Professional training of the Cognitive Intervention program at Irmak Kindergarten and primary school grade levels started in the 2013-2014 academic year. The purpose of the techniques prepared for Turkish lessons with Assist.Prof.Dr. Tamer ERGİN is not only to create knowledge, but also to increase the performance in cognitive processes that can be used to reach that information. For this purpose, it is aimed to carry the activities that will create a bridge to the academic field to the classroom. In order to avoid coincidences in the effort to support the performance in cognitive processes with bridge activities, a classification was made based on the theoretical approach. Care has been taken to ensure that this classification is holistic activities that can be associated with each other. Turkish lessons are organized according to the techniques that support the development of high-level thinking skills in Bloom’s taxonomy.
Techniques used;
ATTENTION 1 – ATTENTION 2 WORKS:
It ensures that the student is alone with the content of the given subject and should be used especially to see the amount of information that is kept in the short-term memory and ready for processing, which is the components of careful reading, and to ensure its effective use. During these activities, activities were prepared in which the student can detect his own mistakes. It is used during activities to develop practical thinking skills by keeping information in memory.
SCUMPS TABLE: It is used to alleviate the burden of memory and to improve the vocabulary of the student. Instead of finding the unfamiliar words in the read text from the dictionary in the classical method and learning them in two dimensions, it is ensured that they are transferred to the permanent memory by considering the different features of the word, such as color, shape, size, etc.
CONCEPTUAL MAP, MATRIX TABLE, VENN DIAGRAM, CAUSE-EFFECT TABLES, VISUAL READING: Activities that require analytical correlation of the information discussed and activities that require effective use of spatial perception, verbal-spatial perception and photographic memory that will form the infrastructure of a rich imagination are included. .
SCAMPER TABLE, RAFT, IDEA LEAF, MOLECULE MODEL, 3D METHOD: The student should have high cognitive awareness while producing solutions for any problem situation, have productive thinking skills in reaching alternative solutions, and especially not have difficulty in choosing the appropriate strategic approach among alternatives, creative thinking techniques is used.
MOLECULE MODEL, IDEA LEAF, 3D (EMOTION-THOKING-BEHAVIOR) METHOD: It is very important to develop the feeling of “I can write” in students. It is an effective technique used to improve creative writing. One-step thinking about a particular concept is initiated with the molecular model. Then, two-stage thinking is provided about the words that the concept evokes by moving on to the idea leaf study. Then, from the idea leaf work, sentences to be written with a short text begin to form. It is ensured that the sentences to be written are enriched by adding emotion and thought sentences, rather than just sentences describing behavior and action.