Reviewer in:

EDUC5
Facilitating Learner-Centered Teaching

Aguinaldo, Mary Ann C. BSED ENGLISH 2B

PART 1 (FACILITATING LEARNING) INTRODUCTION MODULE 1 METACOGNITION

METACOGNITION
 Awareness or analysis of one's own learning or thinking process.
 "Thinking about thinking" or "learning how to learn" Acquired knowledge about
cognitive process.
 This term was coined by John Flavell (1979-1987)

THREE CATEGORIES OF METACOGNITIVE KNOWLEDGE

Knowledge of person variables

 Knowledge about how human beings learn and process information.
 For example, studying early in the morning and late at night.
 Working better in a quiet library rather than at home where there are lot of things that
make it hard for you to focus and concentrate.

Knowledge of task variables

 Knowledge about the nature of task.
 It is about knowing what exactly needs to be accomplished, gauging its difficulty and
knowing the kind of effort it will demand for you.
 For example, being aware that you take more time in reading a book in educational
philosophy than reading a novel.

Knowledge of strategy variables

 Involves awareness of the strategy you are using to learn a topic.
 Meta-attention is the awareness of specific strategies so that you can keep your
attention focused on the topic or task at hand.
 Meta-memory is your awareness of specific strategies that work best for you.

Omrod, includes the following in the practice of metacognition:

 Knowing the limits of one's own learning and memory capacities.
 Knowing what learning tasks one can realistically accomplish within a certain amount
of time.
 Knowing which learning strategies are effective and which are not.
 Planning an approach to a learning task that is likely to be successful.
 Using effective learning strategies to process and learn new material.
 Monitoring one's own knowledge and comprehension.
 Using effective strategies for retrieval of previously stored information.
 Knowledge is said to be metacognitive if it is keenly used in a purposeful manner to
ensure that a goal is met.

Huitt believes that metacognition includes the ability to ask and answer the following
types of questions:
 What do I know about this subject, topic, issue?
 Do I know what I need to know?
 Do I know where I can go to get some information, knowledge?
 How much time will I need to learn this?
 What are some strategies and tactics that I can use to learn this?
 Did I understand what I just heard, read or saw?
 How will I know if I am learning at an appropriate topic?
 How can I spot an error if I make one?
 How should I revise my plan if it is not.
 METACOGNITIVE STRATEGIES TO FACILITATE LEARNING

SOME EXAMPLES OF TEACHING STRATEGIES TO DEVELOP METACOGNITION:

1. Have students monitor their own learning and thinking.
2. Teach students study or learning strategies.
 TQLR - it is a metacognitive strategy before listening to a story or a presentation.
T-TUNE IN
- It is first important for the learner himself to be aware that he is paying attention, and
that he is ready to learn.
Q-QUESTION
- the learner is given questions or he thinks of questions about what he will soon learn.
L-LISTEN
- the learner exerts effort to listen.
R-REMEMBER
- the learner uses ways or strategies to remember what was learned.
 PQ4R - this strategy is used in a study of a unit or chapter.
P - PREVIEW
-Scan the whole chapter before delving in each paragraph
Q-QUESTION
-Read the guide question provided, or think of your own questions about the topic.
R-READ
-Check out sub headings as you read. Find out the meaning of words that are not clear
to you.
R-RECITE
-Work on answering the questions you had earlier.
R-REVIEW
-Pinpoint topics you may need to go back and read in order to understand better. R -
REFLECT
-Think about what you read.
3. Have students make predictions about information to be presented next based on
what they have read.
4. Have students relate ideas to existing knowledge
structures.
5. Have students develop questions; ask question of themselves, about what's going
on around them.
6. Help students to know when to ask for help.
7. Show students how to know when to transfer knowledge, attitudes, values, skills to
other situations of tasks.

NOVICE AND EXPERT LEARNERS

Novice Learners
 A person who has just started learning or doing something.
 Novice learners have limited knowledge in the different subject areas
 satisfied at just scratching the surface; hurriedly gives a solution to the problem
 employ rigid strategies that may not be appropriate to the task at hand.
 attempt to process all information they receive
Expert Learners
 Employed metacognitive strategies in learning.
 Monitored their learning and consequently adjusted their strategies to make learning
more effective.
 have deeper knowledge in different subject areas because they look for
interrelationships in the things they learn
 try to understand first the problems, look for boundaries and create a mental picture of
the problem
 expert design new strategies that would be appropriate to the task
 select an important information to the process
DIFFERENCE BETWEEN NOVICE AND EXPERT LEARNERS
 Knowledge in different subject areas
 Problem Solving
 Learning/thinking strategies
 Selectivity in processing
 Production of output
MODULE 2: LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES (LCP)

14 LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES (LCP)

 Cognitive and Metacognitive Factor (6 Principles)
 Developmental and Social Factors (2 Principles)
 Motivational and Affective Factors (3 Principles)
 Individual Difference Factors (3 Principles)

ABSTRACTION/GENERALIZATION PSYCHOLOGICAL FACTORS

INTERNAL
 under the control of the learner
EXTERNAL
 environment or contextual factors that interact with internal factors.
ABSTRACTION/GENERALIZATION
 The principles are intended to deal holistically(considering all factors)
 with learners in the context of real- world learning situations
 ORGANIZED SET OF PRINCIPLE
 NO ISOLATION
The principles are intended to apply to all learners- from children, to teachers, to administrator,
to parents, and to community members involved in our educational system.

COGNITIVE AND METACOGNITIVE FACTORS

1. Nature of the learning Process
 The learning of complex subject matter is most effective when it is intentional process of
constructing meaning from information and experience.
2. Goals of the Learning Process
 The successful learner, over time and with support and instructional guidance, can
create meaningful, coherent representations of knowledge. Coherent-(clear, logically or
aesthetic)
3. Construction of Knowledge
 The successful learner can link new information with existing knowledge in meaningful
ways.
4. Strategic Thinking
 The successful learner can create and use a repertoire of thinking and reasoning
strategies to achieve complex learning goals.
 Repertoire- body of artistic works.
5. Thinking about thinking
 Higher order strategies for selecting and monitoring mental operations facilitate creative
and critical thinking.
6. Context of learning
 Learning is influenced by environmental factors, including culture, technology, and
instructional practices.

MOTIVATIONAL AND AFFECTIVE PRINCIPLES

7. Motivational and influences on learning emotional
 What and how much is learned is influenced by the learner's motivation.
 Motivation is influenced by beliefs, emotional states, interests, goals and habits of
thinking.
8. Intrinsic motivation to learn
 The learner's creativity, HOTS, natural curiousity all contribute to motivation to learn.
 Intrinsic motivation is stimulated by personal interest and relevance,
9. Effects of motivation on effort
 Learner's motivation stimulates willingness to learn most especially in the acquisition of
complex knowledge and skills.

DEVELOPMENTAL AND SOCIAL FACTORS:

10. Developmental influences on learning
 Learning is most effective when the physical, intellectual, emotional and social domains
of development is taken into account.
11. Social influences on learning
 Learning is influenced by social interactions, interpersonal relations, and communication
with others.

INDIVIDUAL DIFFERENCES PRINCIPLES

12. Individual differences in learning
 Learner's have different strategies, approaches and capabilities for learning that are a
function of prior experience and heredity.
13. Learning and diversity
 Learning is most effective when differences in learner's linguistic, cultural and social
backgrounds are taken into account.
14. Standards and assessment
 Setting appropriately high and challenging standards and assessing the learner and the
learning progress are integral parts of the learning process.