Cognitive style - The way we learn and state issues is a link between personality and cognition.

Learning style - Cognitive styles in an educational context.

Proposed by an American psychologist, Burrhus Frederic Skinner (1957).

Children are like a blank state (Tabula Rasa)

Focuses on imitation, repetition, memorization and drilling and reinforcement to form a habit.

Based on 3 important factors, stimulus, response and reinforcement.

Classical conditioning and Operant conditioning.

Proposed by Noam Chomsky

Universal grammar (UG) = Language Acquisition device (LAD).

Adult's speech > General principals > Grammar > Child's speech.

3 important components:

a) Children know basic grammar rules.

b) All language follows the same structure.

c) Children does not make expected grammar mistakes.

Proposed by Jean Piaget (1980) and Lev Vygotsky (1934).

Focuses on mental processes like how people think.

Sensorimotor > Preoperational > Concrete operational > Formal operational

Consists of schema, assimilation, accommodation and equilibration.

Proposed by John Dewey (1952), Jean Piaget (1970), George Kelly(1967) and Lev Vygotsky (1934).

Humans generate knowledge and understanding as a result of their ideas and experience.

Enhances higher order thinking, critical analysis and problem solving.

Students engaged in active learning; group activities, debates and etc.

Proposed by Vygotsky (1934) and Bakhtin (1975)

Cognitive is heavily influenced by social cultural factors.

Social interactions helps to develop mental abilities:

phase 1: Relies on discussions with experts.

phase 2: New ideas internalized

Zone of Proximal Development (ZPD).

Scaffolding (temporary guidance)

Teacher will ask a question to students within a group.

Each student will take turns to provide ideas while everyone else writes down the ideas.

Each group has to do an assigned project.

After finished, the teacher will ask every group to stand in front of their own project.

Teacher will instruct each group to rotate to another group for them to discuss and give feedbacks about other groups project.

After the rotation ends, each group will go back to their own project and will read the feedbacks given by others to improve.

Teacher will ask students to choose a corner.

Students will have to choose a corner and provide a reason on why they chose the corner.

A volunteer from each corner will share with the whole class the reasons on why they chose the corner.

Each student will go back to their seats and reflect the reasons from each corner

A students will fan the cards containing questions

Another student will choose one card randomly and ask the question.

Another student will have to answer the question.

Another students has to give feedback to the answer by praising the answer or paraphrase it.

After a round ends, students will exchange roles.

Students will be divided into groups.

Teacher will provide students with a worksheet.

Students need to find a partner who is not their groupmate and ask a question from the worksheet to their partner.

After finishing the questions with answer from other partners, students will need to discuss the answers with their groupmates.

Students will form 2 circles, one circle inside another bigger circle on the outside.

Students will be in pairs (one from the inside circle and the other one from the outside circle).

Teacher will provide questions for the pairs to discuss.

The circle of students will rotate and find new a partner to discuss the questions with.

Students are divided into groups.

Each students from the groups created will have different topics.

Students with the same topic will discuss together.

Students will return to their original group and explain the topic discussed with their previous groupmates who have the same topic.

Field independence - The opposite of field dependance. Likes to think alone without discussing with others.

Ambiguity tolerance - Willing to tolerate with information that does not align with own beliefs or knowledge without frustration.

Reflectivity - Students who considerate every possible outcome after analyzing and collecting data to come up with a solution.

Impulsivity - Students who comes up with multiple guesses without analyzing and collecting data before coming up with a correct solution.

Memory strategies - Store and retrieve information.

Cognitive strategies - Understand and produce new language.

Compensation strategies - Communicate with lack of language knowledge.

Metacognitive strategies - Control their own learning.

Affective strategies - Control emotions, attitudes, motivations and values.

Social strategies - Interact with others.

Communication strategies - Conscious plan to solve a problem to achieve communicative goal. Contains avoidance and compensatory strategies.

1)Avoidance strategies:

a) Syntactic or lexical avoidance -

b) Phonological avoidance -

c) Topic avoidance -

2)Compensatory strategies:

a) Compensation for missing knowledge

b) Memorize phrases / sentences without the knowledge

c) Code switching