Facilitating Learning

MRS. NELIA ALBINDO- ORTEGA

Subject Teacher
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INTRODUCTION:
Why do students go to school?

Why do teachers teach?

What is the aim of
teaching?

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 TEACHING LEARNING

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 •All teachings result to learning.
• False
• Why?
• Learning is an interplay of a lot of factors.
• Learner, Teacher, Learning situation
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 •Since the aim of teaching is to learn.
•It is very important that teachers have a
clear concept of what learning is.

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Answer this question:
• If after a lecture, the teacher gives a quiz
and most students got perfect scores, is this
an indication that the students achieved
learning?

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DEFINITION OF LEARNING:

•Intelligent adaptation to a
changing situation.

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 DEFINITION OF LEARNING:

•Process of acquiring
knowledge and the ability to
perform as a result of it.
•Ability to apply.

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DEFINITION OF LEARNING:

• Ornstein (1990)
• A reflective process.
• Develops insights and
understanding
• Changes and re-structures
mental process.

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DEFINITION OF LEARNING:
• Lardizabal (1991)
• Learning process involves:
1. Unfreezing
2. Problem diagnosis
3. Goal setting
4. New behavior
5. Refreezing
(UPGNR)
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DEFINITION OF LEARNING:
• Lardizabal (1991)
• Learning process involves:
1. Unfreezing- Becoming open-minded, listening to
others, allowing others to give their feedback
about you, welcoming comments and suggestions
2. Problem diagnosis- Reflecting on what really the
problems are, studying the causes why problems
exist. Careful self-analysis of why things are not going
right.
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DEFINITION OF LEARNING:
• Lardizabal (1991)
• Learning process involves:
3. Goal setting- having the desire to make a change.
Making a plan of what to do in order to improve or
become better.
4. New behavior- Putting the goals into action.
Becoming the new person you envisioned to be.
Showing an updated version of the old self.
(UPGNR)
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DEFINITION OF LEARNING:
• Lardizabal (1991)
• Learning process involves:
5. Refreezing- Trying to sustain the new
character. Conscious realization to continue
showing the traits and making it an integral
part of oneself for life.
(UPGNR)
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DEFINITION OF LEARNING:

• Lardizabal (1991)
• Integrated, on-going process
occurring within an individual,
• Enabling him to meet specific aims, fulfill his
need and interest,
•Cope with the learning process.

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DEFINITION OF LEARNING:

• Slavin (1995)
•A change in the individual caused by
experience.

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DEFINITION OF LEARNING:

• Calderon (1998)
• Acquisition through maturation and experience of
new and more knowledge, skills and attitudes.
• That will enable to make the learner to make better
and adequate reactions, responses, and adjustments
to new situations.

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DEFINITION OF LEARNING:
WRAP UP

• Many definitions.
• Learning is an on-going process;
• Behavior is modified or changed;
• As result of experience.
• Does not refer only to outcome manifestly observable,
• But also to attitudes, feelings or intellectual processes
that are not obvious.

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WRAP UP:

In order to be successful, we
need to be LIFELONG LEARNERS.
We never stop learning.
We learn everyday.
We adapt to changes.
We are not stagnant.
We continue to develop.

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 What is Facilitating Learning?
▪ Facilitate
▪ To make things easy
▪ To smooth the progress of
▪  To help (something) run more smoothly and effectively
▪ To make possible; to allow things to happen with ease
▪ To direct or lead something (activity)
▪ To help, assist, aid…
▪ Teachers should be facilitators
of learning
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•If you teach a person what to learn, you
are preparing that person for the past.
If you teach the person how to learn, you
are preparing that person for the future.
“Teachers are facilitators
of learning.”
🞂Does it mean not giving hard tasks?
(projects, quizzes, examination, etc)
🞂Does it mean spoon-feeding students all
throughout?
🞂No!
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“Teachers are facilitators of learning”.
🞂Making learning easy means –
🞂providing the resources,
🞂preparing the environment that would make
learning easy.

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“Teachers are facilitators of learning”.
🞂Becoming creative, patient and diligent
in designing teaching strategies that
would make learners understand the
lesson easily.

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•In order to become a good
facilitator of learning,
•A teacher should first be skilled in
“facilitating his/her own learning.

