cognition and teaching

Cognition & Instructional Development
for Primary Teachers

Education Studies Department
Bahrain Teachers College
University of Bahrain

Preface

The fundamental purpose of this workbook is to guide teacher-candidates in understanding and applying
the concept “cognition” in classroom processes.

The basic content of the workbook:
 Brief explanation of concepts. The workbook has to parts: Module 1 (Cognition) and Module 2 (Using
Cognition in Developing Instructional Process)
 Exercises. The exercises contain activities that you have to do and questions that you need to answer.
The purpose of this is to show you how to use the concepts and discover how to apply them in your own
classroom.
 Obviously, this workbook is designed to make us think not only about the content of the TCPB 241
course, but how to think about the meaning and application of the content in your teaching profession.

How to use the workbook
 Bring to class this workbook, all the TCPB 241 class time.
 This workbook is simply a guide. This does not contain everything that you need to learn. Therefore,
you have to take responsibility to gather your extra learning resources and make sense of them.
 Read the topics and watch the assigned films before coming to the classroom. You are expected to be
prepared during the class so that they you can ask questions and share your insights.
 Take note that the topics are interconnected. You have to go back to the topics that have been covered
already to make sense of the present topic.
 Do all the exercises. Do not do the workbook activities just to comply for the sake of marks. Do it for the
sake of learning.
 Write down your personal notes (insights, reaction, questions, etc.) on the workbook. This is part of
your assessment.

 During your Teaching Practice (TP), discover the issues in the school that are related to our course and

bring them to our course (TCPB 241) for discussion.

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The Course Intended Learning Outcomes (CILOs)
At the end of this course, you will be able to:

1. Describe the structure and dynamics of cognition.
2. Identify the cognitive competencies of students in developing an instructional process.
3. Design an instructional process by incorporating the instructional elements.
4. Plan, implement, and evaluate an instructional process that focuses on critical and creative cognition.
5. Evaluate and reflect on the current practice and awareness of developing learners’ cognitive competency

during the teaching practice.
6. Teacher-candidates reflect on their own cognitive competency.

Course TCPB 241 Assessment
Assessment is our way of gathering evidence as to what degree the teacher-candidates are able to achieve

the intended learning outcomes (CILOs). The assessment instructions and rubrics are in the appendices
section.

1. Class Participation 10 %
2. Workbook Exercises 15 %
3. Teaching Practice Instructional Development Evaluation and Reflection 20 %
4. Instructional Evaluation and Reflection of Implemented Instructional Plan 10 %
5. Instructional Plan

a. For Creative Thinking 20 %
b. For Critical Thinking Skills 20 %
6. E-Portfolio 5 %

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Bahrain Teachers College Competencies

At the end of the course, with our course goals and assessment processes, we hope to achieve the
following BTC Competencies. Please help evaluate the course in view of achieving the following competencies.

At the end of the semester, ask yourself, “Did the whole learning process in TCPB 241 help me acquire the
competencies #s 1, 2, 4, & 9?”

BTC Competencies CILOS Assessment

1 Content Knowledge 1&2 2-5

The teacher understands the central concepts, tools of inquiry, and structures of the 1, 2, & 5 2-5
discipline he or she teaches and can create learning experiences that make these aspects of
subject matter meaningful for students. 1, 2, 3, & 4

2 Student Development 2-5

The teacher understands how children learn and develop and can provide learning 5&6 1-6
opportunities that support a child’s intellectual, social, emotional, moral, and general
personal development.

4 Instructional Strategies

The teacher plans instruction based on knowledge of subject matter, students, the
community, and curriculum goals. The teacher understands and uses a variety of
instructional strategies to encourage student development of critical thinking, problem-
solving, and performance skills.

9 Reflective Practice, Ethics and Professionalism

The teacher is a reflective practitioner who continually evaluates the effects of his or her
choices and actions on others (students, parents, and other professionals in the learning
community) and who actively seeks out opportunities to grow professionally.

Take Note! The success of this course is dependent on your personal responsibility and

passionate involvement in the process of learning. All students in Bahrain deserve to have a
quality teacher who have a creative and critical mind.

