SAMAR STATE UNIVERSITY

GRADUATE SCHOOL
CATBALOGAN CITY, SAMAR

SIGNIFICANT LEARNING WRITING II

Course: PE 501 (Pedagogy in Music, Arts, and Physical Education)

Discussant/s: Cyrill Mendoza
Shydelle Pacamparra
Jeroshua Mae Llantos,
Aeron James Placiente
Topic II: Teaching Methods in Cognitive Learning

Instructor: ROWEL A. DACANAY

Submitted by: CAMAS, JENNELYN D.

I. Introduction:

Teaching strategies are fundamental tools in the arsenal of educators, providing a structured approach
to imparting knowledge and fostering learning. At its core, a teaching strategy is a blueprint, a
generalized plan crafted to facilitate effective instruction over a single lesson or an extended period. The
crux of developing a teaching strategy lies in identifying what the student needs to learn and
subsequently devising the most efficient and impactful means for them to achieve this educational
objective. Central to the notion of teaching strategies is the indispensable role of content knowledge.
While expertise in a subject matter is not the sole determinant of effective teaching, it undeniably forms
a crucial component. Effective teaching transcends mere dissemination of information; it encompasses a
myriad of elements such as student engagement, creativity, and most significantly, a profound
understanding of the subject matter being taught. The versatility of teaching strategies is highlighted by
the acknowledgment that virtually any action a teacher initiates in the classroom can be construed as a
method of instruction.The multifaceted purposes of teaching are delineated, with emphasis placed on
guiding students in the learning process, nurturing their existing knowledge, and fostering an
environment conducive to their holistic development. A teacher's role is portrayed not only as an
imparter of knowledge but also as a facilitator of learning, vested with the responsibility of tailoring
strategies to engage students and ensure comprehension of content.

The introduction underscores the significance of interpersonal relations and genuine care in effective
teaching, asserting that while proficiency in teaching strategies is imperative, it is the human connection
forged between teacher and student that truly distinguishes exemplary educators. The objective of
teaching strategies extends beyond mere dissemination of information; it endeavors to cultivate an
atmosphere where students are not just passive recipients of knowledge but active participants in the
learning process.Furthermore, the introduction delves into the intricate dynamics of student learning,
acknowledging the excitement and challenges inherent in the journey of acquiring knowledge. The text
culminates by elucidating the characteristics of effective teaching, citing research that identifies seven
key teaching behaviors correlated with superior pedagogy. Of these, providing clear organizational
structure, offering constructive feedback, articulating lesson objectives, and exuding enthusiasm are
highlighted as quintessential attributes of effective teaching.In essence, the introduction posits that a
robust understanding of teaching strategies serves as a catalyst for enhanced learning outcomes. By
meticulously planning and executing instructional methodologies grounded in pedagogical theory,
educators can harness the potential of teaching strategies to propel student learning and attainment.
Ultimately, leveraging the principles elucidated in this discourse can pave the way for not only improved
academic performance but also the cultivation of lifelong learners equipped with the tools for success.

