CITY COLLEGE OF CALAPANOutcome- Based Teaching and Learning Plan in Learners’ Cognitive DevelopmentCCC Philosophy: We Create Possibilities for Life-long LearningCCC Vision: The Sancturay of Quality Education for Total Human Development

Number Content StandardsEssentia Learning Intended Learning

Outcomes (ILO)Suggested Teaching/

Learning Activities (TLAs)

Assessment Tasks (ATs)Declarative Knowledge Functional

KnowledgeGILMAR P. de CASTRO

Research a comprehensive list of standards and behaviors of what learners can do cognitively*.

Then observe a learner from each stage and verify if he/ she demonstrates developmental milestone expected on him/ her.

*based on the Philippine Learning and Development Satndards of Child and Welfare Council

1Demonstrate familiarity on

learning activities of learners during sensori- motor stage.

Stage 1: Sensori- motor Stage

Identfying developmental tasks expected on children during sensori-motor stage

Describe the cognitive development of infants and toddlers and translate how these developments affect succeeding stages

Dramatization

CHERRY GRACE A. GALIN

2

Demonstrate knowlded on Stage 2 ( Pre- operational

stage) of Cognitive development)

Stage 2:Pre-operational stage of Cognitive

Development

Recognizing the nature and content of stage 2

Identify the nature and content of stage 2

List of situations which are highlighted oin

stage 2

ABEGAIL FALOGME

3Demonstrate familiarity with concrete- operational stage

Stage 3: Concrete Operational Stage of

Cognitive Development

Identifying cognitive skills developed by children during concrete operational stage

Recall concrete operational stage Lecture

LOREN RINO

4Demonstrate familiarity on concrete operational Stage

Stage 4: Formal Operational Stage

Identfying the appropriate age of a person under the Formal operational stage

Recall different activities done by the person under formal operational stage

Brainstorming

At 21 days of age, Laurent finds his thumb after three attempts; once he finds his thumb, prolonged sucking begins. During the third month, thumb sucking becomes less important to Laurent because of new visual and auditory interests. But when he cries, his thumb goes to the rescue.

At 1 year, 2 months, Jacqueline holds in her hands an object that is new to her: a round, flat box that she turns over and shakes; then she rubs it against her crib. She lets it go and tries to pick it up again. she succeeds only in touching it with her index finger, being unable to fully reached and grasp it. She keeps trying to grasp it and keep presses to the edge of the crib. She makes the box tilt up, but nonetheless falls again. Jacqueline shows interest in this result and studies the fallen box.

At 1 year and 8 months, Jacqueline arrives at closed door with a blade of grass in each hand. She stretches the hand toward the door knob but detects that she cannot turn it without letting go of the grass, so she puts the grass on the floor, open the door, picks up the grass again, and then enters. But when she wants to leave the room, things get complicated. She puts the grass on the floor and grasps the door knob. Then she perceives that, by pulling the door toward her, she simultaneously chases away the grass that she had placed between the door and the threshold. She then picks up the grass and places it out of the door’s range of movements.