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Content

Preface………………………………………………………………………………………………………………….. 1

Introduction…………………………………………………………………………………………………………… 6

MODULE 1 THE BASICS OF COGNITION……………………………………………………………………… 8

1. What is Cognition?............................................................................................................. 9
1.1. Cognitive Development Theories
1.2. Cognitive Development Framework
1.3. Child Cognitive Competencies

2. What are the Cognitive Skills?...........................................................................................20
2.1. Creative Thinking Skills
2.2. Critical Thinking Skills

MODULE 2 COGNITION AND DEVELOPING INSTRUCTIONAL PROCESS……………………………..30

1. The Elements of Instructional Development………………………………………………………….31
1.1. Planning
1.2. Implementation
1.3. Evaluation

2. The Instructional Elements…………………………………………………………………………………32
2.1. Instructional Goal
2.2. Instructional Strategies
2.3. Instructional Procedures
2.3.1. Communication
2.3.2. Activity
2.3.3. Materials
2.3.4. Environment
2.3.5. Students’ Participation
2.4. Instructional Assessment

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References……………………………………………………………………………………………………………….62
Appendices
Assessment # 1 Class Participation
Assessment # 2 Workbook Exercises
Assessment # 3 Teaching Practice and Instructional Development Evaluation and Reflection
Assessment # 4 Instructional Plan

 For Creative Thinking
 For Critical Thinking
Assessment # 5Teaching Evaluation and Reflection
Assessment # 6 E-Portfolio

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Introduction
How do people think? How did the people learn how to think? How were they taught how to think? How do

they manage information? What is the impact of the way the people think on the current world situation?
These are only few among unlimited questions that we can ask. What we are trying to point out here is that
whether we like it or not, we, human being, will inevitably THINK! However, we teachers have an important
role to play and an indispensable responsibility to teach humanity how to think. Now, the crucial question is,
“Do teachers teach humanity how to think?” That at the end, by the thinking process, we help build better
humanity, better community, and a better life for all?

We have to realize that teaching “thinking” is not at all easy. This involves endless thinking! This is not
a joke. But if we care for humanity and if we care about the children who will take the place of adults in the
future, we better brace ourselves to the real challenge of being a teacher. Now, let us begin thinking about
thinking.

Exercise # 1

Think! As teachers, do we teach children (1) what to think or (2) how to think? Which is more important

to you? And, why?

_________________________ is more important because ____________________________________________________
________________________________________________________________________________________________________
_________________________________________________________________________________________________________.

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Exercise # 2 Mind Map
 Watch the movie Inside and Out.

 Answer the questions.

Questions Learning

1. From the movie “Inside Out” what are the 1. ______________________________________________
elements that are involved in thinking? ______________________________________________
Draw a mind map.
2. ______________________________________________
2. What did you learn from the movie “Inside ______________________________________________
Out”? Write 3 learnings
3. ______________________________________________
______________________________________________

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Module 1
THE BASICS OF COGNITION

To teach is fundamentally about dealing with the cognitive development of students. However,
understanding cognitive development is not at all easy. In fact, cognition is one of the most complex domain in
psychology. But as teachers, we cannot dismiss the reality that we play an important role in helping young
learners to enhance their cognitive capacity and discover their cognitive potentials. Hence, this requires
understanding the concepts related to cognition and its relationship not only in learning processes but in the
entire human development of children. The Module 1 provides a brief orientation on the cognitive development
dynamics, processes, and perspectives. Hence, you have to find an extra time to explore this complex topic in the
library and internet.
Module 1 provides an introduction to the basic concepts and processes in cognition. This will give you a quick and
practical glimpse of what cognition is all about. Module 1 covers the following topics:

1. What is Cognition?
1.1. Cognitive Development Theories
1.2. Cognitive Development Framework
1.3. Child Cognitive Competencies

2. What are the Cognitive Skills?
2.1. Creative Thinking Skills
2.2. Critical Thinking Skills

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1. What is Cognition?

Cognition is one of the aspects of child development. Remember the other aspects of human development:
emotional, social, physical, moral, behavioral, and spiritual. Cognition is an area of child development that
looks into the processes of child’s learning. In this section, we are going to briefly review important concepts
that are related to cognition. There are of course so many researches and perspectives on cognition. But for
the time being, we are going to focus on the essential concepts on cognition. Let us be reminded also that
when we focus our learning on cognitive development, cognition will always be connected to other domains of
child development (emotional, social, physical, moral, behavioral, and spiritual). In a real-life experience, we
cannot separate cognition to other domains. They are always together.

