in the classroom

Observation Guide

1. Locate a classroom setting where a class is ongoing. You may also utilize
a pre-recorded class. (in this particular activity watch the video in the link:
https://www.youtube.com/watch?v=ibBPqfnhFhU )

2. Watch the video in the link and observe the class and be guided by the
provided checklist (please see last page).
Reflection Questions

Answer the following questions. Write your answer on the space provided.

1. How the teacher connects previous knowledge of the students with the new
lesson being introduce by the teacher?

The teacher connects previous knowledge of the students through a step-by-step method
to present the new lesson.  On a piece of sticky note, the students will first jot down
whatever prior knowledge they have about the characters, settings, and plot. The teacher
will next discuss the content that the learners wrote on a sticky note. The teacher will
then ask a few questions about the new topic before subtly introducing it to the entire
class.

2. In which part of the teaching and learning process does activation of prior
knowledge was observed?

The part of teaching and learning process does the activation of prior knowledge was
observed on the first part or the developing and activating the background knowledge or
when the teacher instructed the students to write down what they already knew on a
sheet of paper. It assists learners in recalling prior knowledge they have about the
story's elements.

3. How the teacher helps students in organizing the lesson in the class? What
strategy/ies does the teacher utilized?

The teacher helped the students in organizing the lesson in class by introducing graphic
organizer that may help the students organize their thoughts, prior knowledge, and new
information. In addition, repeating the given information with a bit of gestures that are
connected also helps them to organize and memorize the new topic that has been
discussed.

4. In which part of the lesson does elaboration was observed? How was it facilitated
by the teacher?

The elaboration was seen during the period of the lesson when the teacher discussed
and modeled the tactics. She elaborated on the steps that must be taken to assist the
students in learning. Additionally, those sections assist students in organizing their
learnings, thoughts, and concepts into a better understanding. The teacher helps by
repeating the scenario with actions, allowing the pupils to figure it out on their own, and
providing directions on what they should do. Having a partner to discuss the concepts
after the teacher had explained them was also beneficial.
5. Did the teacher utilize by scaffolding? Describe how it was done?

Scaffolding is a way in which a teacher provides specific guidance or support to learners

while they are learning new knowledge or skills. According to my observations, the teacher
did use scaffolding. She used a step-by-step method in which she would explain the
assigned topic for that day, demonstrate it to the learners, and then gradually release or
allow the students replicate what she did and correct them if anything needed to be fixed.
Independent practice is observed after the progressive release. Independent practice is
where the student shows what they did, and the teacher only observes them if they did the
right thing. So, scaffolding is involved in this teaching and learning process.

Key Insights:

How assimilation is different from accommodation? If learning is considered as a

relative permanent change in mental process or schema, how can we determine if
there is a change?

Assimilation and accommodation are both part of cognitive development, however

they are different from one another. Assimilation is the process of utilizing or
modifying one's environment so that it can be integrated into pre-existing cognitive
systems. Accommodation is the process of altering one's cognitive structures in
order to accept anything from one's surroundings. A change in behavior as a result
of experience is referred to as learning. Learning is described as a long-term change
in behavior potentials that occurs as a result of repeated practice or experience. We
can determine if there is any change when an individual can act, process, explain,
and even evaluate the learned information.
Portfolio Section

Provide documentation of your observation. You may include photo

documentation, materials utilized in the observation, technology used and other
relevant documents.
 Cognitivism Observation Checklist

Strength of Concept
Concept Observable Evidence
Not Not Highly
Effective
present Effective Effective

Helping Students to Organize Knowledge

instruction includes materials that
Teacher uses advanced organize the content in a logical
organizers way to help the student learn.
Teacher signaled to
important information
Teacher uses a concept
map/knowledge map
Building on Prior Knowledge
Teacher activates prior
knowledge in students
Teacher relates new
information to learner(s)
Schema and Dual Memory
Students were required to
verbalize new information
Students were engaged in
rehearsal, repetition and/or
review of new information
Students enacted new
information
Students were asked to
visualize new information
Students were asked to
make connections
The teacher highlights important
information, either through verbal
instruction, graphic organizers, or
gestures.
The content is delivered in an
organized way, related material is
grouped together when introduced
and the instruction is sequenced.
The teacher encourages the
students to think about they
already know, through
questioning, thought exercises or
activities.
The teacher helps learners draw
connections between new
information and previously learned
information
Students respond to new
information through discussion,
writing exercises or presentations.
Students practice recalling
information repeatedly through
activities, assessments and
discussions.
Students physically demonstrate
their understanding of knowledge.
The teacher engages the students
in thought exercises, discussions
and activities that require them to
imagine the information in a visual
way.
The teacher plans activities that
require students to compare and
contrast two or more related
concepts.

Student Observation Notes:

The teacher had an excellent teaching style. The teaching and learning process was
participatory, and students were able to use their past knowledge and reflect on what
they already knew. Students respond to new material by participating in conversations
and giving presentations. They proved their knowledge by participating in mental
exercises, debates, and activities that required them to picture the information in
advance. Finally, the class was able to participate and learn through a step-by-step
procedure while still enjoying the class.