cognition and teaching

Managing Students’ Response
1. Provide feedback on the correctness or incorrectness of a response.
2. Give appropriate praise
3. Make a follow-up questions such as:

 Could you elaborate further? Could you give me an example?
 How can we determine if that is true? How can we verify your statements?
 Could you be more specific? Could you provide more details?
 How does that relate to the issue? How does that align with the question?
 What are some of the complexities of this question? What factors need to be considered?
 Do we need to consider another point of view? Do we need to look at this from a different

perspective?
 Does what you say follow from the evidence? Does all of this make sense?
 Fairness (justifiable, not self-serving)
4. Redirect questions
5. Follow up a response with related questions
6. Show verbal and non-verbal encouragement
7. Never embarrass students
8. Solicit questions

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Teacher Self-Evaluation of the Questioning Skills
1. How many questions does the teacher ask in one class?
2. When does the teacher ask the questions? And for how long?
3. What kind of questions does the teacher use in his classrooms?
4. How does the teacher call upon a student to answer?
5. Does the teacher give students wait time?
6. What does the teacher do when he gets a correct response?
7. What does the teacher do when he gets an incorrect response?
8. How does the teacher encourage students to express different point of views?

Consider the following structure in developing the questioning process. Questioning is
communication.

Questioning =
Communication

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

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2.3.2. Activity

The instructional activity is the measurable work that students will engage with. This is the specific task
a teacher will ask the students to do. Again, teachers have to know the reasons for using an activity. The
activity should have its purpose. It has to help the teacher and students to achieve the learning goals. We just
do not ask students to engage in activity without any reason at all. Let us ask ourselves the following
questions so that the activity would have a clear purpose.

 Is the activity aligned to instructional goals?
 Will the activity help students meet the target learning outcome?
 Will the activity help the students develop creative or critical thinking skills?
 Is the activity appropriate to the age of the students?
 Is the activity safe to students? An activity could be mind-engaging but not safe.
 Is the activity doable in a limited period of time?
 What are the specific guidelines to accomplish an activity?
 How will you measure an activity as an evidence of students’ learning?
 Does the activity meet the interest of students? Will the activity be meaningful to students?
 Do students have a choice on activities?

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Exercise # 15
In the table is a list of activities that you can use in your class. Put a check on a column to identify

whether the activities can be used for creative thinking or critical thinking.

Cognitive Intelligence Activity Creative Thinking Critical Thinking
Verbal Linguistic Discussions
Interview 53 | P a g e
Logical/ Mathematical Debates
Spatial Journal Writing
Conferences
Talk Show
Writing Stories
Poems
Reading/
Quran Recitation
Storytelling
News Writing & Reporting
Oratory/ Declamation
Calculations
Experiments

Comparisons
Number Games
Using Evidence
Formulating & Testing
Hypothesis
Deductive & Inductive
Reasoning
Solving a puzzle
Socratic Questioning
Maps/ GPS
Graphs
Charts
Art Projects
Videos
Visualization
Animation
Internet
Flips/ Comic Strips

Bodily-Kinesthetic Role-Playing
Musical Puppet Show
Dance
Interpersonal Sports
Intrapersonal Amazing Race
Camping
Naturalist Games
Playing Music
Singing/ Song-Writing
Song Analysis
Rapping/ Whistling
Clapping
Musical Instrument
Community-Engagement
Charity work
Cultural exchange
Team Work/ Team Challenge
Collaborative Project
Social Networking
Journal Writing
Reflection Paper
Dream Analysis
Independent Study
Ecological Field Trips
Environmental Study
Climate Change Advocacy
Tree Planting
Symposium on Ecology
Gallery Walk on Biodiversity

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2.3.3. Materials

The instructional materials are the things that the students will use in an instructional activity. Similar to
the principles stated in the instructional activity section, teachers have to determine the logical reason for
using a specific learning material. Again, all learning materials that you will use in a lesson should have its
purpose. All learning materials should help the students achieve the expected learning outcome. We do not
just bring stuffs to entertain and call students attention for short span of time. Use materials as a stimuli for
thinking. Let the following principles guide us