To understand the elements, dynamics, characteristic, processes, and theoretical foundation of
cognition is central in teaching and learning. We can never help children reach their maximum cognitive
potential if we do not know “cognition”. Let us now look into few theories, framework, and useful concepts.

1.1. Cognitive Development Theories

Let us review few popular theories in cognitive development. Retrieve from your memories what you have
learned from TCPB 113 (Psychology of Learning), TCPB 123 (Child Development), and TCPB 114 (Inclusive
Classroom).

The following are the most popular theories in cognitive development. Take note that theories are neither
absolutely true nor absolutely wrong. But theories can help teachers reflect on the realities which they
encounter about their students.

A. Jean Piaget (Biological Development)
 The genetic characteristic of child affects the cognitive development of a child. Assimilate,

accommodate, and reorganize. Cognitive changes appear slowly and gradually.
 Sensorimotor Stage (Birth to 2 Years): A child think with eyes, ears, hands, and other senses. It is

about repetition and imitation. Enhancing reflexes.
 Preoperational Stage (2 to 7 Years): The child has the capacity for mental and symbolic representation.

The beginning of language and communication development. Young children have difficulty in taking
the perspective of others. Children speaks loud to themselves (Self-talk).

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 Concrete Operational Stage (7-11 Years): The child is becoming more organized, logical, and flexible.
Thinking almost like an adult.

 Formal Operational Stage (11 Years & Older): The child has the capacity for a more complicated
thinking.

B. Core Knowledge Perspective
 A child is prewired.
 A child has genetic capacity (Nature)

C. Lev Vygotsky (Sociocultural Theory)
 Social and cultural aspects affect child’s thinking
 A child has memory and capacity for perception and attention. This capacity improves with a child’s

interaction with the environment.
 Self-talking is self-guidance. This is helpful for memorizing, categorizing, planning, self-reflection, and

problem solving. Children use this when they are in a challenging situations. Whispering and lip
movements are behaviors that they are involved or engaging.
 Zone of proximal development- it is possible for child to do a difficult activity with the help of adults or
skilled peers. Make-Believe Play is an example of this. Collaborative group work is related to this
process.
 Intersubjectivity- an adult translate the idea that is easier for a child to understand.
 Scaffolding- adjusting the teaching procedures and strategies so as to fit the child’s current level of
performance. This is also called Assisted Discovery.

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1.2. The Cognitive Development Framework

Biological Operation Internal Cognitive Operation
Path
(Nature) (Nurture)
MIND
Senses Brain SYSTEM Stimulation Processing

Programming

External CHILD’s
Path COGNITIVE
COMPETENCY
Instructional
Development

Figure 1. The Cognitive Development Framework

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Exercise # 3
1. Do not read the explanation of the Figure 1 in the next pages. Check your capacity for analyzing a
framework by simply looking at the conceptual structure.
2. Describe how you understand the Cognitive Development Framework (Figure 1) in at least in five points.
3. In the next page the said framework is explained. Check if your understanding matches with your
explanation.

A. ______________________________________________________________________________________________________
______________________________________________________________________________________________________

B. ______________________________________________________________________________________________________
______________________________________________________________________________________________________

C. ______________________________________________________________________________________________________
______________________________________________________________________________________________________

D. ______________________________________________________________________________________________________
______________________________________________________________________________________________________

E. ______________________________________________________________________________________________________
______________________________________________________________________________________________________

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PROGRAMMING
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The Mind System Framework

To make it simple, Figure 1 describes that cognition is only but a part of one whole huge and complex mind
system. All the elements in the mind system is interconnected. And, each of the elements plays a significant
role in the entire mechanism of thinking.

The Mind System has two major operations: (1) the Biological Operation and (2) Cognitive Operation.
These two operations are interconnected. We can think of these operations separately for the sake of explaining
how they work. But in reality, they operate together.

(1) Biological Operation (Nature)
This operation would explain that a human being has the natural capacity for thinking because of our brain
and senses. The biological operation is the interaction between brain and senses. We think by using our senses
and brain. Teachers have to be aware that students are coming from diverse and unique individuality and
experiences in view of brain and sensory functioning.

Biological Operation

(Nature)

Senses Brain

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Brain Questions:
 What is the role of the brain and senses in developing a child’s
Perception Sensation
thinking skills?
Hear Senses See  How do we maximize the brain and sensory capacity in
Taste
Feel developing a child’s thinking skills?
 What is the relationship between brain, senses, and memory?
Smell
How do we consider the interaction between brain, senses,
and memory in teaching, learning, and assessment processes
aspect?

