5.

1 EXPOSURE
Recalling characteristics of learners in the different stages of
cognitive development
Table 5.1 Piaget’s Stages of Cognitive Development

Stage Approximate Age Characteristics

Begins to make use of imitation,
memory and thought. Child
starts to recognize that objects
Sensorimotor 0-2 years do not cease to exist when they
are hidden. Child tends to more
from reflex actions to goal-
directed activity.

Gradually develops use of

language and ability to think in
symbolic form. Children are
able to think operations through
Preoperational 2-7 years logically in one direction.
Children are able to think about
things symbolically, develop
memory and imagination, which
allows them to understand the
difference between past and
future.

Able to solve concrete problems

in logical manner. Able to
Concrete Operational understand laws of
7-11 years conversation.
Children engage to logical
reasoning. It is the ability to
focus on many parts of the
problem.

Able to solve abstract problems

in logical manner. The ability to
Formal Operational 11- adult formulate hypotheses and
systematically test them to
arrive at an answer to a
problem.
Grade/Year Level
Age Range
Approximate Cognitive Stage
Preschool
5-6
Preoperational Stage
Grade I
6-7
Preoperational Stage
Grade II-IV
7-10
Concrete Operational Stage
Grade V-VI
10-12
Formal Operational
Grade/Year Level Age Range Approximate Cognitive Stage
Preschool 5-6 Preoperational Stage

Grade I 6-7 Preoperational Stage

Grade II-IV 7-10 Concrete Operational Stage

Grade V-VI 10-12 Formal Operational

5.2 PARTICIPATION
Identifying the instructional key events of a lesson in a
particular class.
Table 5.2 Classroom Observation Form

School: St. Peter’s College of Toril Inc.

Grade/year Observed: 7
Name of Teacher: Eden Joy W. Sarong
Subject Area Observed: English Time: 10:10am to 11:00
Number of Students: 51

Episode Time Key Event

1 10:10 prayer
2 10:13 greetings
 3 10:16 Students listened to their
teacher in giving
announcements for the
upcoming midterm exam
4 10:19 Same activity
5 10:22
6 10:25 Students listened to their
teacher in giving
instructions for their activity
7 10:28 A student participated the
message relay activity
8 10:31 A student asked question
to his teacher
9 10:34 A student answered the
activity
10 10:37 A student moved out from
the class and went to the
clinic for health purposes
11 10:40 A student participated the
message relay activity
12 10:43 A student answered the
activity
13 10:46 A student participated the
message relay activity
14 10:49 Same activity
15 10:52
16 10:55 Students listened carefully
for the final instruction for
the midterm exam
17 10:58 Prayer
Lesson Ends

5.3 IDENTIFICATION
Recognizing the guidelines followed in teaching learners
of a particular cognitive stage.
Teaching Formal Operational Learners
School: St. Peter’s College of Toril Inc.
Grade/year Observed: 7
Name of Teacher: Eden Joy W. Sarong
Subject Area Observed: English
Time: 10:10am to 11:00

Teaching Guidelines Episode No. Key Events in the Lesson

Observed
1.Continue to use concrete props and Not Demonstrated
visual aids
2. Give students a chance to Not Demonstrated
manipulate and test objects.
3. Make sure presentation and 3, 6, 11, 16 Students listened to their
readings are brief and well-organized. teacher in giving instructions
for their activity.
A student participated the
message relay activity
4. Use familiar examples to explain 7, 8, 9, 10, 13, 14 A student participated the
more complex ideas. message relay activity
A student asked question to
his teacher
5. Give opportunity to classify and 7, 8, 9, 10, 11, 12, 13, A student participated the
group objects and ideas on 14, 15 message relay activity
increasingly complex level. A student asked question to
his teacher
6. Present problems that require 7, 8, 9, 10, 11, 12, 13, A student participated the
logical and analytical thinking. 14, 15 message relay activity
A student asked question to
his teacher
7. Highlights the important matter of 7, 8, 9, 10, 11, 12, 13, A student participated the
the topic and distinguish the 14, 15 message relay activity
statements provided A student asked question to
his teacher

5.4 INTERNALIZATION
Drawing the application of the cognitive characteristics of learners in
teaching-learning process.

1. Were all the teaching guidelines demonstrated in the lesson you

observed? Which were clearly shown?
Results from the matrix above indicate that each of the teaching principles used
in the lesson was observed at a separate time. The teaching recommendations
numbers three through six provided convincing proof that cognitive capacity
growth takes place in the classroom and is always taking place throughout
lectures.
2. Which guidelines were not observed at all?
Since the teacher merely conducted a review class due to the impending exam,
the recommendations numbers one and two were not observed in the class
throughout the observation process. This is the reason why these rules are not
followed and are not accepted.

3. What could be the reasons why the teacher did not have the opportunity
to observe the suggested guidelines for this stage?
My impression is that the teacher merely performed a review class of her subject
in preparation for the midterm exam, so she was unable to follow the proposed
criteria because she neglected to include them on her lesson plan. The only
"question and answer" section that the teacher gave her students was to
underline potential test-paper questions.

4. What guidelines have you added in the matrix? What could be the
reason why the teacher followed these guidelines you have noted? Why
were they did not include in the original list?
I noticed that the teacher added a few instructions as she went along with her
presentation, such as telling students to emphasize the key points of the subject
and to discern between the statements given in order to determine the right
response and ignore the incorrect ones. Since she just taught a review class
when I observed her class, it is not included because it was not listed on her
lesson plan.

5. What significant characteristics of learners in high school enable them to

rationalize, discover, invent, and create new things?
As I observed during the observation process, the ability to be an inquirer pushes
people to reason through, discover, invent, and create new things when they
come across interesting topics. This ability can also confuse people, which leads
them to formulate and ask questions, use critical thinking and creativity, and
create unexpected things as a result of the unpredictable circumstances during
lectures. As kids take in their teacher's in-depth explanation, their capacity to
look around corners and predict potential outcomes helps them realize and
develop a meaningful experience.

5.5 DISSEMINATION
 Exemplifying instructional strategies appropriate for teaching.
Suggested Teaching Techniques for Formal Operation Stage

Guidelines for Grades 7-12 Suggested Teaching Techniques

1. Continue to use concrete props and a. Use video presentation to help

visual aids students understand verbs and
tenses.

b. Use interactive PowerPoint

Presentation to get the student’s
attention.

2. Give students a chance to a. Ask students to have a short

manipulate and test objects. interaction like asking them to do
the said action word.

b. Do a ”paint me a picture” from the

action word given

3. Make sure presentation and a. Highlights the important topic

readings are brief and well-
organized. b. Use Mnemonics to easily
remember the important key
points

4. Use familiar examples to explain a. Use simple words to easy

more complex ideas. understand

b. Make use of common words and

examples to remember the lesson

5. Give opportunity to classify and a. Allow the students to do group

group objects and ideas on activity.
increasingly complex level.
b. Use the game “last man standing”
for the activity

6. Present problems that require a. Give statements that consist of

logical and analytical thinking. verb tenses then ask the students
to provide the correct answer

b. Ask the students to create a poem

then highlight