Before you start the modules choose which of the skills your favorites are. Then write down the ones that you have the most difficulty with. Place each in a column and then review why you like some more than others, indicating the pros and cons. You will begin to find characteristics of associated with skills and then have some insight into how you think. Understanding how we think and learn leads us to recognize our natural talents and from that point we can then advance and build better mental infrastructures.
In regards to simplicity the modules focus on five cognitive methodologies:
1. Comprehension
2. Application
3. Analysis
4. Synthesis
5. Evaluation
Everybody thinks and we have our own preferences for a value that leads one towards an organization of a value. What makes people unique is their characterization for a value and how that value is expressed in cognition or how we think. Identification of each of the five primary modes of cognition can be swayed by our personal styles and approaches. Each one has its characteristics and by virtues of one’s profession, culture, customs or beliefs we may show an unconscious preference for one over another. All are important and any stigmatization should be avoided in attributing values to either one.
There are some professions that require a greater need for some at tasks as opposed to others. We have three primary degree programs and each will utilize these cognition skills. Our proficiency depends on us being open to identifying which cognition skills are needed and some of the tasks may require a greater frequency of certain skills but not to the exclusion of any of the rest.
In the Human Services program one may have to integrate clients within the community either on a program level or direct service level. Awareness of which cognition we use will have an impact on the contract deliverables. Human Service professionals will operate both independently and with groups thus necessitating analysis and synthesis to identify client needs and agency requirements with a view towards a successful partnership. Treatment plans demand the mastery of application and evaluation with realistic probabilities.
The business administration program graduates may work with many departments such as marketing, finance, public relations, community service, advertising and legal to name a few. Often times you may work with one or more departments on tasks and it is at this time a willingness to receive and respond are critical in cohesion. How one interprets information is directly related to comprehension. Some tasks may have multiple deadlines that will require comprehension and a solid grasps on synthesis.
The Early Childhood education program is more than just helping children to increase their self esteem and increasing their test scores. It is here that awareness becomes pivotal in recognizing how students think and cognition skills becomes your asset in outreach and curriculum implementation whether state or federal. Educators must prepare for comprehension, synthesis and evaluation to facilitate unbiased and flexible approaches.
Regardless of the program whether associates, bachelor or graduate all will require cognition skills. The profusion of synthesis and evaluation will be permeated in the final outcome of your module experience. Your own evaluation is most important in assessing the value of and execution of the modules. It is your preferences that create the environment for learning how to utilize the modules for greater effect. Through trial and error we learn which of these skills we are strong in and those that we need to strengthen. Eventually you will experience a generalized set from learning how you think and why you decide to utilize specific cognition skills. The modules are just tools and we have an opportunity to become masters of each cognition skill as opposed to a jack- of- all trades.
Monday, December 13, 2010
2010 Study of Cognition and Curriculum at Boricua College© by J. Wesley Beeks, Jr.
2010 Study of Cognition and Curriculum at Boricua College©
By J. Wesley Beeks, Jr.
In recognition of the multitudes of students who have requested assistance in contracting and completing the modules I was inspired to create a study to measure the student’s cognition preferences for the primary cognition skills and identify areas that needed the most help. The scope of this study was to identify quantitatively the students that would be open to tutorial assist stance in their modules in addition to their individual class. In addition gathering qualitative data from their responses on the affect the modules had on their writing and thinking provided key points in the student’s measurements and values.
As a student council representative and elected Education Committee Coordinator officer it was incumbent to ascertain the student’s feedback on how the curriculum and cognition were received. The most genuine results would come from the students themselves and outreach to the student population would be integral in establishing a tool to utilize in creating strategies for cohesion.
The following is a study of cognition and curriculum at Boricua College that indicates possible trends and correlations. This study was conducted at the Manhattan Boricua College campus and questionnaires were distributed to students and tabulated to generate the possible trends. The study included students from the Associates, Bachelors and Masters Program to track the attitudes, cognition preferences and challenges and tallies the student population that would be receptive to tutorial assistance with the modules.