Sensation is the initial stage in the interaction between
senses, brain, and stimulus (object of the senses and
brain).
Perception is the identification, organization, and
interpretation of sensory information.

Look at the two drawings below, how do they explain
sensation and perception?

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(2) The Cognitive Operation (Nurture)
The cognitive operation is the capacity of the brain to assimilate and organize external and internal data.

Cognitive Operation

(Nurture)

Stimulation Processing

Programming

STIMULATION

PROGRAMMING
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A. Stimulation is a deliberate or non-deliberate arousal of the mind system. Internal and external factors
trigger or activate the mind system. Is the teaching and learning process in the classroom stimulating
enough to activate the mind system?

B. Processing is about managing the information. This is where we understand, analyze, accept, reject,
evaluate, or critic the information generated from stimulation. This is the area where we develop our
creative and critical thinking skills. How do teachers help students to process information?

C. Programming. Knowledge becomes part of a person’s human and mind system. The processed
information can consciously or unconsciously program our beliefs, emotion, behaviors, personality,
relationship, and thinking style. More often programmed information can be permanent. It can be a habit.
However, we can also reprogrammed our beliefs through conscious stimulation and processing. Caveat:
We teachers have the opportunities to program our students. But programming can go two basic
directions: positive and negative.

Any comment on the MIND SYSTEM FRAMEWORK?
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________

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1.3. Child’s Cognitive Competencies

We teach young learners so that they will be able to develop their cognitive competencies. Cognitive
competencies are the thinking skills. There are different ways in building up the cognitive competencies of
children.

What are the cognitive competencies of children?
Children are cognitively competent if they have the (1)
creative thinking skills and (2) critical thinking skills.

If young learners have developed the creative & critical
thinking Skills, they will be able to do the following:

 Solve abstract and real problems
 Communicate thru listening, reading, talking, writing, &

creative expressions
 Gather, Organize, Explore, Discover, & Build

Information from diverse source of knowledge.
 Become self-regulated learner
 Become globally aware of the context of knowledge.
 Think collaboratively
 Love learning
 Use contemporary technology for learning

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Exercise # 4
From your own research, describe the following concepts.
1. Creative thinking _______________________________________________________________________________________________

________________________________________________________________________________________________________________
2. Critical thinking ________________________________________________________________________________________________

________________________________________________________________________________________________________________
3. Solve abstract and real problems ________________________________________________________________________________

_________________________________________________________________________________________________________________
4. Communicate thru listening, reading, talking, writing, & creative expressions

__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
5. Gather, Organize, Explore, Discover, & Build Information from diverse source of knowledge
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
6. Become self-regulated learner ____________________________________________________________________________________
_________________________________________________________________________________________________________________
7. Become globally aware of the context of knowledge ________________________________________________________________
_________________________________________________________________________________________________________________
8. Think collaboratively _____________________________________________________________________________________________
_________________________________________________________________________________________________________________
9. Love for Learning ________________________________________________________________________________________________
_________________________________________________________________________________________________________________
10. Use contemporary technology for learning __________________________________________________________________
________________________________________________________________________________________________________

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2. What are the Cognitive Skills?

There are many concepts in view of cognitive (thinking) skills. But in this course TCPB 241, let us focus on
Creative and Critical Thinking Skills.
The Core Concept of Thinking Skills

 Anything we know is interconnected with everything.
 To know one thing well is to understand many other related things.
 Everything is related to other things.
 Looking for logical connection is not what students are currently doing.
 Grasping those interconnections is the only way to understand anything at all.

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2.1. Creative Thinking Skills

What is creative thinking?
Creativity is a process of generating new ideas by combining, changing, or reapplying existing ideas to

produce a new idea or a unique product. Creative thinking needs a playful imagination.

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To be a creative thinker the following characteristics are important.
1. Fluency is being able to produce many ideas to solve a problem or come up with a new idea.
2. Flexibility is being open to many possible answers to solve a problem.
3. Originality is being able produce unique solution to a problem.
4. Elaboration is being able to expand ideas and work by the detail.

If you are a creative thinker, will you be able to -

 Solve abstract and real problems?
 Communicate thru listening, reading, talking, writing, & creative expressions?
 Gather, Organize, Explore, Discover, & Build Information from diverse source of knowledge?
 Become self-regulated learner?
 Become globally aware of the context of knowledge?
 Think collaboratively?
 Be passionate for learning?
 Use contemporary technology for learning?

