Les s o n 1

Learning Principles Associated

to Cognitive, Metacognitive,
Motivational, Affective Factors

JULFER P. FRANCISCO, MAEM

CHALLENGE
1. “Variety is a spice of life.” How is this statement
applicable in the selection of instructional strategies,
motivational strategies, and affective strategies?

2. “This subject is my Waterloo” – a statement most

learners attribute to subjects they find difficult. If
you were the teacher, what motivation and affective
strategies would you use to alter this perception and
attitude?
JANUARY2025
 Learning
Objectives:
At the end of the lesson, you will be able to:

• explain the cognitive, metacognitive, motivational,

and affective factors of teaching and learning;
• summarize learning using graphic organizers; and
• cite classroom situations that manifest applications of
the principles.
 Think
In the early 1990s, the American Psychological Association (APA)
appointed a group , a TASK Force on Psychology in Education, to
conduct further studies in both psychology and education.

The purpose of this group was to The end goal was to improve the
conduct studies that could further existing school practices so that
enhance the current understanding learning becomes more
of educators on the nature of the meaningful to all kinds of
learners about the teaching and learners.
learning process.
 Learner-Centered
Psychological Principles

Cognitive and Individual

Metacognitive Difference
Factors Motivational Developmental Factors
and Affective and Social

All these principles influence the teaching and learning process (APA,
1997).
 Research Grid
• This is a question and answer learning methodology. It is
particularly suitable for independent learning in small groups.
Questions are written by the teacher and students research
the answers and write them in.
• Students take responsibility for their own learning. They can
consult within the group to reach the best answer to a
particular question. They help each other to build high quality
answers.
• A wide variety of topics in many subject areas can be taught
using this method. One organizer is shared by a small group.
Students can fill their own organizer for homework and keep
Research Grid
1
Cognitive and
Metacognitive Motivational
Factors
2
and Affective
Factors

GROUP
 RUBRICS
Performance Good Fair Poor
Rating Excellent
(9-10) (7-8) (5-6) (1-4)
Criteria

All members actively

participate, share Most members participate Uneven participation Minimal cooperation,
responsibilities equally, actively, share among members, some unequal distribution of
listen respectfully to responsibilities, and work members dominate while work, members work
Cooperation others' ideas, and work well together. Some others remain passive. independently with little
harmoniously together. members show leadership Basic level of cooperation interaction or show
Group demonstrates in ensuring group present but needs disrespect to others'
exceptional teamwork and cooperation. improvement. ideas.
conflict resolution skills.
Answers demonstrate Answers show good
Basic understanding of Limited understanding
deep understanding of understanding of concepts
concepts shown, but demonstrated, answers
concepts, supported by with some supporting
Appropriate relevant examples and examples. Most responses
answers lack depth or are incomplete or
Answer/Content sufficient examples. Some incorrect. Little to no
evidence. Responses are are complete and
responses may be supporting evidence or
thorough, well-reasoned, demonstrate clear
incomplete or superficial. examples provided.
and show critical thinking. thinking.
Group completes tasks
Group completes all tasks Group fails to complete
Group completes most with some delay, shows
within the allocated time, tasks on time, poor time
tasks on time, shows good inconsistent time
Timeliness manages time efficiently,
time management, and management, but still
management evident,
and submits work before significant delay in
submits work at deadline. submits within extended
or at deadline. submission.
time.
 CONCLUSION
• Learners acquire knowledge and skills from the
experiences that they actively engage in. This
scenario demands the teachers to be in an active
role as well to effect the intended positive changes
to the learners.
• Initially, teachers' awareness of students'
background or characteristics is vital input in
instructional design.
• Cognition is triggered by the varied types of
motivation used by teachers and the strategies they
 CONCLUSION
• Likewise, prior knowledge has been found useful in
the learners' metacognitive thinking.
• The stock knowledge and skills have developed
greater confidence for the learners to hurdle the
task-in the planning of the strategies to solve a task,
in their monitoring of their solving processes, and in
evaluating their output.
• Based on common experiences by teachers, learners
achieve more if they exert effort in the tasks given to
them.
 CONCLUSION
• The teachers should consider all the major elements
of the cognitive and metacognitive factors, of
learning as follows: nature of the learning process,
goals of the learning process, construction of
knowledge, strategic thinking, thinking about
thinking, and the context of learning.
• Each teacher's learning plan should be carefully
checked as to its appropriateness and effectiveness
in lesson delivery.
 CONCLUSION

• Mentoring of new teachers by seasoned teachers

should also be a good practice that needs to be
observed in schools.
• Teachers have best practices in motivating and
stimulating their learners depending on their age
and grade levels.
 CONCLUSION
• Sometimes, extrinsic motivation works effectively
among those in the lower grades, like giving tokens,
stars, or any tangible reward.
• As they progress from one grade level to the other,
teachers also modify motivation from being extrinsic
to intrinsic because they are now becoming more
matured learners.
• Their interests as well as the commitment to finish
their tasks are now more critical rather than just the
concrete rewards.
 Read and analyze the statements. If true, write YES; if
false, write NO.