These are the following cumulative results from the Manhattan campus indicating possible trends:
Tutorial service request for modules:
83% answered Yes and 17% answered No
Cognition Skill Preferences:
Comprehension- 34% Application-28% Analysis-16% Evaluation-13% Synthesis-9%
Most challenging and Time consuming cognition skills:
Analysis-40% Synthesis-26% Comprehension-21% Evaluation-9% Application-4%
Feedback on the benefits of the modules on writing and thinking: (see addendum report for detailed response analysis)
Positive 63% Negative 13% Blank 19%
Trends and Correlations:
The majority of students have expressed a need for tutorial assistance for the modules. This is does not denigrate the individualized class professors but serves to illustrate the importance and commitment the students have articulated in their responses. In opposition those who did not request tutorial assistance represent a minority in all three degree programs as documented in the study. The overwhelming trend suggest that this as an important variable to review in the retention of student matriculation and the advancement in degree programs.
The five primary cognition skills are required for the completion of modules and each cognition skill is an important barometer in the mastery of Taxonomy of Affective Domain. The identification of cognition preferences provides an insight onto how the student population thinks in general and their cumulative strengths. Comprehension and Application emerged as the primary preferences noted with Synthesis placed in the last position. One cannot ignore the position of its placement in the category of most challenging and time consuming cognition skills in the secondary position. The cognition skill of Analysis however was placed in the highest percentile with a fourteen percent increase over Synthesis. Overall the trend appears to lean towards Analysis as the most difficult cognition with Synthesis and Comprehension not far behind. Comprehension was identified with the greatest preference and yet was still placed in the third position for the most challenging and time consuming with only a five percent difference from the secondary position. The trends by degree program display the intricacies of cognition as well establishing correlations by degree program and proficiency.
In evaluating these trends one can identify the areas of strengths and challenges of the cumulative student population and commence to shifting an emphasis on those areas. The Taxonomy of Affective Domain is the tool used in the curriculum and the emphasis in on how one thinks. The trends in this study can guide one towards how one thinks and conceptualizes and with a proactive approach can augment the challenge areas of cognition. The desire is documented in the student’s positive willingness to respond and receive for tutorial assistance. It is my recommendation to create supplemental academic support through interactive workshops that integrate multi media presentations to capture those who learn in various sensory methods: visual, audio, tactical, olfactory.
The positive response from this study reveals a trend towards active participation in the continual mastery of all cognition skills. I look forward to creating programs and workshops to address these areas with your support, commitment and creativity.
Acknowledgments:
I want to thank the Student Council at BORICUA College for their outreach in this study of cognition and curriculum. Their willingness to receive and respond has been exemplary in the commitment of education. As an officer in the student council I have to acknowledge and honor their dedication and volunteerism towards creating a positive environment for students in lieu of individual challenges of academics, family, work and personal challenges we all face.
I would also like to thank Associate Professor, LAS/Generic Studies Doris Mills for her engaging, compassionate, and outstanding introduction to Taxonomy of the Affected Domain developed by Bloom and Kratsworkth. Your approach integrated humanistic and scientific methodologies to facilitate my learning a new language. Your feedback has been immeasurable.
Assistant Professor, LAS/Generic Studies Jose Angel Figueroa for demonstrating that the affective skills can be transferred to literature and creative expression. The only limits that exist are those we accept.
Professor Daniel Argote and my colloquium class for surpassing the expectations of the standard colloquium experience.
A special thank you for the students who participated in the outreach of questionnaires. There are so many who have helped and I want to list these student with consideration. Thank you to everyone who participated. You have demonstrated that we do care and are committed to education and the advancement of our cognition skills.
Martha Garcia James Brown
Shayne Williams Perseveranda Cruz
Jomayra Fandel Yulissa Mejia
Yentel Pichardo Jason Garcia
Janet Gonzalez Stephanie Estefan
Joanny Corsino Altagracia Olivero-Cardenas
Kadija Camara Kashema Bryant
Edward Gomez Derek Horne
Erick Moralez Fatima Reyes
Dahiana Rodriguez Olga Cabrera
Alberto Cruz
By J. Wesley Beeks, Jr.
In recognition of the multitudes of students who have requested assistance in contracting and completing the modules I was inspired to create a study to measure the student’s cognition preferences for the primary cognition skills and identify areas that needed the most help. The scope of this study was to identify quantitatively the students that would be open to tutorial assist stance in their modules in addition to their individual class. In addition gathering qualitative data from their responses on the affect the modules had on their writing and thinking provided key points in the student’s measurements and values.
As a student council representative and elected Education Committee Coordinator officer it was incumbent to ascertain the student’s feedback on how the curriculum and cognition were received. The most genuine results would come from the students themselves and outreach to the student population would be integral in establishing a tool to utilize in creating strategies for cohesion.