 Instructional materials are aid to instruction
 Instructional materials are aligned to learning outcomes
 Use a variety of tools
 Prepare the materials
 Know how to use the materials
 Anticipate reactions
 Prepare the procedures
 Instructional materials should be appropriate to the level of students
 Instructional materials should be safe
 Instructional materials should be meaningful
 Instructional materials should stimulate creative and critical thinking
 Instructional materials should be culture sensitive
 Use creativity to improvise materials
 Involve students in developing materials

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2.3.4. Environment

Instructional environment is the space and the atmosphere for learning. Classroom is not the only space
for learning. The whole world is the space for learning. Added to this, with the advent of information
technology, we now have the virtual learning environment in the web space. The instructional environment
play a vital role in engaging young learners in the thinking process. Similar to the principles presented in the
previous sections, teachers should have a clear reason for choosing a specific learning environment. We are
not going extend our discussion because you have already covered this topic in the course Managing Learning.

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2.3.5. Students’ Participation

The concepts on thinking are easy to understand on paper. The challenges begin when we start to bring
the concepts in our classrooms. The situation becomes more difficult when we meet our students. To have 20
to 30 students in a classroom is a huge task given their personal context and experiences, individuality,
needs, diverse capacities, and preferences. With this reality at hand, we teachers have to discover strategies
that will help students develop their thinking skills. Primarily, this section would like to emphasize that it is a
must that we know who the students are so that we can plan our lesson within their context. When we have
the clear grasp of the nature and characteristics of our students then we can reasonably plan a lesson. Then,
we would know how to facilitate their involvement in the learning processes whether in individual, pair,
group, inter-group or whole class task. Imagine a teacher who does not know her/his students and only
focuses on the content of the lesson. What is the impact of this in the learning process?

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Exercise # 16
Coming from your experience in your Teaching Practice draw a Mind Map to describe your students.
What does this Mind Map tell you in relationship with the development of thinking skills of young learners of
Bahrain?

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2.4. Instructional Assessment

Instructional assessment is the process of measuring the extent by which the instructional goals have
been achieved or not. It is the way to qualify and quantify students’ cognitive development. This is also an

educational procedure where we draw evidences on what students and teachers have accomplished.
Educational assessment is equally a complex process. That is why teachers have to discern on the
interconnection between assessment and learning process, specifically, the thinking skills. We are not going

to dwell much on this because this will be tackled rigorously in Assessment for Learning course (TCPB 321).

Subjects Instructional Assessment

Islamic
Arabic
Science
Math

English

Cognitive Competency
of Students

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Commencing Notes
The end of this workbook is simply the beginning of our long journey as an educator. The real challenge is

when you start embracing your own classroom when you become a teacher. The workbook and this course
are not your ultimate purpose for becoming a teacher. These are only tools to help you meet your goals. You
shape your mind because of the young learners of Bahrain.

In this course, many concepts are easily said than done. Some concepts, may not be applicable at all. That
you have to verify. The challenge is to test the concepts with your own realities in your classroom. Prioritize
the realities which your students will present to you. Concepts are not your priority, the students. Concepts
are landmark in your Brain-GPS. Again, concepts are only tools to understand learning issues.

Explore
When you meet the students, explore, discover more. The realities of the students are the real tool in

discovering teaching and learning processes. Allow your students to explore with you. Let them explore the
thinking style that fits their mind and brain.

Organize
One important key in successful teaching is organization. Organize your mind and life so that you can also

organize your lesson. You can only give what you have. The quality of your teaching and learning process
reflects the quality of your mind. Remember, organize for a reason.

System
The subject that you are going to teach is part of the huge immeasurable system. Your subject is not the

ultimate goal of your students. They are just tools. The ultimate goal of the young learners is their life in the
future. The challenge is that young learners are able to see the interconnection of all the ideas and
experiences to prepare them for a better life. If not, your subject might alienate the students from meeting
their life’s purpose.

