Cognitive Pedagogy: The Four Principles Of Learning Strategies

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According to Develay (1996)
The effective pedagogy bases itself on four principles:
1. It must be constructivist in a sense that knowledge and expertise is build by the learner from the simple to the complexe.
2. It must be interactive to create a context stimulating the interactions between the students, the students and the teacher, the student and the learning subject.
3. It has to act on the motivation of the students for learning and on their feeling of competence, in particular by bringing the students to attribute their success to the effort which they will have applied. It is a matter of turning the student into the activator of his/her learning.
4. It has to be metacognitive in order to stimulate the reflection of the students
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It is a level higher than the present level of knowledge of the learner. It is the level which represents certain difficulties (or problems) to the learner. This new knowledge will be able to become acquired knowledge via the respect of the scaffolding approach. It is a key success factor for the student to acknowledge his/her progress.
Principle 2: correlation between the acquired knowledge and the new
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In this process of discovery, the learning looks like an intellectual game and the learner is not anymore as the passive receiver of the knowledge. He undertakes the activities, tries to understand points of language and transforms himself into the actor of his/her learning.
Principle 4: The teacher as guide
Unlike the traditional education where the teacher is considered as the distributor of the knowledge, the cognitive pedagogy confers a new role to the teacher. He becomes at the same time organizer, guide, questioner and collaborator. He conceives and organizes learning activities, guides the learner in his experimentation, directs the learner in the right direction, helps the learner to discover the language rules and releases autonomy to the learner for him/her to acquire knowledge.
Principle 5: significance of collaboration and interaction
As knowledge cannot be solely transmitted by the teacher, it ought to be built by the student through cognitive activities and via interactions with peers.
Teachings for the teacher
1. Motivate the students for the lesson: propose activities, tasks and varied materials, which will arouse the interest of the student. Routine causes boredom and reduces

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