Episode 4 FS1
Episode 4 FS1
Episode 4 FS1
4.1 EXPOSURE
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1. Adolescents can “group and classify
symbols, statements, and even theories.”
• Children can classify or group things The students raise their hand when
that belong together. they know about the types of
orchard farms.
The students can identify where
come from the type of orchard.
• Children begin to read and write early The students are quiet when the
in middle childhood and should be teacher is explaining in front of the
skillful in reading and writing by the end class.
of this stage. The students have different
reaction about the activity.
• Children learn best when they are The students raised their hand if
active while they are learning rather they wanted to ask questions.
than just listening to an adult explain The students shared their own
rules. opinions and ideas to the lesson.
• Children can focus attention and take The students know the sequence
time to search for the needed oof orchard farms.
information.
• There is greater memory capability The students understands that
because many routines are automatic there are type of orchards that have
now. unique names.
• Children can classify or group things that belong _4_ _5_ _7_ _9_ _10_ _12_
together. 31 33 32 34 38 40
• Children begin to read and write early in the middle _3_ _5_ _7_ _6_ _9_ _11_
childhood and should be skillful in reading and 31 33 32 34 38 40
writing by the end of this stage.
• They can think through their actions and trace back _2_ _4_ _5_ _6_ _9_ _9_
events that happened to explain situations. 31 33 32 34 38 40
• Children learn best when they are active while they _5_ _7_ _8_ _9_ _9_ _7_
are learning rather than just listening to ab adult 31 33 32 34 38 40
explain rules.
• Children can focus attention and take time to search _5_ _8_ _9_ _11_ _12_ _15_
for needed information. 31 33 32 34 38 40
• There is greater memory capability because many _4_ _6_ _7_ _6_ _9_ _8_
routines are automatic now 31 33 32 34 38 40
1. Were there evidences gathered for all the listed cognitive abilities? Which
characteristics were the most observable (i.e., most number of evidences)?
Yes, it is listed as cognitive abilities, All the given characteristics are most likely
observable except the grade 1 that can’t stay focused a long time unlike the higher
grade.
2. Which were not so observable? Any reason why?
Grade 1, because of the age appropriateness on their attention span, they can
focus between 15 to 18 minutes only.
3. Do you notice any pattern in your observation? Is there a relationship between the
grade level and the number of gathered evidences? What grade levels have displayed
more abilities? less abilities?
1. Were there evidences gathered for all the listed cognitive abilities? Which
characteristics were the most observable (i e., most number of evidences)?
Yes, evidences are gathered for all cognitive abilities. But most likely the most
observable that has more evidences is the Grade 12 because they are already big
enough and has already a lot of abilities.
In Grade 7, because they are just freshmen and don’t have a lot of abilities not the
same with other grades levels, the higher grade the more abilities, the lower grade the
less abilities.
Yes, I have noticed. The grade 7 has less abilities and the Grade 12 has more
abilities, therefore the higher the grade the higher abilities.
4.4 INTERNALIZATION
Drawing generalizations from observation of learner’s behaviors
1. Are all the learners in a given age range (i.e., middle childhood or adolescence)
capable of performing all the cognitive abilities? Give reasons for your response.
Yes, even if the learners came from a diverse world, they are humans, and
they have that reasoning in their minds to perform their cognitive abilities.
However, learning is incomplete unless they face challenges and obstacles. I
believe we are all given mental gifts that will change over time; it is a process.
Nutrition
Nutrition is a key factor affecting growth in children, if they develop the
habit of eating healthy while they’re growing up, not only will it positively affect
their growth and development, but will also follow them into their adult lives for
good health.
Education
The kind of education children receive will greatly affect the growth and
development of the child. And not only the education and learning they receive at
school, but it’s also important what they constantly learn at home.
Cultural Nourishment
The kind of culture they’re exposed to will greatly contribute to the
growth and development of your children. So, make sure you give them exposure
4.5 DISSEMINATION
Giving suggestions on how teachers can develop the cognitive abilities of learners.
Rebus puzzles
These fun puzzles require the individual to determine a common phrase or saying through
the use of letters, words, pictures, or numbers.
Sudoku
Sudoku is an activity where the player completes a grid using numbers or symbols. This
captivating game encompasses many cognitive benefits. Symbol-based puzzles offer a
significant effect on the logical thinking of students in the dimensional stage of cognitive
development, and number-based puzzles benefit students in the vectorial stage of cognitive
development.
We concluded that being a good teacher can help you identify and
know more about your students' abilities and their level of knowledge so
that, as a teacher, you can teach them about things that they need to know
and become successful in the future.