Habit-Forming
Developing thinking is basically programming the mind. It takes time to own and value learning. Thinking

skill is habit-forming. Do not get frustrated if students do not get the lesson easily. Perhaps you need to
discover other strategy. To develop thinking skills is simply like learning how to drive a car. At first, you get
confused, rattled, frustrated, and lost. But the desire to learn remains. Later on, with the repetitive practice,
you master the whole system of driving. Very importantly, driving becomes part of your own system that can
never be taken away from you. Now, discover a process, where thinking becomes a habit.

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To conclude this workbook
Let us reflect

You are free to write anything…

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References

Books
Beyer, B.K. (1987).Practical strategies for the teaching of thinking. Boston: Allyn and Bacon Inc.
Costa, A.L. (Ed). (2001).Developing mind: A resource book for teaching thinking. Alexandria: ASCD Publications.
Davis, G.A., & Rimm, S.B., & Siegle, D. (2011).Education of the gifted and talented. (6Ed.).New Jersey: Pearson.
Fisher, R. (2005).Teaching children to thinking. (2 Ed.).United Kingdom: Nelson Thornes Ltd.
Nitko, A. & Brookhart, S. (2011). Educational assessment of students. Boston: Pearson, p 27, 452-453.
Reid, L. (1990).Thinking skills: Resource book. Connecticut: Creative Learning Press,Inc.
Schunk, D.H. (2008).Learning theories: An educational perspective (5th ed). New Jersey: Pearson.
Web Resource
Teacher vision. (n.d). Retrieved from http://www.teachervision.fen.com/summer/quiz/14362.html
Write design. (n.d).Retrieved from: http://www.writedesignonline.com/organizers/comparecontrast.html

Films
 Critical Thinking Intro-- 12-16-09.mov

https://www.youtube.com/watch?v=Bnt-99mr82U&spfreload=10
 The Critical Thinking Community

https://www.criticalthinking.org/

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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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ASSESSMENT # 1

Class Participation Rubric 10 %

CILOS: 6 BTC COMPETENCIES: 9

CRITERIA SCORE %
1. Passion for Learning /4%

 Takes extra reading aside from the required reading /2 %
 Use consultation hours to clarify learning issues and share insights
 Designs projects beyond rubrics to achieve excellence /2 %
 Can recognize strengths and willing to address weaknesses /2 %

2. Professional Behavior

 Can positively manage challenges
 Represents the dignity of teaching with self-presentation
 Shows flexibility to address conflicts
 Productive in working as individual and within a group
 Takes responsibility for missed class by inquiring with the classmates and professor
 Comes to class on time
 Manages time positively and productively

3. Engaging

 Comes to class prepared by sharing to class insights on readings
 Ask intellectual questions
 React to insights
 Intellectual presence is felt in the class

4. Communication

 Can clearly express ideas in speaking and writing.
 Shows self-confidence in communicating.
 Listens attentively and critically

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ASSESSMENT # 2

CILOS: 1, 2, 3, 4, 5, & 6 Workbook Exercises 15 %
BTC Competencies: 1, 2, 4, & 9

Instruction Criteria % Score

1. This is an individual task. 1. All exercises answered /2 %
/3 %
2. The workbook is a reflection on how you engage in the All the exercises answered. Otherwise, no marks.
whole process of learning in this course. / 10 %
2. Notes on workbook
3. The workbook is practical.
The teacher-candidate took time write down personal
4. Answer all the exercises. You can always work in advance. notes on the workbook. Examples of visible notes are:

5. Make sure that you have answered the task assigned to a  Critical or challenging questions

specific session.  Learning
6. Take down notes on your workbook.
 Reflection

 Reactions (positive or negative)
 Meaning of the words
All pages should have notes. Otherwise, no marks

3. Quality of answers

The teacher-candidate provided answers that:

