IGNACIO, CINDY C.

DATE: NOVEMBER , 2022

BSED- ENGLISH 4 ACTIVITY NO: 4

4.1 Exposure
What are the characteristics of adolescents who belong to the formal
operation stage? What they are capable of doing now.
ADOLESCENTS CHARACTERISTICS
1. Adolescents are capable of comprehending abstract concepts without any
physical context.
2. Adolescents are now capable of thinking about concepts like morality,
freedom, love, and other abstract ideas.
3. Adolescents can consider every scenario possible in advance and then
rigorously test each one.
4. Adolescents are capable of using symbols to understand abstract
concepts.
5. They develop the ability to think abstractly by playing with concepts in their
heads, independent of concrete manipulation.

4.2 Participation
Observed Evidence of Cognitive Abilities
(Formal Operation Stage)
Observe how 2 classes’ response to each of the following:
Grade Observed: Grade 7 Subject Area: English Time: 9:00 to 10:00 AM
Subject Matter: The Cycle of the Sun and the Moon
Lesson objective:
a) decode the meaning of the unfamiliar words found in the story;
b) arrange the series of paragraph to unveil the literary piece;
c) share their insights regarding the moral of the literary piece, and
d) create a graphic organizer presenting the characters with their roles
in the folktale and a story chart.

COGNITIVE ABILITIES EVIDENCES

1.Adolescents can “group  The teacher gave them printed materials in which
and classify symbols they can read the short story and she instructed
statements and even them to group together. And successfully made it.
theories”
2.Adolescents can “ follow  The students are able to identify and formulate
and formulate arguments reasons why "The Sun chased The Moon and why
from premise to she escaped to moon.
conclusions”  Student wonders if the sun and moon can live
happily ever after.
3. Adolescents can  During the discussion, the teacher questioned her
hypothesize- thinking of students, "What if they are in the situation of the
“what might be”/ “what if” sun?" " What would they do"?someone responds
and the possibilities that that we should obey the rules to avoid unwanted
can come out. incidents.
4.Adolescents can “perform  The teacher asked her students what they thought
mental operations with about the sun and how it could approach her
symbol which may not children.
naturally exist in their own
world”.
5.Adolescents can  Through thoughtful responses, students were able
“understand, appreciate, to communicate what they had learned and make
and produce metaphors and connections to their everyday experiences.
other figures of speech”.  Students can recognize and comprehend the
importance of following or obeying commands.
 Cognitive Abilities Number of Evidences by Grade Level
G7 G8 G9 G10 G11 G12

1.Adolescents can “group 2 4

and classify symbols,
statements and even theories”.
2.Adolescents can “follow 2 4
and formulate arguments from
premise to conclusions”.
3.Adolescents can 1 3
hypothesize-thinking of “what
might be”/”what if” and the
possibilities that can come out.
4.Adolescents can 1 3
“perform mental operations
with symbols which may not
naturally exist in their own
world.
5. Adolescents can 2 4
“understand appreciate, and
produce metaphors and other
figures of speech”.
1. Were there evidences gathered for all the listed cognitive abilities? Which
characteristics were the most observable? (most number of evidence)

2. Yes, the most

noticeable characteristics
are the adolescents'
ability to
3. group and classify
symbols, statements, and
even theories
4. Yes, the most
noticeable characteristics
are the adolescents'
ability to
5. group and classify
symbols, statements, and
even theories
6. Yes, the most
noticeable characteristics
are the adolescents'
ability to
7. group and classify
symbols, statements, and
even theories
 Yes, it is listed as cognitive abilities.

2. Which were not so observable? Any reason why?

 Because their attention spans are age-appropriate for their grade, I
believe Grade 7 children in the 4th cognitive ability can focus for only 20
to 25 minutes.
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 displayed more abilities? Less abilities?
 While the other school levels displayed all of the cognitive abilities, grade
7 demonstrated less capacity. Perhaps there appeared to be things that
had an impact on the foundation in the earlier stage. The age difference
should also be taken into account.
4.4 Internalization
1. Are all the learners in a given age range (l.e. middle childhood or
adolescent) capable of performing all the cognitive abilities? Give
reasons for your response.
 Yes, the student's ability to demonstrate the following cognitive capacities
is the precise cause of this circumstance. For instance, students in Grade
7 can sort and categorize the ideas about the topic listed below.
Furthermore, critical thinking skills can be developed in students as young
as middle school or adolescence.

2. What cultural factors can enhance the cognitive development of

learners? Illustrate.
 When students are surrounded by people who can help them achieve a
greater level of comprehension and understanding, and weigh which one
is best for them to accept, their cognitive growth can be culturally boosted.
It is always the children's choice, and parents who genuinely love their
children do not make a mistake in parenting, so let's not reject the reality
that in this world we can tell who is true to us and who is not, people who
may be a positive or bad source in developing our cognitive growth. The
combination of personal knowledge gained from experiences and the
children's active participation in the community

3. What factors can hamper development? Illustrate.

 Development is characterized as a continual process of change, but those
changes are always hampered by factors such as the environment,
physical factors, and emotional factors, all of which can have a direct
impact on students' cognitive development.

