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Module 2 Cognitive Abilities

The document provides examples of cognitive abilities demonstrated by students in grades 8 and 12 during an English lesson on media information literacy and figures of speech. It describes how students were able to group and classify symbols, follow arguments, hypothesize possibilities, perform mental operations with symbols, and understand figures of speech based on their behaviors during class activities and discussions.

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Irelle B.
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18 views

Module 2 Cognitive Abilities

The document provides examples of cognitive abilities demonstrated by students in grades 8 and 12 during an English lesson on media information literacy and figures of speech. It describes how students were able to group and classify symbols, follow arguments, hypothesize possibilities, perform mental operations with symbols, and understand figures of speech based on their behaviors during class activities and discussions.

Uploaded by

Irelle B.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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University of Cebu- Lapu-Lapu and Mandaue

College of Teacher Education


Level III Accredited (PACUCOA)
A.C. Cortes Ave., Looc, Mandaue, City

FS 411 - OBSERVATION OF TEACHING –LEARNING ACTUAL SCHOOL ENVIRONMENT

MODULE 2: Observed Evidences of Cognitive Abilities


For BSED (Formal Operational)

With the observation tool, you are to record learner’s behaviors/actions, verbal and nonverbal responses
demonstrating the listed cognitive abilities of learners. These can serve as evidence or exemplifications of the
cognitive characteristics or abilities of the learners.

Grade Observed Grade 8 & 12

Subject Area English-5

Subject Matter Media Information Literacy, Figures of Speech

Lesson Objective

Cognitive Abilities Evidences


(Specific Student behaviour/action/ response/ work sample)

Adolescents can group and Before the day of activity, the teacher told them to bring coloring
classify symbols, statements materials. Then the teacher provides an instruction that it would be
and even theories individual activity but they have to choose their partner/pair because
their partner is their basis for the output. The students have to entertain
each other's personal lives and draw a symbolism that symbolises their
partner. After they have to give an explanation of what they draw about
their partner at least a minimum of 3-5 sentences.

Adolescents can follow and From the start of the class, the teacher is well-organised and prepared
formulate arguments from for the lesson. She provides clear instructions about the task that they
premise to conclusions need to do, which is the study guide and the students are engaged and
interested in the lesson because they are able to answer the teacher’s
questions and they are participating in the class discussion. In order to
better understand the concepts and types of code, conventions, and
media languages, they need to create infographics for their study
materials as a whole.

Adolescents can hypothesise At the end of the discussion and assigning of topic by the teacher, some
thinking of what might be / students expressed their worry about the group activity that they will be
what if and the possibilities working on Monday, which will involve reporting the literary period in a
that can come out creative way (with props and costumes). It depends on what period they
are assigned by the teacher. They also request extensions because
they are worried that they will not be able to reach the teacher's
deadline and that the teacher would be disappointed.
Adolescents can perform The teacher grouped the students to play a message relay. The
mental operations with mechanics of the game were that one person per group, the last person
symbols which may not on the line, would read the instructions to relay the message up to the
naturally exist in their own last person in front. There were six (6) instructions in total to draw a
world figure on the board that the students will try to guess.The person in front
will draw on the information she or he got relayed by his or her
classmate. This stimulates the mental process using symbols because
they will try to guess the figure that the person in front draws on the
board. The drawings on the board represent the symbol that the
students will try to guess out from the information she or he got from the
message that was relayed. Since the students were able to identify the
figure that their classmates drew on the board based on the information
drawn from mental processes by relaying the message, it goes to show
that the student is actively engaging in developing their cognitive
abilities.

Adolescents can understand, After their discussion about Figures of Speech, the students were
appreciate, and produce tasked to identify what figures of speech used in the sentences and the
metaphors and other figures activity #2 They were tasked to fill in the missing words in the following
of speech sentences, to make it simile.

Members:
Bacus, Kriss Irelle G.
Diaz, Edcel Marie
Gabas, Jay-Ann
Suano, Angelica
Ticod, Kenneth

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