Exercise # 5
How do we apply the concept of “creative thinking” in our classroom?
Go to page # 24. Check the activities that you can use to develop the creative thinking skills
of your students.

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Exercise # 6

1. Think of popular person and his/her unique product or idea.

Person Product

2. What made him/her a creative thinker?

3. What is his/her process of thinking?

4. What previous ideas have been used to produce his/her unique idea or product?
Product

Idea Idea Idea Idea Idea

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2.2. Critical Thinking Skills

Critical thinking is a process of consciously taking control of the information. It is about manipulating and
managing the data for a specific purpose. We just do not accept stimulus in the form of ideas, feelings, and
experiences. We take time to reflect, organize, explore, evaluate, clarify, research, inquire, and synthesize
before we make any judgment or conclusion. We use our reasoning and ask challenging questions before we
accept or reject information. Before we welcome ideas, we verify first. Through critical thinking, we can
distinguish between true and untrue, fact and opinion, specific and general, and practical and conceptual. On
the other hand, critical thinking is a useful process in solving problems and presenting clear ideas based on
logical reasoning. Share your thoughts on the following frameworks. The following framework are only few
among the so many ways of doing critical thinking.

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Exercise # 7

Take a look at the drawing and the
caption. What are the ideas being
presented here? Write two ideas.

1. ______________________________________
______________________________________
______________________________________
______________________________________.

2. ______________________________________
______________________________________
______________________________________
______________________________________.

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The Elements of Critical Thinking
 What is the purpose of thinking?
- What is the purpose of the reasoner?
- Is the purpose clearly stated?
- Is it justifiable?
 What is the question at hand?
- Is the question at issue well-stated
- Is it clear and unbiased?
- Does the expression of the question do justice to the complexity of the matter at issue?
- Are the questions and purpose directly relevant to each other?
 What information is needed to analyze the problem?
- Does the reasoner cite relevant evidence?
- Does the reasoner address the complexities of the issue?
 What conclusions or inferences are suggested by the data?
- Does the reasoner develop a line of reasoning explaining well how he/she arrives at his/her
conclusion?

The 8 Elements of Thought
We think in a critical way if we have the following criteria.
1. Clarity (understandable)
2. Accuracy (free from errors)
3. Precision (necessary level of detail)
4. Relevance (relating to matter at hand)
5. Depth (Containing sufficient complexities)
6. Breadth (includes multiple point of view)
7. Logic (Parts make sense together)
8. Fairness (justifiable, not self-serving)

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Exercise # 8
1. Watch the following movie in YouTube.
2. Answer the following questions.

Movie 1: Making Things Better: Design Thinking in the Classroom https://www.youtube.com/watch?v=qqJxO586Bns
Movie 2: Teaching Critical & Creative Thinking at Primary Level https://www.youtube.com/watch?v=ytaV4rz1A_0
Movie 3: Creative thinking: new ideas in education - learning world https://www.youtube.com/watch?v=6AZ2HTuyK34

How did the teacher develop the creative thinking How did the teacher develop the critical thinking
skills of students? (Review concepts on creative skills of students? (Review concepts on critical
thinking before you answer.) thinking before you answer.)

Movie 1: Movie 1:
________________________________________________________ ________________________________________________________
________________________________________________________ ________________________________________________________
Movie 2: Movie 2:
________________________________________________________ ________________________________________________________
________________________________________________________ ________________________________________________________
Movie 3: Movie 3:
________________________________________________________ ________________________________________________________
________________________________________________________ ________________________________________________________

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Exercise # 9
Detect the similarity and difference between Creative Thinking and Critical Thinking

Similarities Differences

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Creative Thinking and Critical Thinking

Creative and critical thinking can happen in many ways. They are not only mind activity. Creative and
critical thinking skills are exemplified in the way we write, listen, read, speak, and act.

Writing

Reading Creative Listening
Acting Thinking Speaking

&
Critical
Thinking

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Module 2
COGNITION & DEVELOPING INSTRUCTIONAL PROCESS

How do we integrate the development of students’ cognition in developing instructional processes? The most
challenging part of this course is to plan, implement, and evaluate our own teaching and learning processes so
that our students will develop the cognitive competencies (This is in Module 1). Module 2 will help you reflect,
analyze, and conceptualize a logical procedure in developing students’ cognitive competencies. This module will
cover the following topics.