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•You cannot give what you do not
have.
•You cannot expect others to do a
thing if you yourself cannot do it.

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 •To be a good facilitator of
learning, one should have
achieved the skill in
METACOGNITION.
•METACOGNITIVE SKILLS enable a
teacher to be effective in teaching.

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Recap Question:

•What have you realized

after the discussion about
learning?
How Do We Learn?

1. We learn by observation.
2. We learn by conditioning.
3. We learn by trial and error.
4. We learn by direct experience.
5. We learn by instruction.
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 How Do We Learn?

1. We learn by
observation.
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 Albert Bandura
• Still alive up to this date
• 90 years old
• Canadian (Poland, Ukraine)
• Very influential figure
• Education and psychology
• Cognitive Social Learning Theory
• Professor, Stanford University
• Rags to success story
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 Albert Bandura’s
Bobo Doll Studies

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 How Do We Learn?

2. We learn by
conditioning.
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Little Albert Experiment:
John B. Watson
 How Do We Learn?

3. We learn by
trial and error.
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•How do open these
bottles without
using a bottle
opener?
 How Do We Learn?

4. We learn by
direct experience.
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Playing musical instruments, driving, cooking are just
some examples of learning by direct experience.
 How Do We Learn?

5. We learn by
instruction.
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Learning by instruction is also called formal
learning or formal instruction.
 Assignment:

Photocopy and answer

the Questionnaire
Pages -1-4, 7

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 Scoring
Part 1 - Motivation
Part 2 – Organizing and planning your work
Part 3 – Working with others; Utilizing resources and feedback
Part 4 – Managing school work stress
Part 5 – Note-taking and reading
Part 6 – Preparing an assignment/project
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Part 1 – Motivation
Score MEANING / INTERPRETATION
55 – 80 You do not appear to have many problems in getting down to
work keeping to it.
35 – 50 You sometimes get down to work but can be distracted.
You might not always be certain why you are having to work.
You probably could benefit from learning some techniques
that help you get down to work more consistently.

0 – 30 You really do have problems ion getting down to work. Unless

you develop skills in this area you are likely to have many
unsatisfactory experiences as a student through out your life.
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Part 2 – Organizing and Planning your Work
Score MEANING / INTERPRETATION
70 -
100
You are well-organized and plan ahead for your
work.
40 - 65 You are not well-organized as you could be.
Your time management might benefit from a closer
analysis.
0 - 35 You have little organization, probably deal with things
as they happen, constantly doing things at the last
minute, often not getting work completed.
You need to take action.
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Part 3 – Working With Others; Utilizing Resources and Feedback
Scor MEANING / INTERPRETATION
e
55 - You make full use of resources available, listen well
85 and take an active part in seminars.
35 - You probably collect resources, but you need to ask
50 yourself how you are going to use them more
effectively.
0 - There are important resources around you that you are
35 ignoring.
You may not be hearing much of what is being said.
You need to know what resources are available, and
you need to find out where they are and that they have to offer.
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Part 4 – Managing School Work Stress
Score MEANING / INTERPRETATION
65 - 80 Although you sometimes get stressed and worried you
have the skills of knowing how to minimize problems
and look after yourself.
40 -65 You handle your anxieties and concerns moderately
well but could develop skills to manage them more
effectively.
0 - 35 You are likely to get overwhelmed with your problems
which will make you much less effective as a student.
You need to acquire the skills of managing stress more
effectively.
You need to take action.
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Part 5 – Note-Taking and Reading
Score MEANING / INTERPRETATION
75 - You prepare well and read efficiently, learning as you
110 go.
You waste little time reading irrelevant material.
45 - 70 Your reading and noting skills are adequate, but
could be improved.
0 - 40 Your notes are likely to be of little use to you, if they exist at
all.
You spend a lot of time reading or sitting in but come home
with very little.
You need to become more selective in what you read or write
down.
You need to take action.
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Part 6 – Preparing an Assignment/Project
Score MEANING / INTERPRETATION
70 - 100 Your essays are well thought out, researched
and clearly written.
40 - 65 There is room for improvement although you do
demonstrate some skills.
0 - 35 You probably wonder why your essays always get such
low marks.
Resources and support are available to help you improve
your essay writing skills.
Take action now.
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What did you discover about yourself
after answering the questionnaire?
▪What aspects are you strong in?
▪What aspects do you need to improve
in?