 Reflects Critical Thinking

 Reflects Creative Thinking

 Shows understanding of the concept
 Show logical reasoning

 Shows Clarity of Ideas

Date of Submission: May 22-23, 2016 10% = Excellent (All criteria met exceptionally) TOTAL
9 % = Very Good (1 criterion not met)
Get back the workbook and ask for feedback a week after 6-8% = Good (2 criteria not) /15%
the submission date. 5 % = Average (3 Criteria not)
3% = Below Average (4 Criteria not met)
0-2% = Developing (All the criteria not met)

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ASSESSMENT # 3

CILOS: 1, 2, 3, 4, 5, & 6 Teaching Practice and Instructional Development
Evaluation and Reflection 20 %

BTC Competencies: 1, 2, 4, & 9

Instruction Criteria % Score
1. All parts of the project answered
1. This project needs creative and critical thinking and self- /4 %
directed learning. All parts have been answered. Otherwise, no marks. /6 %

2. Observe one (class) for 10 days; this means 10- Class 2. Analysis /6%
Observations.
The teacher-candidate took time write down personal /4 %
3. This project has five parts parts. Each part has its own notes on the workbook. Examples of visible notes are:
instruction. See the template. TOTAL
 Critical or challenging questions
4. Analyze your own data by: /20 %
 Writing your own question.  Learning
 Answering your own question.  Reflection
 Choose your own process in making sense of the data.
 Choose your style in presenting your analysis. Make sure  Reactions (positive or negative)
that ideas are logical, straight to the point, and easy to
understand.  Meaning of the words

 There is no required page for the analysis. 3. Reflection
5. Write two-page reflection paper to summarize this project with:
The teacher-candidate provided answers that:
 800-1000 words
 You decide on the content of your reflection paper.  Reflects Critical Thinking
 Show how you think through your reflection paper.  Reflects Creative Thinking
6. Manage your time very well.
7. Excellent outcome is expected.  Shows understanding of the concept
8. Email the project on the agreed date. The projects includes the
templates, analysis & reflection. Check the details of your  Show logical reasoning
project before submitting.
9. Be mindful of the plagiarism policy.  Shows Clarity of Ideas
10. You are entitled to one (1) consultation only. Plan and 6% = Excellent (All criteria met exceptionally)
maximize your consultation meeting. 5% = Very Good (1 criterion not met)
4% = Good (2 criteria not)
Date of Submission: April 7-18, 2016 3% = Average (3 Criteria not)
Ask for feedback a week after the submission date 2% = Below Average (4 Criteria not met)
1% = Developing (All the criteria not met)

4. Organization of the Project

 Organization is logical 1 %

 Organization is easy to understand 1 %

 Organization well-planned 1 %

 Format reflects intellectual precision 1 %

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Bahrain Teachers College

Name _________________________________________________ UOB ID #_____________________
Section_________________

Assessment # 3
Teaching Practice and Instructional Development

Evaluation and Reflection (20 %)

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Part 1

Instruction:

1. Observe how your cooperating teacher emphasizes the 8 Student Cognitive Competencies in the teaching learning

process.

2. Observe the same teacher for 10 days.

3. Simply check the competency that the teacher emphasized for each day.
4. Analyze your data.

STUDENT COGNITIVE COMPETENCY DAYS

1 2 3 4 5 6 7 8 9 10 Total

Solve abstract and real problems √1

Communicate thru listening, reading, talking, writing, & creative expressions √1

Gather, Organize, Explore, Discover, & Build Information from diverse source 0
of knowledge.

Become self-regulated learner √1

Become globally aware of the context of knowledge

Think collaboratively √√√ 3
Love for Learning √ 1
Use contemporary technology for learning √1

Part 2

Instruction

1. Check the thinking skills which your cooperating teacher use in the classroom.
2. Observe the same teacher for 10 days.

