Demonstration Romina Daquel Grade Level 2nd year college

Teacher
Teaching Date April 1, 2023 Learning Area Facilitating Learner –
Centered Teaching
Teaching Time 1:00 – 3:00 Quarter 2nd semester

I. OBJECTIVES
A. Content Standards Student will able to identify and briefly explain
the Piaget’s theory of Cognitive Development
B. Performance Standards Student will able to explain the characteristic and
developmental changes of each stage of cognitive
development
C. Most Essential Learning Competencies Student will be able to evaluate the significance
of the presented examples in illustrating the key
concepts of Piaget’s theory of Cognitive
Development
II. CONTENT Jean Piaget’s Theory of Cognitive Development
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Guide pages
3. Textbook pages
4. Additional Materials from learning
resources (LR) portal
B. Other Learning Resources
IV. PROCEDURES
Routinary Activity
Teacher’s activity Learner’s activity
1. Prayer
The teacher will call a student to lead A student will lead the prayer
the prayer
2. Greeting
Good afternoon 2E Good afternoon, Ma’am
3. Classroom Management
Before taking your sit, kindly pick a Student will pick a piece of paper and sit properly
piece of paper and put in trash can
and then sit properly
4. Attendance
2E is there any absentees for today? Student 1 answer the question
A. Reviewing the previous lesson or
presenting the new lesson
Last meeting, we tackle about what? Yes, Ma’am
Can you still remember what we have
discussed in our previous lesson?

What is it? Our discussion last meeting is the Erikson’s

theory
 B. Establishing a purpose for the
lesson

“Before we proceed to our lesson, Let’s

have an activity first. So, I have here a piece
of paper and once I pull out the paper and as I
call your name, you may stand”

The teacher will present the mechanics.

“So here are the mechanics:

1. You may stand as I call your name.
2. Dictate your answer and if you don’t
now, the answer you may call a friend.
3. And if you got the correct answer, you
will be receiving a prize. This is stage 1 by Erik’s Erickson where in
children come to trust or mistrust themselves
and other people depends on their early
1. Explain and discuss the Erik's experiences
Erickson first stage.
Stage 5: Identity vs. Role Confusion

2. It is reached at the time of puberty

when childhood is left behind and the
transmission to adulthood begins.
Individual has to develop an integral
and coherent sense of self. He seeks
answers to the question of “Who am I”. Stage 6: Intimacy and Isolation

3. it is the capacity to reach out and

make contact with other people and to
fuse one’s identity with that of others. Stage 7: Generativity and Stagnation.

4. At the age of 40-65, Individual is able

The Psychosocial Theory
to work productively and creatively

5. What is Erik Erikson Theory?

C. Presenting examples/ instances

of the new lesson
(The teacher will show a picture)

Can anyone explain what in the Student: ma’am, the picture shows the changes
picture? across the life span of human.
 Very good! This photo shows the
how human changes their lifespan.

How about this photo? What did you notice in

this picture?
Student : the children starting to think and they
different on how to think.
Very good! This photo show how their thought
processes changed with age.

D. Discussing new concepts and

practicing new skills
2e do you have any idea what is Student 2: Yes, Ma’am
our lesson today?

What is it? Student 3: our topic today is theory of cognitive

development
Very good! Our topic todays are
jean Piaget ‘s theory of cognitive Student 4 answer the question
development.do you have any idea
who is Jean Piaget

Jean Piaget was one of the 20th

century’s most influential
researchers in the are of the
developmental psychology. Let’s (All student shares their thought about cognition)
proceed to our main topic today
But before that what is cognition?
In one word
(Teacher ask all student about
what is cognition)

Student 5: cognitive development is ability to

Very good! Seem like you have think and understand.
ideas about cognition. How about
cognitive development? 2E do you
have any ideas in cognitive
development? Student shares their opinion

How Cognitive development

occurs?
 Cognitive Development is gradual
and orderly changes by which
mental process becomes more
complex and sophisticated

There is 4 key concepts in

cognitive development
1. Schema
2. Assimilation
3. Accommodation
4. Equilibration

2E what is the 4 key concept

again?

very good! Student 6: schema, assimilation, accommodation

and equilibration.
 Schema is an internal
representation of the world. It helps
an individual understand the world
they inhabit.

Assimilation is using an existing

schema to deal with a new object or
situation. Here, the learner fits the new
idea into what he already knows.

Accommodation This happens when

the existing schema (knowledge) does
not work and needs to be changed to
deal with a new object or situation.

Equilibrium occurs when a child's

schemas can deal with most new
information through assimilation. 

Do you understand 2E!

