Transcript cognitively demanding

INSTRUCTIONAL LENSES
Content Area
Learning
©Konsult Garcia Slagle, LLC 2007
A
C
B
D
Context Reduced (no clues)
Context Embedded (clues)
CUMMINS’ QUADRANT
Cognitively Undemanding (easy)
Cognitively Demanding (hard)
©Konsult Garcia Slagle, LLC 2007
Cummins’ Framework for
Cognitive and Contextual Demands
Content embedded/Context reduced continuum:
This continuum describes the amount of contextual support
provided for communication by interpersonal and situational clues.
In other words, the continuum describes the degree to which
communication relies on knowledge of the language itself verses
real world objects and situations. An example of contextembedded communication would be an explanation of how to
cook a scrambled egg accompanied by a hands-on demonstration
that relies on realia (real world objects). An example of contextreduced communication, would be an oral recitation of the steps
that explain how to cook a scrambled egg, with no contextual
support.
©Konsult Garcia Slagle, LLC 2007
Jim Cummins’ Framework for
Cognitive and Contextual Demands
Cognitively undemanding/Cognitively demanding
continuum:
This continuum of cognitive demand describes the degree of
cognitive challenge in a particular communication. Social or
everyday conversations about know topics/subjects are cognitively
undemanding, whereas academic content about new
subjects/topics are demanding. An example of a cognitively
undemanding task is talking about what your mom had for dinner
last night. An example of a cognitively demanding task, on the
other hand, is explaining the calorie count or nutritional value
behind your mom’s choice for dinner.
©Konsult Garcia Slagle, LLC 2007