1. The Elements of Instructional Development

1.1. Planning
1.2. Implementation
1.3. Evaluation

2. The Instructional Elements

2.1. Instructional Goal
2.2. Instructional Strategies
2.3. Instructional Procedures

2.3.1. Communication
2.3.2. Activity
2.3.3. Materials
2.3.4. Environment
2.3.5. Students’ Participation
2.4. Instructional Assessment

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1. The Elements of Instructional Development

When we teach children how to think, we have to look into the whole process and elements of educational
instruction. Working on the cognitive development of students is not at all easy. This is a complex process.
However, by being able to look into the different dynamics of the relationship between cognitive development
and instructional processes, we teacher will be able to design an effective procedures, tools, materials, and
environment so as to achieve our basic goal: to develop the thinking skills of our students.

The fundamental goal of teachers is help young learners to be a knowledge creator, connector, facilitator,
and constructivist. But how will a teacher bring this goal into a reality. The basic skills which any teacher
needs to master is the ability to design and develop an instructional process through planning,
implementation, and evaluation.

1.1. Planning is designing instructional goals, strategy, procedures, and assessment to develop students’
cognitive competency.

1.2. Implementation is the actualization of the plan.
1.3. Evaluation is the process of looking into the strengths and weaknesses of what the teacher planned

and implemented.

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By doing the process of planning, implementing, and evaluating, the teacher will able to improve the
instructional practice and ensure the cognitive development of students.

1 2
Plan Evaluate

Gather evidence 3 Better
on students’ Implement Instructional
cognitive
competency Practice
development

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Cognition and Instructional Development Framework

INSTRUCTIONAL ELEMENTS

INSTRUCTIONAL SKILLS Instructional Goals INSTRUCTIONAL OUTCOME
OF TEACHERS Cognitive Competency of Students
Plan Instructional Strategy
Develop Creative & Critical Thinking Skills
Implement Instructional Procedures So that students can:
 Communication
Evaluate  Activity  Solve abstract and real problems
 Materials  Communicate thru listening, reading, talking,
 Environment
 Student Participation writing, & creative expressions
 Gather, Organize, Explore, Discover, & Build
Instructional Assessment
Information from diverse source of knowledge.
 Become self-regulated learner
 Become globally aware of the context of

knowledge.
 Think collaboratively
 Love Learning
 Use contemporary technology for learning

Figure 3. Cognition and Instructional Development

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Exercise # 10
Describe Figure 3 in your own words. Come up with at least 5 important points to describe how you

understand Figure 3.

A. ______________________________________________________________________________________________________
______________________________________________________________________________________________________

B. ______________________________________________________________________________________________________
______________________________________________________________________________________________________

C. ______________________________________________________________________________________________________
______________________________________________________________________________________________________

D. ______________________________________________________________________________________________________
______________________________________________________________________________________________________

E. ______________________________________________________________________________________________________
______________________________________________________________________________________________________

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2. The Instructional Elements

To successfully and effectively plan, implement, and evaluate an instructional process, teachers have to
consider the following elements: (1) instructional goals; (2) instructional strategy; (3) instructional procedures;
and (4) instructional assessment.

INSTRUCTIONAL GOALS
DEVELOPMENT
STRATEGY
Plan, Evaluate, & Implement
PROCEDURES

Communication
Activity
Materials

Environment
Participation

ASSESSMENT

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2.1. The Instructional Goals

The instructional goal clarifies the purpose of teaching and learning. What exactly do I want to happen
in the 1 hour class? What do I want my students to achieve? How do I want my students to be involved in

the creative and critical thinking? What specific outcome do I want to see? What is my target in view of
students’ cognitive development? This you vision for the class. Instructional goals are your general
anticipation of what will happen during the class.

Subjects Instructional Goals

Islamic
Arabic
Science
Math

English

Cognitive Competency
of Students

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BLOOM’S TAXONOMY

COGNITIVE PROCESS DIMENSION

KNOWLEDGE 1 2 3 4 5 6
DIMENSION REMEMBER UNDERSTAND APPLY ANALYZE EVALUATE CREATE

A
FACTUAL
KNOWLEDGE

B
CONCEPTUAL
KNOWLEDGE

C
PROCEDURAL
KNOWLEDGE

D
METACOGNITIVE

KNOWLEDGE

Source: Nitko, A. & Brookhart, S. (2011). Educational assessment of students. Boston: Pearson, p 27.