3. Analyze your data.

THINKING SKILLS

1 2 3 4 5 6 7 8 9 10 Total

Focuses on Content through Lecture and Memorization √ √√√ √ √6

Focuses on Creative Thinking √ √2

Focuses on Critical Thinking √1

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Part 3

Instruction:

1. Observe the questioning skills of your cooperating teacher in the classroom.
2. Observe the same teacher for 10 days.
3. Add you criteria for number 3-8. Number 1 & 2 is a sample of criteria.
4. You may add rows if necessary.
5. Simply check day specific day where a specific criterion was observed.
6. Analyze your data.

TEACHER QUESTIONING SKILLS

DAYS

1 2 3 4 5 6 7 8 9 10 Total

1. How many questions does the teacher ask in one class? √ √√√ √√ 6

0 – Did not ask a question √√ 2
1-3 Questions
4-9 Questions √√ 2
Beyond 10 Questions
√1
2. When does the teacher ask the questions?

Beginning of the lesson

Middle of the lesson
End of the lesson
Anytime during the lesson when needed

3. What kind of questions does the teacher use in his
classrooms?

4. How does the teacher call upon a student to answer?

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5. Does the teacher give students wait time?
6. What does the teacher do when he gets a correct response?
7. What does the teacher do when he gets an incorrect response?
8. How does the teacher encourage students to express different

point of views?

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Part 4

Instruction:

1. List down common activities that you observe being used by your cooperating teacher in the classroom.

2. Observe the same teacher for 10 days.

3. You may add rows if necessary.
4. Simply check the specific where the specific activity was observed.

5. Analyze your data.

CLASSROOM ACTIVITIES OF TEACHERS DAYS

1 2 3 4 5 6 7 8 9 10 Total

Example: Problem-Based Learning (PBL) √√

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Part 5

Instruction:

1. List down common BEHAVIOR of students while the cooperating teacher is teaching.

2. Observe the same teacher for 10 days.

3. You may add rows if necessary.
4. Simply check the specific where the specific activity was observed.

5. Specify the number of students observed
6. Analyze your data.

STUDENTS’ PARTICIPATION DAYS

1 2 3 4 5 67 89 10 Total

Example: Not listening √√ √

3 10 6

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ASSESSMENT # 4
Instructional Evaluation 10 %

CILOS: 1, 2, 3, 4, 5, & 6 BTC Competencies: 1, 2, 4, & 9

Instruction Criteria % Score

1. Watch your own video. 1. All parts of the project answered /2 %
2. Evaluate your video during your Teaching Practice (TP) by /6 %
All parts have been answered. Otherwise, no marks.
using the Instructional Evaluation template. /2 %
2. Self-Evaluation

The teacher-candidate took time write down personal
notes on the workbook. Examples of visible notes are:

 Critical or challenging questions

 Learning

 Reflection

 Reactions (positive or negative)
 Meaning of the words

6% = Excellent (All criteria met exceptionally)
5% = Very Good (1 criterion not met)
4% = Good (2 criteria not)
3% = Average (3 Criteria not)
2% = Below Average (4 Criteria not met)
1% = Developing (All the criteria not met)

3. Organization of the Project

 Organization is logical

 Organization is easy to understand

 Organization well-planned

 Format reflects intellectual precision

TOTAL

Date of Submission: May 1-2, 2016 /10 %
Ask for feedback a week after the submission date

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INSTRUCTIONAL EVALUATION

1. What was your focus on your lesson: the content or the thinking skills of students?

Cognitive Competencies

Where you successful in developing
students’ cognitive competencies?
What are the evidences?

Instructional Goals

Were you able to achieve your goals?
Why?

Instructional Strategy Communication

Were you able to apply your Did your communication process help you achieve your
instructional strategy/ies? goals? What are the evidences?

Instructional Procedures Activity

Instructional Assessment Did your activity help you achieve your goals? What are the
evidences?
Did the assessment process reflect
that goals were achieved? What are Materials
the evidences?
Did your materials help you achieve your goals? What are
Recommendation the evidences?

What do you suggest to improve the Environment
next lesson.
Did your learning environment help you achieve your goals?
What are the evidences?

Students’ Participation

Did the dynamics of students’ participation help you
achieve your goals? What are the evidences?