II. Description of the Learning Experience:

In my exploration of teaching strategies tailored for Physical Education and Health, the educational
journey was enriched by an array of dynamic methods, igniting cognitive learning and fostering active
participation among students. Throughout the course, a deep dive into cognitive learning principles
underscored the importance of comprehension over rote memorization, while an exploration of diverse
teaching strategies bespoke a tailored approach attuned to the cognitive phase of learning. The
instructional arsenal deployed during the course comprised various engaging methodologies, each
meticulously designed to elicit active involvement from students while providing a structured scaffold for
knowledge dissemination. Embracing the Lecture Method, instructors skilfully elucidated concepts
employing a blend of expressive gestures, nuanced voice modulation, and visually stimulating aids such
as meticulously crafted PowerPoint presentations. This method not only facilitated a comprehensive
grasp of the subject matter but also captivated student attention through interactive elements, fostering
an immersive learning experience. Similarly, the adoption of the Question and Answer Method, inspired
by the venerable Socratic approach, served as a catalyst for critical thinking and knowledge retrieval by
sparking curiosity among learners. Organized questioning, strategically curated to prompt student
responses, not only reinforced cognitive objectives but also catalyzed vibrant verbal exchanges within
the classroom, nurturing an environment ripe for intellectual exploration.In the realm of Physical
Education, effective questioning emerged as a linchpin in nurturing listening skills, stimulating curiosity,
and engendering higher-order cognitive processes. Employing a blend of convergent and divergent
questioning techniques, students were challenged to navigate sports-related concepts and strategies
with acumen. While convergent queries probed factual knowledge with singular correct responses,
divergent questioning spurred creative problem-solving and tactical ruminations, fostering a holistic
understanding of the subject matter.Furthermore, the Discussion Method emerged as a conduit for
collaborative knowledge exchange, providing a forum for students to deepen their understanding
through peer interaction. Whether conducted in formal or informal settings, discussions facilitated the
exploration of divergent viewpoints, honed cooperative skills, and provided a platform for individual
expression. While structured discussions, guided by instructors, afforded a methodical exploration of
topics, informal exchanges encouraged spontaneous discourse and empowered students to assume
leadership roles.Despite the myriad benefits of the Discussion Method, its implementation necessitated
acknowledgement of potential challenges, including time constraints and varying levels of student
readiness for such engagement. Nonetheless, the benefits of fostering freedom of expression and
nurturing cooperative dynamics within the classroom underscored its integral role in the educational
landscape.Beyond traditional instructional paradigms, the learning experience embraced experiential
modalities, intertwining theoretical knowledge with hands-on application. Role-playing scenarios offered
students a glimpse into real-world teaching dynamics, fostering communication skills, decision-making
acumen, and pedagogical proficiency. Concurrently, projects such as designing fitness programs
provided a creative outlet for students to synthesize theoretical constructs into practical frameworks,
fostering a comprehensive understanding of exercise physiology and health promotion strategies.The
integration of multimedia resources, including interactive simulations, videos, and expert lectures,
augmented the learning journey by catering to diverse learning preferences and styles. Visual aids
facilitated conceptual understanding, while interactive exercises fostered active participation and
knowledge retention. Moreover, guest lectures and expert panels provided invaluable insights from
industry professionals, bridging the chasm between theory and practice and offering a nuanced
perspective on contemporary trends and challenges in PE and Health education.

Interpersonal dynamics emerged as a cornerstone of the learning environment, with instructors

assuming the mantle of mentors, guiding students through their educational odyssey, providing
constructive feedback, and nurturing collaborative discourse. Peer interactions, characterized by the
exchange of ideas, experiences, and perspectives, enriched the learning milieu, fostering a sense of
community and collective growth.Central to the educational ethos was the cultivation of reflective
practice, wherein students were encouraged to critically evaluate their teaching methodologies,
pedagogical approaches, and learning outcomes. Through avenues such as journaling, self-assessments,
and peer feedback, students embarked on a journey of self-discovery, identifying strengths, areas for
improvement, and strategies for professional development. This reflective ethos not only heightened
learning efficacy but also instilled a lifelong commitment to growth and self-improvement.
In summation, the learning expedition in teaching strategies for PE and Health transcended traditional
pedagogical boundaries, embracing a multifaceted approach encompassing theoretical insights, practical
application, interactive modalities, and collaborative learning experiences. By championing a holistic
educational paradigm attuned to diverse learning needs, the course empowered students with the
cognitive skills, practical knowledge, and transformative mindset requisite for success in the dynamic
domain of Physical Education and Health education.

III. Learning Outcomes:

Overall, this chapter provides insights into the methods of teaching that are beneficial for the cognitive
phase, ensuring that learners achieve their desired learning outcomes and have transformative
experiences. As teachers, we need to fulfil three important roles during the cognitive phase. The chapter
then delves into the teaching methods specifically designed for the cognitive phase. It starts with an
introduction to the cognitive phase, providing an understanding of its significance in the learning
journey. Effective teaching strategies are then explored, aiming to facilitate learning and optimize
understanding during this phase. Assessment techniques are also discussed to evaluate the progress
and understanding of learners. Additionally, the chapter emphasizes the importance of incorporating
technology in teaching to enhance the learning experience.