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What you did is an exercise in

Metacognition
• You stopped and thought of how you study and learn.
• You were reminded of your strengths and weakness.
• Was able to figure out how to improve your study
habits.

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 Objectives:
•Have a clear understanding of what is
metacognition
•Discuss the importance of metacognition to
students like you?
•Describe the three categories of
metacognition
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Objectives:
•Identify who introduced the
concept of metacognition
•Give examples on what will
you do to practice
metacognition?
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Why do we need to study about metacognition?
i l y
fam

re er s hi ps
ca atio n
re l
Personal
self-actualiz
ation
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Why do we need to study about metacognition?

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METACOGNITION . . .
What is meta?
▪ Greek word
▪ “Beyond”
▪ “Higher’
▪ “More developed”

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 Cognition
• Refers to mental processes which includes:
• Attention
• Remembering
• Producing
• Understanding language
• Solving problems and
• Making decisions
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METACOGNITION . . .
•Thinking about one’s own thinking.
•Knowing about one’s own
knowledge.
•Learning how to learn.

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We Do Metacognition Everyday.
✔ Studying
✔ Cooking
✔ Eating
✔ Playing
✔ Going to the mall
✔ Dealing with people
✔ Budgeting
✔ Etc.
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• Why is studying about METACOGNITION
important?
•One important goal of education is to
teach students how to learn on
their own.

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Importance of teaching children to learn on their own.

• If you teach a person what to

learn, you are preparing that
person for the past.
• If you teach the person how to
learn, you are preparing that
person for the future.
• Cyril Houle

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Importance of
teaching children to
learn on their own.

• become independent learner

• become self-motivated and
• self-regulated

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What is the advantage if you 🞂 You can manage your life,
are self-motivated and self- 🞂 You know how to decide for yourself,
regulated? 🞂 You become mature.

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Becoming an independent
learner is best achieved if a
person

🞂 has a deep awareness of

how s/he processes
information
🞂 evaluates own thinking
🞂 think of ways to make own
learning effective

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 METACOGNITION . . .
•Metacognition enables you to be
successful learners
• has been associated with intelligence
• (e.g., Borkowski, Carr, & Pressley, 1987; Sternberg, 1984, 1986a, 1986b).

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“Metacognition” Defined

• According to John H. Flavell

(1928-)

• Metacognition consists of
both metacognitive
knowledge and
metacognitive experiences
or regulation.

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“Metacognition” Defined

• According to John H. Flavell

(1928-)

• refers to one’s knowledge

concerning one’s own
cognitive processes or
anything related to them.

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 “Metacognition” Defined
•Higher order thinking which
involves active awareness and
control over the cognitive
processes involved in learning
•“thinking about thinking”

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METACOGNITION . .
.
• Knowing “what we know” and
“what we don’t know”.
• “Learning how to learn”

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 “Metacognition” Defined

•Metacognitive knowledge refers to

acquired knowledge about cognitive
processes.
•Divided into 3 categories
• Person variables
• Task variables
• Strategy variables
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 3 Categories of Metacognitive Knowledge
1. Knowledge about the self / the learner.
• (Person variable)

2. Knowledge about the task.

• (Task variable)

3. Knowledge about the strategy to accomplish the task.

• (Strategy variable)

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Person Variables

Refer to the knowledge about…

how human beings learn and
process information, as well as
individual knowledge of one’s own
learning processes.

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Person Variables

You may be aware that you study

more effectively if you study very
early in the morning than late in the
evening.

Or that you work better in a quiet

library rather than at home where
there are a lot of things that make it
hard for you to focus and
concentrate.

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 Task Variables

Knowledge about …
• the nature of the task as well as
the
• type of processing demands that
it will place upon the individual.
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 Task Variables
•It is about …
• knowing what exactly needs to be
accomplished,
• gauging its difficulty and
• knowing the kind of effort it will
demand from you.
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Task Variables
• It will take more time to read and
comprehend a book in Facilitating
Learning than a novel book or
magazine.