[Link] instruction attempts to

resolve diversity of learners in the classroom.
 Read and analyze the statements. If true, write YES; if
false, write NO.

2. The motivation of a learner from the urban

community is similar to that from the rural
area.
 Read and analyze the statements. If true, write YES; if
false, write NO.

3. The development of higher-order thinking

skills is attainable among the lower years.
 Read and analyze the statements. If true, write YES; if
false, write NO.

4. Making learning alive and active initiates

students' positive love for the subject.
 Read and analyze the statements. If true, write YES; if
false, write NO.

5. Verbal reinforcements, as they seem fitted

for the elementary level, are avoided in the
senior high school level.
 Read and analyze the statements. If true, write YES; if
false, write NO.

6. The practice of unlocking difficulties for a

difficult. lesson provides scaffold to the
learners.
 Read and analyze the statements. If true, write YES; if
false, write NO.

7. The assistance of a more advanced student

to a slow learner in explaining the lesson is
defeating the purpose of active engagement
of the learner.
 Read and analyze the statements. If true, write YES; if
false, write NO.

8. Praising a slow learner for a little effort

exerted is a stepping stone for his or her
progress.
 Read and analyze the statements. If true, write YES; if
false, write NO.

9. Using new technologies in the classroom

has more disadvantages and advantages, as
learners are overwhelmed.
 Read and analyze the statements. If true, write YES before
the item; if false, write NO.

10. A teacher who facilitates learning

becomes the main source of knowledge in
every lesson in class.
 Read and analyze the statements. If true, write YES; if
false, write NO.

10. A teacher who facilitates learning

becomes the main source of knowledge in
every lesson in class.
 Read and analyze the statements. If true, write YES; if
false, write NO.

1. YES Rationale: Differentiated instruction

acknowledges and addresses the diversity of
learners in the classroom. This aligns with the
principle that learning is influenced by
environmental factors and individual
differences.
 Read and analyze the statements. If true, write YES; if
false, write NO.

2. NO Rationale: Motivation is influenced by

individual's emotional states, beliefs, interests,
goals, and cultural background. Learners from
urban and rural areas may have different
experiences, interests, and goals that affect
their motivation.
 Read and analyze the statements. If true, write YES; if
false, write NO.

3. YES Rationale: The development of higher-

order thinking skills (HOTS) can be cultivated
at any level, with appropriate support and
guidance. Teachers should provide
opportunities for all learners to develop these
skills through age-appropriate activities.
 Read and analyze the statements. If true, write YES; if
false, write NO.

4. YES Rationale: When learning is active and

engaging, it connects to students' real-life
experiences and creates meaningful
representations of knowledge, which fosters
positive attitudes toward the subject.
 Read and analyze the statements. If true, write YES; if
false, write NO.

5. NO Rationale: Verbal reinforcements are

valuable at all educational levels. The text
mentions that teachers' encouragement and
praise can boost learners' confidence
regardless of their age or grade level.
 Read and analyze the statements. If true, write YES; if
false, write NO.

6. YES Rationale: Unlocking difficulties

provides scaffolding that helps learners
connect new information with existing
knowledge, which is a key principle for
successful learning.
 Read and analyze the statements. If true, write YES; if
false, write NO.

7. NO Rationale: Peer assistance from

advanced students can enhance learning
through collaboration and shared experiences.
This supports the construction of knowledge
and doesn't defeat active engagement.
 Read and analyze the statements. If true, write YES; if
false, write NO.

8. YES Rationale: The text explicitly states that

praising efforts and acknowledging small
achievements increases motivation to learn
and builds confidence.
 Read and analyze the statements. If true, write YES; if
false, write NO.

9. NO Rationale: Technology is mentioned as

one of the environmental factors that
influence learning positively when properly
integrated. While it can present challenges,
it's not inherently disadvantageous.
 Read and analyze the statements. If true, write YES; if
false, write NO.

10. NO Rationale: A facilitator guides learners

to become active, goal-directed, and self-
regulating. The text emphasizes that teachers
should be guides rather than the main source
of knowledge.
T h a n k Yo u