The following is a study of cognition and curriculum at Boricua College that indicates possible trends and correlations. This study was conducted at the Manhattan Boricua College campus and questionnaires were distributed to students and tabulated to generate the possible trends. The study included students from the Associates, Bachelors and Masters Program to track the attitudes, cognition preferences and challenges and tallies the student population that would be receptive to tutorial assistance with the modules.
These are the following cumulative results from the Manhattan campus indicating possible trends:
Tutorial service request for modules:
83% answered Yes and 17% answered No
Cognition Skill Preferences:
Comprehension- 34% Application-28% Analysis-16% Evaluation-13% Synthesis-9%
Most challenging and Time consuming cognition skills:
Analysis-40% Synthesis-26% Comprehension-21% Evaluation-9% Application-4%
Feedback on the benefits of the modules on writing and thinking: (see addendum report for detailed response analysis)
Positive 63% Negative 13% Blank 19%
Trends and Correlations:
The majority of students have expressed a need for tutorial assistance for the modules. This is does not denigrate the individualized class professors but serves to illustrate the importance and commitment the students have articulated in their responses. In opposition those who did not request tutorial assistance represent a minority in all three degree programs as documented in the study. The overwhelming trend suggest that this as an important variable to review in the retention of student matriculation and the advancement in degree programs.
The five primary cognition skills are required for the completion of modules and each cognition skill is an important barometer in the mastery of Taxonomy of Affective Domain. The identification of cognition preferences provides an insight onto how the student population thinks in general and their cumulative strengths. Comprehension and Application emerged as the primary preferences noted with Synthesis placed in the last position. One cannot ignore the position of its placement in the category of most challenging and time consuming cognition skills in the secondary position. The cognition skill of Analysis however was placed in the highest percentile with a fourteen percent increase over Synthesis. Overall the trend appears to lean towards Analysis as the most difficult cognition with Synthesis and Comprehension not far behind. Comprehension was identified with the greatest preference and yet was still placed in the third position for the most challenging and time consuming with only a five percent difference from the secondary position. The trends by degree program display the intricacies of cognition as well establishing correlations by degree program and proficiency.
In evaluating these trends one can identify the areas of strengths and challenges of the cumulative student population and commence to shifting an emphasis on those areas. The Taxonomy of Affective Domain is the tool used in the curriculum and the emphasis in on how one thinks. The trends in this study can guide one towards how one thinks and conceptualizes and with a proactive approach can augment the challenge areas of cognition. The desire is documented in the student’s positive willingness to respond and receive for tutorial assistance. It is my recommendation to create supplemental academic support through interactive workshops that integrate multi media presentations to capture those who learn in various sensory methods: visual, audio, tactical, olfactory.
The positive response from this study reveals a trend towards active participation in the continual mastery of all cognition skills. I look forward to creating programs and workshops to address these areas with your support, commitment and creativity.
Acknowledgments:
I want to thank the Student Council at BORICUA College for their outreach in this study of cognition and curriculum. Their willingness to receive and respond has been exemplary in the commitment of education. As an officer in the student council I have to acknowledge and honor their dedication and volunteerism towards creating a positive environment for students in lieu of individual challenges of academics, family, work and personal challenges we all face.
I would also like to thank Associate Professor, LAS/Generic Studies Doris Mills for her engaging, compassionate, and outstanding introduction to Taxonomy of the Affected Domain developed by Bloom and Kratsworkth. Your approach integrated humanistic and scientific methodologies to facilitate my learning a new language. Your feedback has been immeasurable.
Assistant Professor, LAS/Generic Studies Jose Angel Figueroa for demonstrating that the affective skills can be transferred to literature and creative expression. The only limits that exist are those we accept.
Professor Daniel Argote and my colloquium class for surpassing the expectations of the standard colloquium experience.
A special thank you for the students who participated in the outreach of questionnaires. There are so many who have helped and I want to list these student with consideration. Thank you to everyone who participated. You have demonstrated that we do care and are committed to education and the advancement of our cognition skills.
Martha Garcia James Brown
Shayne Williams Perseveranda Cruz
Jomayra Fandel Yulissa Mejia
Yentel Pichardo Jason Garcia
Janet Gonzalez Stephanie Estefan
Joanny Corsino Altagracia Olivero-Cardenas
Kadija Camara Kashema Bryant
Edward Gomez Derek Horne
Erick Moralez Fatima Reyes
Dahiana Rodriguez Olga Cabrera
Alberto Cruz
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