KNOWLEDGE Definition Related Knowledge Examples

DIMENSION

A This category of learning asks Terminology Different parts of flowers
FACTUAL KNOWLEDGE Primary Colors
students about facts. Specific Details & Elements

B This category of learning asks Classification & Categories The meaning of life
CONCEPTUAL students about general ideas, Principles and Generalizations
KNOWLEDGE concepts, and theories Theories. Models, &

Structures

C This category of learning asks Subject-Specific Skills, & Steps in making a bread

PROCEDURAL students to demonstrate Algorithms dough.
KNOWLEDGE
procedures or ways of doing Techniques & Methods
things. Procedures

D This category of learning asks Strategic Knowledge Opinion about divorce.
METACOGNITIVE
students to be aware of and Tasks & Context

KNOWLEDGE understand what they know Self-Knowledge

Reference: Nitko, A. & Brookhart, S. (2011). Educational assessment of students. Boston: Pearson, p 26, 451-452.

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COGNITIVE PROCESS DEFINITION RELATED CONCEPTS EXAMPLES

DIMENSION

1 REMEMBER Retrieve relevant knowledge Recognize, Recall, Identify, Remember an important
from long-term-memory Retrieve, Repeat, event in history.

2 UNDERSTAND Construct meaning from Exemplify, Classify, The effect of pollution to

instructional messages, Categorize, Translate, health.
including oral, written, and Summarize, , Conclude,

graphic communication Predict, Infer, Compare,
Mapping, Matching,

Explain, Construct

3 APPLY Carry out or use a Use, Implement, Execute, Count the number of steps
procedure in a particular Carry Out, Demonstrate, in the stairs.

situation Dramatize, Practice,

4 ANALYZE Break material into its Differentiate, Distinguish, The difference 2 kg cotton
constituent parts and focus, Select, Organize, & 2 kg stones

determine how the parts Find Coherence, Integrate,
relate to one another and to Outline, Structure,

an overall structure Diagram, Debate, Argue,

5 EVALUATE Make judgments based on Check, Monitor, Detect, The difference of good
criteria and standards Test, Critique, Judge, Rate behavior and bad behavior

6 CREATE Put the elements together Design, Construct, Cut the cheese into

to form a coherent or Produce, Generate, Plan, different geometrical shape
functional whole; Propose, Formulate,

reorganize elements into a Compose, Assemble,

new pattern or structure

Source: Nitko, A. & Brookhart, S. (2011). Educational assessment of students. Boston: Pearson, p 27, 452-453.

Mohieldin, T., Al-Ammal, H. & Alburshaid, M. (2010). IDEAS: A university-wide outcome-based assessment process. Bahrain: UOB

Printing Press, 64.

Take Note! Bloom’s Taxonomy is only a tool in developing and writing learning goals. It is not an end
in itself. Again, it is only a tool. It does not provide you the process in achieving your goals.

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Exercise # 11
Write specific cognitive learning goals. 3 for Creative Thinking Skills & 3 for Critical Thinking Skills
Subject ________________________ Topic __________________________________________
Creative Thinking Skills

1. ____________________________________________________________________________________________________
____________________________________________________________________________________________________

2. ____________________________________________________________________________________________________
____________________________________________________________________________________________________

3. ____________________________________________________________________________________________________
____________________________________________________________________________________________________

Critical Thinking Skills
1. ____________________________________________________________________________________________________
____________________________________________________________________________________________________
2. ____________________________________________________________________________________________________
____________________________________________________________________________________________________
3. ____________________________________________________________________________________________________
____________________________________________________________________________________________________

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2.2. The Instructional Strategies

Instructional strategies are approaches in teaching and learning processes. The basic question that we
can ask is: How will I teach the lesson? How will my students learn the lesson? There are different
instructional approaches by which we can help our students develop their cognitive competencies. As
teachers, we need to know different strategies. We cannot simply use one strategy.

2.2.1. Lecture Strategy –A teacher directly instruct students on procedural or factual knowledge.
Example: Teaching students how to use the microscope or to develop power point presentation.
Teacher explains the facts; students memorize the facts; students are tested on the facts, and
students become like tape recorder. Students will simply repeat what a teacher told them.