Over the years, a number of strategies have been formulated to help students and teachers optimize
the learning processes, but above all, practice, practice, and more practice. So, what are the
transformative aspects of learning? It can be described as when you are granted the ability or find the
ability to change and improve; the word "transformative" can be used.The transformative aspects of
learning discussed in this chapter highlight the most significant elements of the learning process and the
transformative experiences that learners go through during this phase. The significance of the cognitive
phase in the learning journey is mentioned. Research findings have shown that when the cognitive
strategy instruction is integrated into the language curriculum, it is effective in increasing achievement
in reading. This is because students develop an awareness of how the language works and how to
manipulate it. It also helps in transferring the knowledge learned from the instructional setting into "real
communication".
The knowledge is not only gained by the students. It includes factual information, intellectual skills, and
also the development of appropriate attitudes. This knowledge will be linked from simple to complex
levels and can be broken down into different categories like a straight line starting from the lowest level
to the highest. This learning can be measured and assigned grades to students as well as help in
achieving an objective based on the taught materials. The cognitive phase assumes and seeks to
encourage understanding amongst learners. The student digests and makes sense of a particular
subject. The remedial, the learners themselves make decisions regarding their learning, and the
teachings are student-cantered. The teachers have a facilitative role and engage them in probing
discussion aimed at ensuring understanding.

IV. Reflection and Analysis: (At least 1 page)

The journey through teaching strategies in Physical Education and Health has been nothing short of
transformative, leaving an indelible mark on both my personal and professional growth. This profound
experience prompted a deep introspection, leading to significant shifts in my thinking, attitudes, and
behaviors, as well as a revaluation of my perspective, values, and beliefs. A pivotal aspect of this
transformative journey lies in its impact on my teaching philosophy and approach. Previously, my focus
was predominantly on conventional instructional methods and content delivery, somewhat overlooking
the crucial elements of student engagement, critical thinking, and active learning. However, exposure to
cognitive learning principles and innovative teaching strategies illuminated the power of student-
centered pedagogy. I now prioritize creating dynamic learning environments where students are actively
involved, encouraged to think critically, and empowered to construct their own knowledge. This
paradigm shift not only amplifies my effectiveness as an educator but also reinforces my dedication to
fostering student success and holistic development. Moreover, this learning experience challenged and
broadened my perceptions regarding the role of technology in education. Initially viewing technology as
a supplementary tool, I have since recognized its indispensable role in facilitating interactive, engaging,
and personalized learning experiences. Through exploration of multimedia resources and technology-
enhanced learning tools, I've witnessed firsthand the transformative potential of technology in
education. Consequently, I've embraced a more open-minded and enthusiastic approach to integrating
technology into my teaching practice, acknowledging its capacity to elevate student learning outcomes
and equip them for success in the digital era.
Despite the transformative nature of this journey, it was not devoid of challenges and obstacles.
Embracing new teaching methodologies, integrating multimedia resources, and fostering collaborative
learning environments necessitated stepping out of my comfort zone and venturing into unfamiliar
territory. However, through resilience, self-reflection, and unwavering support from peers and mentors, I
navigated these challenges, emerging stronger and more resilient as an educator. Beyond professional
growth, this journey has also fostered personal growth and self-awareness. Reflecting on my teaching
practice enabled me to identify my strengths, areas for improvement, and passions within the realm of
Physical Education and Health. This heightened self-awareness has empowered me to set meaningful
goals, pursue continuous professional development, and strive for excellence in my teaching
endeavours. In essence, the learning voyage through teaching strategies for PE and Health has been a
transformative odyssey, enriching my pedagogical repertoire, broadening my perspectives, and
empowering me to make a positive impact on the lives of my students. Moving forward, I remain
committed to embracing lifelong learning, innovation, and reflection as I continue to evolve as an
educator and champion for student success.

V. Application and Transfer: (At least 2 page)

The journey through learning about teaching strategies in Physical Education (PE) and Health has truly
left a mark on my life, touching many aspects beyond just the classroom. Taking the time to reflect, I've
realized just how much these newfound skills and knowledge have impacted me, both personally and
professionally.One area where I've seen a big change is in how I communicate and lead. As a teacher,
I've learned to express ideas clearly, spark meaningful discussions, and inspire students to learn. These
skills don't just stay within the school walls—they're useful in all kinds of situations. Whether I'm leading
a project at work, rallying support for a cause I believe in, or working with others on community
projects, being able to communicate effectively and motivate others is key to getting things done.

