Cognitive-Code Approach
The term cognitive-code refers to any conscious attempt made to
organize
material around a grammatical syllabus while allowing for meaningful
practice
and use of language. Subskills in listening ,speaking, reading, and
writing such
as sound discrimination, pronunciation of specific elements,
distinguishing
between letters that are similar in appearance and so on are learned
before the
student participates in real communication activities. Lessons are
highly
structured using a deductive process, and often practicing the `rule
of the day,’
Although research advises second language acquisition precede second
language learning, cognitive-code approach emphasizes content over
form.
Phonemes are learned before words, words before phrases and
sentences,
simple sentences before complicated ones.
A Mini-Lesson Using Cognitive-code Approach: Grade 2.
OBJECTIVE: To learn the "rule of the day" using deductive
method. Introduce words beginning with short and long vowel sound
"i."
PK: Students know short and long vowels sounds of a and e.
TEACH: using picture-cards with the letter "i" on the back.
DEDUCE: iguana, ice, igloo, ice-cream, ink, ivy,insect, idea begin
with the letter i
ACTIVITY: draw pictures for the above words. Make a collage. Play
bingo
Although cognitive-code approach devotes "a great deal of time
to temporally
related but often unmotivated (contextually unjustified)
discourse," a teacher can
make learning more interesting and fun as mentioned above for K-3.