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CILOS: 1, 2, 3, 4, 5, & 6 ASSESSMENT # 5

INSTRUCTIONAL PLAN
For Creative Thinking Skills 20 %
For Critical Thinking Skills 20 %

BTC Competencies: 1, 2, 4, & 9

INSTRUCTION

1. This project is an individual task.
2. Revise your lesson in your video by focusing on Creative Thinking and Critical Thinking
3. You are expected to develop two lesson plans: (1) Creative Thinking & (2) Critical Thinking
4. Use the Instructional Plan Template for this project
5. Excellent outcome is expected.
6. Email the project on the agreed date. The projects includes the templates, analysis & reflection. Check the

details of your project before submitting.

7. Be mindful of the plagiarism policy.

8. You are entitled to one (1) consultation only. Plan and maximize your consultation meeting.

Date of Submission: May 29-30, 2016

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Creative Thinking CRITERIA Critical Thinking
Instructional Plan Instructional Plan
1. All parts of the project answered
20 % 20 %
All parts have been answered. Otherwise, no marks.

2. Analysis

The teacher-candidate took time write down personal notes on the workbook. Examples of visible
notes are:

 Critical or challenging questions
 Learning
 Reflection
 Reactions (positive or negative)
Meaning of the words

3. Reflection

The teacher-candidate provided answers that:
 Reflects Critical Thinking
 Reflects Creative Thinking
 Shows understanding of the concept
 Show logical reasoning
 Shows Clarity of Ideas

6% = Excellent (All criteria met exceptionally)
5% = Very Good (1 criterion not met)
4% = Good (2 criteria not)
3% = Average (3 Criteria not)
2% = Below Average (4 Criteria not met)
1% = Developing (All the criteria not met)

4. Organization of the Project

 Organization is logical 1 %
 Organization is easy to understand 1 %
 Organization well-planned 1 %
 Format reflects intellectual precision 1 %

TOTAL /40 %

Other Comments:

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INSTRUCTIONAL PLAN

Name of Teacher: Date: Time:

Grade Level: Number of Students: Male Female

Subject:

Lesson Title:

Thinking Skill Creative Thinking Critical Thinking

Check the target

thinking skill

Cognitive Competency Solve abstract and real problems Become globally aware of the context of knowledge

Check the target cognitive Communicate thru listening, reading, Think collaboratively

competency talking, writing, & creative expressions

Gather, Organize, Explore, Discover, & Love for Learning

Build Information from diverse source of

knowledge

Become self-regulated learner Use contemporary technology for learning

Instructional Goals 1
2
What are the specific cognitive
learning outcome? Use the Bloom’s
Taxonomy Table.

3

Instructional Strategy

What instructional strategy are you
going to use? Why do you choose
such strategy?

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Instructional Procedures Communication

Instructional Assessment How will you communicate with
the students?
How will you assess the students?
What specific questions are you going Activity
to ask?
What evidences of learning are you What is your activity? Why did
going to look at? you choose such activity?

Materials

What are your materials? Why
did you choose the material?

Environment

What is your learning
environment? Why did choose
such learning environment?

Student Participation

What are the dynamics for
students’ participation?
Explain.

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ASSESSMENT # 6
E-PORTFOLIO REFLECTION 5%

CILOS: 5, & 6 BTC Competencies: 1, 2, 4, & 9

Description Points

Introduction /1
/2
Clear thesis statement
/2
Assignment of choice properly described (presentation or mind map) /3

Body /3
/1
Reasons for choosing the assignment clearly indicated and justified
/2
Clearly explains benefits gained from the experience /2
/2
Conclusion /2
/20
Clearly explains changes to be made and mistakes to be corrected in the future /5%

Displays maturity and genuine reflective philosophy

Mechanics

Reflection meets length requirement (500 – 700 words)

Correct formatting followed (Arial; size 11 font; double-spaced document), page numbers

Quality of writing, style & word choice (vocabulary) are appropriate

Punctuation, grammar and spelling

Total = ( /5%)
Other Comments:

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