4.5 Dissemination

What other activity you can give to enhance your student’s cognitive
development. Choose a specific level and subject area to serve as context for
work.

Activities to Enhance Cognitive Development of my Learners

 CROSSWORD PUZZLES
Crossword puzzles assist enhance vocabulary and cognitive skills.
Filling in the blanks to answer a question or follow directions can also
aid with cognitive growth.
 5.1 EXPOSURE

1. In what stages are the learners attending Basic Education (K-12) found in
the cognitive continuum? Approximate the cognitive stage of the learners in
school using the information in Table 5.1

Grade/Year Level Age Range Approximate Stage

Preschool 3-5 years old Preoperational Stage
Grade 1 5-7 years old Preoperational Stage
Grade II- IV 7-10 years old Concentrate Operational
Stage
Grade V-VI 10-12 years old Concentrate Operational
Stage
Junior High - Grade 7-8 12-15 years old Formal Operational
Stage
Junior High - Grade 9-10 15-17 years old Formal Operational
Stage
Senior High- Grade 11-12 17-19 years old Formal Operational
Stage
 Table 5.2 Classroom Observation Form

Grade/Year Observed: Grade 7 Name of Teacher: Jake Corpuz

Subject Area Observed: Math Time: 3:00 to 4:00 PM
Number of Students: 44 students

9 3:27 And luckily some have the correct answer

 10 3:30 he explains to them why some didn't get the
correct answer
11 3:33 students are arguing, some student says my
answer is correct and some are not
12 3:36 for them to understand better, he gives them
another activity
13 3:39 And after that he asks the students if they
understand
14 3:42 He introduce the definition of standard form and
ask students to convert numbers into standard
and ordinary forms.
15 3:45 and he discusses the standard form as well.

16 3:48 and he gave an example for them to

understand well
17 3:51 he gives activities to see if they understand the
discussion
18 3:54 The teacher split them into two groups; the first
group was given the task of solving scientific
notation, while the second group was given the
task of writing in conventional form.
19 3:57 he collected the papers and they will check
their answer at the next meeting.
20 4:00 the lesson ended with a prayer

School: St. Anthony's College

Grade/Year Observed: Grade 7 Name of Teacher: Karen A. Bea
Subject Area Observe: English Time: __________to______A.M/P.M

Teaching Guidelines* Episode No(s) Key Event(s) in the Lesson

Observed
1.Continue to use concrete props  The lecture begins about
and visual aids. Cycle of the Sun and
Moon: A Manobo Folktale
 The teacher explains the
scenario as an example to
demonstrate the point of
the slide.
2.Give the students a chance to  The teacher asks about it.
manipulate and test objects. What message does the
story hope to convey?

3.Make sure presentations and  The teacher starts

readings are brief and well- discussing the lesson and
organized use materials that present
topics in a step-by-step
process.
 Encourage students to
read short stories or novels
with logically spaced, brief
chapters before introducing
them to longer reading
assignments.

4.Use familiar examples to  To help students

explain more complex ideas. comprehend the concept,
the teacher depicts events
as localization.
5.Give opportunities to classify  Give students separate
and group objects and ideas on sentences on slips of
increasingly complex levels. paper to be grouped into
paragraphs.

6.Present problems that require  The teacher assesses her

logical,analytical thinking. students' knowledge by
asking topic-related
questions.

5.3 IDENTIFICATION
Teaching Formal Operational Learners

5.4 INTERNALIZATION
5.5 DISSEMINATION
Suggested Teaching Techniques for formal operation Stage
Guidelines for Grades 7-12 Suggested Teaching Techniques
1.Continue to use concrete a. Effective discussions can be
operational strategies and materials. facilitated by interactive
presentations.
b. Use charts, pictures, and simple,
but slightly more complex graphs
and diagrams as visual aids.
2.Give the students a chance to a. Giving students the task of
manipulate and test objects. making a craft that represents
historical figures.
b. Encouraging students to research
the topic.
3.Make sure presentations and a. Make a presentation that would
readings are brief and well organized. stimulate the students' interest.
b. provide students with material that
is easy to comprehend.
4.Allow students to explore many a. Provide students with
hypothetical questions. opportunities to discuss social
issues.
b. Provide consideration of
hypothetical "other worlds."
5.Give opportunities to classify and a. To reduce the complexity of a
group objects and ideas on specific subject matter, use
increasingly complex levels. graphs, charts,analogies, and
hierarchies.
b. Allow students to write on the
board their ideas about the subject
using concept maps and other
learning tools.
6.Present problems that require a. Focus discussions on open-ended
logical,analytical thinking. questions which stimulate
thinking.
b. Provide materials such as Mind
Twisters, Brain Teasers, and
riddles