COGNITIVE STRATEGIES

By: Honjielyn S. Gumapac

TTh( 7:30-9:00 AM)
Objectives:
At the end of the lesson, the learners will be able to:
a. Define Cognitive Strategies
b. Explain the different types of Cognitive strategies
 COGNITIVE STRATEGIES
Listening Strategies
→ are useful in developing the other language modalities.
Listening needs a very good attention.

Some Listening Strategies:

 Sit in front of the classroom
→Sitting in front of the class gives us the opportunity to hear the
teacher’s voice.
 Avoid distraction
 Sit up Straight
→ A slouching offers us nothing.
 Listen for verbal cues
→ We are there in the classroom to learn. We do not only listen for the
sake of attending class.
 Ask question as often as possible
→To verify some bits of information, we must ask questions.
 Take notes
→is an important strategy in active listening which is develop through
correct practice.
The six Rs:
 Record Recite
 Reduce Reflect
 Recognize Review

Paying Attention
→ Is an important in learning. To do so, we need to develop focus.
Reading Strategies
→ account for speed, comprehension and recall.
 Underlining
→ is used to highlight important keywords and phrases.
 TPSR ( Think-Pair-Share- Reflect)
→ This strategy helps students to process information after reading a selection.
 Writing Marginal Notes
→ is related to underlining is the sense that both make use of a marker
to highlight important points.
 Highlighting
→ refers to emphasizing key words, phrases or messages in order to
make them stand out among the surrounding words.
 Concept Mapping
→ is the arrangement of major concepts from a text or lecture into a
visual representation.
 Graphic Organizer
→ are tools used to organize information for easy recall and
memorization.
→a visual representations of various concepts and categories that help
us understand how they are related to each other.
Some Common Graphic Organizer
 T-chart
 Venn diagram
 Pin chart
 Spider map
Mnemonic devices
→A specific strategies that help us remember information. Mnemonic
work best in associations between unknown and well learned information.
Types of Mnemonic devices
 Rhyming mnemonics
 Reduction mnemonics
 Physical tags
 Poems
Questioning
→To help us become alert to the important information or ideas.
→When we use questioning strategies in this way, we refer to them as adjunct
questions because they are added on to the information to be learned.(Burton, Niles,
Lalik & Reed,1986; Rothkopf, 1996,1970 as cited by Zook, 2001).
Contextual clues
→is another way through which we can develop vocabularies.

4 different forms
 Definition or Synonym
→In some cases, the unfamiliar words are given definition or synonyms.
Ex. 1. Education is a catalyst for change or agent for growth and development.
2. She deadpans or shows no emotion with her lines during the oratorical
contest.
 Explanation
→The unfamiliar word is explained within the sentence.
Ex. 1. A danseuse is a female ballet dancer.
2. A menagerie is a group of animals helds in captivity.
 Example or Illustration
→The unfamiliar word is illustrated or given examples to provide clear
understanding.
 Comparison and Contrast
→The meaning of unfamiliar word is either compared or contrast.
Chunking
→It helps us acquire knowledge and information. When the learning task is too difficult
or too complicated to encode, it is advisable to use the process of chunking.
Types of Chunking
 Pattern chunking
→is the easiest way to remember bits of information.
 Categorical chunking
→which we arrange the information by establishing categories.
Idea- generating
→which we can produce ideas.
Two types of Techniques
 Brainstorming- is a technique in which we generate ideas in a spontaneous
manner.
 Catchball- is a term used in business which means the cross-functional
method for accomplishing two different goals.
Think- aloud
→is a very useful technique for establishing an initial model; this verbalizes
our thoughts in order to demonstrate the needed skill.
Scaffolding
→was first popularized by “Jerome Bruner” who postulated the idea of helping
students learn.
→Scaffolding substantiates the “ construction” of meaning when we carefully
diagnose student’s competence and determine what new knowledge needs to be
built on.
 Expansion. Thus process requires parents to elaborate or describe something
more fully.
Ex.
Child: want more cookies
Parent: Yes, you want more cookies.
 Prompting. It is a process where statements are clarified by asking questions
to provide cuing or leading statements.
Ex.
Child: More cookies…
Parent: You want more what?
Emotional Scaffolds
→are temporary but reliable teacher-initiated interactions that
support student’s positive emotional experiences to achieve a variety of
classroom goals. ( Schutz & Pekrun, 2007).