2.2.2. Problem Solving Strategy - Teacher poses one or more problems for the students to solve.
Teacher help students analyze evaluate, synthesize identify information to help the students solve
the problem. The students discover the logic and self-assess their results against specific criteria.
We can use the following approaches in Problem Solving Strategy:

2.2.2.1. Inquiry Based – A teacher provides students to explore and discover new learnings and
ask questions. Problem-Based Learning (PBL) is an example of this.

2.2.2.2. Collaborative - A teacher asks students to work in a group or team to help each other
learn. Interpersonal interactions.

2.2.2.3. Constructivist – Constructivist view learning as an active process that results from self-
constructed meanings. Students connect previous learning and the activity.

2.2.2.4. Experiential - A teacher lead students to a real-to-life, hands-on, and sensory
stimulating learning.

2.2.2.5. Metacognitive – A teacher brings the learner to the process of thinking about thinking.
The learner reflects on what he/she learned and his/her ways of learning. He/she
reflects on his/her strengths and weaknesses. We also call this reflective approach.

2.2.2.6. Multi-disciplinary - A teacher asks students to combine different disciplines (subjects)
to solve a problem. Students choose diverse modes of presenting their ideas.

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Subjects Instructional Strategies

Islamic
Arabic
Science
Math

English

Cognitive Competency
of Students

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Exercise # 12
Questions for reflection and discussion
1. Why do teachers need to know different approaches in instruction?

2. What is the difference between teachers who know only one instructional approach and teachers who
know different approach?

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Exercise # 13
Watch the film entitled “Alternative Teaching Method”. https://www.youtube.com/watch?v=knspxSM2I6A
Answer the following questions:

1. How are the alternative teaching method related to cognition?

2. Do the teaching methods help the students develop their cognitive competencies? How?

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Exercise # 14

For each instructional strategy provide two activities. Go to pages # 53-54 to pick samples to match the
instructional strategy.

INSTRUCTION STRATEGY ACTIVITY
Lecture Strategy
Inquiry Based
Collaborative
Constructivist
Experiential
Metacognitive
Multi-disciplinary

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2.3. Instructional Procedures

Instructional procedures are the specific steps and details that you need to consider to realize the
instructional goals and instructional strategies. In instructional procedures we teachers should consider the
following: (1) communication; (2) activity; (3) materials; (4) environment; and (5) student participation.

Subjects Instructional Procedures
 Communication
Islamic  Activity
Arabic  Materials
Science  Environment
Math  Student Participation
English

Cognitive Competency
of Students

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2.3.1. Communication

Teachers should have communication skills. Clarity and
precision in communication is important in developing
students’ competency. We teachers become a model for
communication. Besides, this is one of the
competencies that we would like to develop on students.
Cognitive competency is about clarity and precision in
communication. We communicate with verbal and non-
verbal expression. This includes reading, writing,
listening, speaking, acting, and creative expression in

different forms. Thinking is Communication.

Questions for Discussion
1. How will I (teacher) communicate with my students?
2. How will students communicate with me?
3. How will students communicate with each other?

The way you communicate describes how you think.

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Components of Communication

Communication

Group Age Language Speaking
Listening
Inter-Group Writing
Reading
Individual Acting
Creative Expression
Pair
Class

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Questioning Skill
One way to communicate learning is by asking questions. We teachers communicate with our students by

asking questions. By asking questions, we help students develop their thinking skills and eventually achieve
cognitive competencies.
Effective Questioning & Reacting Techniques:

 For a highly engaging classroom, what are the various types of questions asked?
 What are some questioning skills that teachers should develop to generate interaction?
 How can a teacher improve his/her questioning skills?
 What are some effective reacting techniques?

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Questioning Skills
1. Ask varied type of questions. The questions which a teacher asks are based on a specific purpose such
as:
 For Critical Thinking
 For Verification
 For Creative Thinking
 For Evaluating
 For Productive Thinking
 For Motivating
 For Instructing
2. Direct questions to all.
3. Call on volunteers and non-volunteers. Involve many students.
4. If you sense that questions is not understood, simplify the question.
5. Ask related questions.
6. Use different levels of questioning:
 Low Level Questions
 High Level Questions
 Convergent Questions
 Divergent Questions
7. Allow sufficient wait time. Pause after asking a question. Wait-time depends on the level of difficulty,
type of response required, and intellectual ability of students.
8. Assess comprehension.

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