Now let’s proceed to four stage of Yes ma’am

cognitive

1. The Sensorimotor Stage (Birth to 2 yrs) -

Infancy
• Infants construct an understanding of the
world by coordinating sensory experiences
(seeing, hearing) with motor actions
(reaching, touching).
• Develop Object Permanence (memory) -
Realize that objects exist even if they are
 out of sight.
• Infants progress from reflexive,
instinctual actions at birth to the beginning
of problem solving (intellectual) and
symbolic abilities (language) toward the
end of this stage.
2. Preoperational Stage (2-7 yrs) -
Toddler and Early Childhood
• This stage begins when the child starts to
use symbols and language. This is a period
of developing language and concepts. So,
the child is capable of more complex
mental representations (i.e, words and
images). He is still unable to use
'operations', i.e,logical mental rules, such
as rules of arithmetic. This stage is further
divided into 2 sub-stages :
• Preconceptual stage (2-4 yrs) : Increased
use of verbal representation but speech is
egocentric. The child uses symbols to
stand for actions; a toy doll stands for a
real baby or the child role plays mummy or
daddy.
• Intuitive stage (4-7 yrs) : Speech becomes
more social, less egocentric. Here the child
base their knowledge on what they feel or
sense to be true, yet they cannot explain
the underlying principles behind what they
feel or sense.
The following are the key features of this
stage :
• Egocentrism: The child's thoughts and
communications are typically egocentric
(i.e, about themselves or their own point of
view). Eg.: "if i can't see you, you also can't
see me". It is the inability to see the world
from anyone else's eyes. It is well
explained by Piaget as Three Mountain
Task.
• Animism: Treating inanimate objects as
living ones. Eg.: children dressing and
feeding their dolls as if they are alive.
•Concentration: The process of
concentrating on one limited aspect of a
stimulus and ignoring other aspects. It is
noticed in Conservation. Conservation on
the other hand is the knowledge that
quantity is unrelated to the arrangement
and physical appearance of objects.
 Children at this stage are unaware of
conseravtion.
3. Concrete Operational Stage (7-12 yrs)
-Childhood and Early Adolescence The
concrete operational stage is characterized
by the appropriate use of logic. Important
processes during this stage are :
• Seriation: The ability to sort objects in an
order according to size, shape or any other
characterstic. Eg.: if given different-sized
objects, they may place them accordingly.
• Transitivity: The ability to recognize
logical relationships among elements in a
serial order. Eg.: if A is taller than B and B is
taller than C, then A must be taller than C.
• Classification: The ability to group objects
together on the basis of common features.
The child also begins to get the idea that
one set can include another. Eg.: there is a
class of objects called dogs. There is also a
class called animals. But all dogs are also
animals, so the class of animals includes
that of dogs.
4. • Decentring: The ability to take multiple
adpects of a situation into account. Eg.: the
child will no longer perceive an
exceptionally- wide but short cup to
contain less than a normally-wide, taller
cup.
• Reversibility: The child understands that
numbers or objects can be changed, then
returned to their original state. Eg.: the
child will rapidly determine that if 4+4=8
then 8-4=4, the original quantity.
• Conservation: Understanding that the
quantity, length or number of items is
unrelated to the arrangement or
appearance of the object or item.
• Elimination of Egocentrism: The ability to
view things from another's perspective.
• The child performs operations:
combining, separating, multiplying,
repeating, dividing etc
4. Formal Operational Stage (12 yrs &
above)
-Adolscence and Adulthood
• The thought becomes increasingly
flexible and abstract, i.e, can carry out
systematic experiments.
 • The ability to systematically solve a
problem in a logical and methodological
way. • Understands that nothing is
absolute; everything is relative.
• Develops skills such as logical thought,
deductive reasoning as well as inductive
reasoning and sytematic planning etc.
• Understands that the rules of any game
or social system are developed by a man
by mutual agreement and hence could be
changed or modified.
• The child's way of thinking is at its most
advanced, although the knowledge it has
to work with, will change.

E. Developing mastery

Alright everyone now that we discussed Piaget ‘s

theory of Cognitive Development. It’s time to
deepen our understanding and apply what we’ve
learned for this part of the lesson, we will engage
in an individual written activity. Please take out a
sheet of paper and a pen.

Instruction: Study the picture below. This picture

shows a development of a child cognitively. Student start to answer the activity.
Based on what you have remembered in Cognitive
Development Theory, discuss the concept in
each stage. Take note of the key notes discussed in
each stage of development. You can create
your own diagram to make it organized.

F. Making generalization and

abstractions about the lesson
If you have any question, then we will
proceed to our activity. This will serve as a
review of what you have learned today.
 “This is individual class. So if you know the
answer just raise your hand. Again, this will
serves as your reviewer.”

1. At the age of 2-7 years old, children

start to develop symbolic thinking and
language skills.

2. At the age of 7 and 11 years old,

children start to think more logically
about concrete objects and events.

3. In Piaget’s stage, it involves the

development of basic motor skills and
the coordination of sensory
experiences with physical actions.

During this stage, individuals can

think abstractly and engage in
hypothetical reasoning.
G. Evaluating learning
Learning Task Week 1: Understanding
Piaget's Theory of Cognitive Development

Instructions:
This week's learning task focuses on
gaining an understanding of Jean Piaget's
Theory of Cognitive Development. Piaget
was a renowned Swiss psychologist who
proposed a stage theory of cognitive
development that has had a significant
impact on our understanding of how
children acquire knowledge and develop
their thinking abilities. In this task, you will
explore the key concepts of Piaget's
theory and reflect on its implications for
future educator students.

Questions:

1. What are the main stages of Piaget's

Theory of Cognitive Development, and
how do they progress?

2. How does Piaget's theory explain the

development of logical reasoning and
problem-solving skills in individuals?

3. In what ways can Piaget's theory be

applied to future educator students'
learning and educational experiences?

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did this work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?