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Strategy
Variables
• Involves awareness of the strategy
you are using to learn a topic and
• evaluating whether this strategy is
effective.

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Strategy
Variables

• If you think your strategy is not

working,
• then you may think of various
strategies and
• try out one to see if it will help you
learn better.

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Strategy Variables are related
Meta-attention
• awareness of specific strategies so that you
can keep your attention focused on the topic
or task at hand
Meta-memory
• awareness of memory strategies that work
best for you

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 Application/Practice of
Meta-Cognition
(Jeanne Ellis Ormrod)

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 Application/Practice of Meta-Cognition
(Ormrod)
• Know the limits of one’s own learning and
memory capacity.
• Know what learning tasks can one realistically
accomplish within a certain amount of time.
• Know which learning strategies are effective,
and which are not.

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Application/Practice of Meta-Cognition
(Ormrod)
•Plan an approach to a learning task
that is likely to be successful.
•Use effective learning strategies for
retrieval of previously-stored
information.

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Application/Practice of Meta-Cognition
(Ormrod)
•Knowledge is said to be
metacognitive if it is keenly used
in a purposeful manner to
ensure that a goal is met.

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 Application/Practice of Meta-Cognition
(Ormrod)
Example: Planning to do a homework.
“I know that I (person variable) have more difficulty
with my Science assignments than Language Arts
and find Art Education easier (task variable). So, I
will do my homework in Science first, then Language
Arts, then Art Education. (strategy variable).

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Application/Practice of Meta-Cognition
(Ormrod)
Note:
“If one is only aware about one’s cognitive
strengths and weaknesses and the nature
of the task but does not use this to guide
or oversee his own learning, then no
metacognition has been applied”.

84
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(Huitt) Application/Practice of Meta-Cognition

• Did I understand what I just heard, read or saw?

• How will I know if I am learning at an appropriate
rate?
• How can I spot an error if I make one?.
• How should I revise my plan if it is not working to
my expectation/satisfaction?

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Examples of Teaching Strategies to
Develop Metacognition
• Have students monitor their own learning and
thinking.
• Example: have student monitor a peer’s
learning/thinking/behaving in dyad.
• Have students learn study strategies
• TQLR-
• Tune in, Question, Listen, Remember
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Examples of Teaching Strategies to Develop
Metacognition

•Have students learn study strategies

•PQ4R-
•Preview, Question, Read, Recite,
Review, Reflect

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87
Examples of teaching strategies to develop
metacognition
• Have students make predictions about
information to be presented next based on
what they have read.
• Have students relate ideas to existing
knowledge structures.
• (Important to have relevant knowledge
structures well learned)
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88
Examples of teaching strategies to develop
metacognition

•Have students develop questions;

ask questions of themselves, about
what’s going on around them.
• (Have you asked a good question
today?)
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Examples of teaching strategies to develop
metacognition
• Help students to know when to ask for help.
• (must be able to self-monitor; require students to
show how they have attempted to deal with the
problem of their own)
• Show students how to transfer knowledge,
attitudes, values, skills to other situations or
tasks.
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Learners can be:
• NOVICE (beginner)
OR EXPERT

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 Differences Between Novice and Expert Learners
Aspect of Novice Learners Expert Learners
Learning
Knowledge Have limited Have a deeper
in Different knowledge in knowledge in different
Subject the different subject areas because
Areas subject areas. they look at
interrelationships in the
things they learn.

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 Differences Between Novice and Expert Learners
Aspect of Novice Learners Expert Learners
Learning
Problem - Satisfied at just First try to understand
solving scratching the the problem, look for
surface; boundaries, and create
Hurriedly gives a mental picture of the
solution to a problem.
problem.

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 Differences Between Novice and Expert Learners
Aspect of Novice Learners Expert Learners
Learning
Learning/ Employ rigid Design new
Thinking strategies that strategies that
Strategies may not be would be
appropriate to appropriate to the
the task at hand. task at hand.

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 Differences Between Novice and Expert Learners
Aspect of Novice Learners Expert Learners
Learning
Production Do not examine Check their errors
of Output the quality of and redirect their
their work, nor efforts and maintain
stop to make quality output.
revisions

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