Then there's the emphasis on critical thinking and problem-solving. Through learning about cognitive
strategies and hands-on activities, I've become better at analyzing tough problems, weighing evidence,
and coming up with creative solutions. These problem-solving skills come in handy in all sorts of
situations. Whether it's fixing a tricky issue with technology, resolving conflicts between friends, or
making smart decisions in my personal life, being able to think critically helps me adapt and bounce
back.And let's not forget about the commitment to always keep learning and growing. By getting into
the habit of reflecting on my experiences, setting goals that matter to me, and seeking out new learning
opportunities, I'm better prepared to thrive in a world that's always changing. This dedication to learning
isn't just about getting ahead in my career—it's about becoming a better, happier person overall.Looking
beyond myself, I see how these skills can make a difference in the community and beyond. As an
educator, I have a responsibility to give future generations the tools they need to succeed in a complex
world. By using innovative teaching methods, embracing technology, and encouraging critical thinking, I
can help shape a generation of informed, engaged citizens. And by advocating for fairness and equality
in education, I can help break down barriers and create a more just society.

In the end, the lessons I've learned about teaching strategies in PE and Health have far-reaching
effects. From how I communicate and solve problems to my commitment to always keep learning, these
skills have the power to make a real difference in my life and the lives of those around me.

VI. Conclusion: (At least 1 page)

Finally, I would want to say that my time studying about teaching practices for health and physical
education (PE) has been incredibly fulfilling and has shaped my academic and personal development in
a variety of ways. I have studied cognitive learning concepts, participated in practical exercises, and
adopted cutting-edge pedagogical approaches along this voyage, all of which have improved my
knowledge of efficient teaching techniques and strengthened my teaching abilities. Among the main
topics I cover in my work is how the learning experience has changed me in a number of ways. The
knowledge and skills acquired from this experience have broad applicability outside of the classroom,
from developing critical thinking and problem-solving skills to refining communication and leadership
capabilities. Through the use of these newly acquired skills in work environments, interpersonal
interactions, and community service projects, I have been able to overcome obstacles, take advantage
of chances, and positively influence the world. In addition, the experience has made me more dedicated
to lifelong learning and ongoing development. As an educator and lifelong learner, I can better adapt to
changing conditions and prosper in a fast evolving world by embracing reflective practice, making
meaningful goals, and pursuing continual professional development. This commitment to intellectual and
personal development goes beyond the walls of traditional schooling and includes a lifetime of learning,
self-discovery, and adventure. When I consider the total worth and significance of the educational
experience, I am incredibly appreciative that I had the chance to participate in this life-changing
adventure. My life has been profoundly and meaningfully enriched by the knowledge, skills, and insights
I have gained from this experience, which has also improved my effectiveness as an instructor. I am
motivated to carry on with my path of self-discovery and development, accepting fresh challenges,
grasping possibilities, and improving the lives of others. To sum up, I have learned quite a bit about
teaching PE and health practices, and this experience has had a significant impact on both my academic
and personal development. This experience has given me the tools I need to succeed as a teacher and
have a positive influence on the world, from expanding my knowledge of best practices in education to
encouraging lifelong learning and personal growth. I'm taking the knowledge I've gained, the abilities
I've developed, and the deep sense of fulfillment and purpose that comes from embracing the joys of
lifelong learning with me as I start the next chapter of my journey.

VII. Assessment: 3 Multiple Choice questions with rationalization in each of the following category:

A. Easy
1. What is cognitive learning's main objective?
a. Memorization
b. Understanding
c. Repetition
2. For what kinds of questions is there usually only one right answer?
a. Convergent
b. Divergent
c. Hypothetical
3. Which kind of instruction is the oldest?
a. Discussion method
b. Lecture method
c. Question-Answer method

B. Moderate
1. Who created the Question-Answer format for instruction?
a. Plato
b. B) Socrates
c. C) Aristotle
2. What kinds of inquiries lend themselves to more varied and in-depth answers?
 a. Convergent
b. Divergent
c. Hypothetical
3. Which kind of instruction does the instructor take on the role of group leader?
a. Lecture method
b. Discussion method
c. Question-Answer method

Difficult.
1. What is a key characteristic of divergent questions?
a. They have one correct answer
b. They encourage open-ended responses
c. They are used for testing basic knowledge

2. What is the primary purpose of using visualizations in cognitive learning?

a. Enhancing memorization
b. Improving understanding and recall
c. Encouraging repetition
3. According to Parke, what is the key to all educative activity above the habit-skill level?
a. Memorization
b. Repetition
c. Question