PCK 1

FACILITATING
LEARNER-CENTERED
TEACHING
AGNES B. ABUNIO, MLL
Instructor I
 Objectives:
At the end of the session, the
students should be able to:
• explain metacognition; and
• enumerate the variables under
Metacognition; and
• share own metacognitive
strategies.
Eyyable ( ) or not (🗙):

Eyy if you agree with

the statement and X if
you do not.
Eyyable ( ) or not (🗙):

I reward myself when I

study/work.
Eyyable ( ) or not (🗙):

I see to it that I give

myself regular breaks
from studying/working.
Eyyable ( ) or not (🗙):

I am able to keep my
concentration and does
not let my mind “drift
away.”
Eyyable ( ) or not (🗙):

I am willing to do the
work I do not enjoy
because I see it as
important.
Eyyable ( ) or not (🗙):

I seek clarification from

the teacher about their
expectations and
standards.
Eyyable ( ) or not (🗙):

I submit all my
assignments on time.
Eyyable ( ) or not (🗙):

I review my work before

submitting.
Eyyable ( ) or not (🗙):

I get so worried about

assignments that they
make me feel ill.
Answering questions about one’s study habit.
Put a check in the column that best describes what is true to
you.
Scoring
The six parts of the questionnaire pertain to the following
aspects of study habits:

Part 1-Motivation
Part 2- Organizing and planning the 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
Part 1: Motivation
• Scores from 55 to 80 mean that you do not
appear to have many problems in getting
down to work and keeping to it.

• Scores from 31 to 50 mean that you sometimes

get down to work but you can be distracted,
you might not always be certain why you have
to work. You probably could benefit from
learning some techniques that help you get
down to work more consistently and keep at it.
Part 1: Motivation

• Scores of 30 and below signify that you really

do have problems in getting down to work.
Unless you develop skills in this area you are
likely to have many unsatisfactory
experiences as a student throughout your
life. You need to take action.
Part 2: Organizing and Planning
• Scores from 70 to 100 mean you are well-organized and plan
ahead for your work.

• Scores from 40 to 65 mean you are not as well-organized as

you can be. Your time management may benefit from a
closer analysis.

• Scores of 35 and below mean 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.
Part 3: Working with others; Utilizing
resources and feedback
• Scores from 55 to 85 mean you make full use of resources
available, listen well and take an active part in seminars.

• Scores from 35 to 50 mean you probably collect resources,

but you need to ask yourself how to use them more
effectively.

• Scores of 30 and below mean there are important resources

that you are 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 what they offer.
Part 4: Managing School Work Stress
• Scores from 65 to 80 mean that although you sometimes get
stressed and worried you have the skills of knowing how to
minimize problems and look after yourself.

• Scores from 40 to 65 mean that you handle your anxieties

and concerns moderately well but could develop skills to
manage them more effectively.

• Scores of 35 and under mean that 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.
Part 5: Note-taking and Reading
• Scores from 75 to 110 mean you prepare well and read
efficiently, learning as you go. You waste little time reading
irrelevant materials.

• Scores from 45 to 70 mean your reading and note-taking

skills are adequate, but could be improved.

• Scores of 40 and below mean 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.
Part 6: Preparing Assignment/Project
• Scores from 70 to 100 mean that your essays are well-
thought-out, researched and clearly written.

• Scores from 40 to 65 mean that there is room for

improvement although you do demonstrate some skills.

• Scores of 35 and below mean that 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.
METACOGNITION

• The term “metacognition” was coined by John Flavell. It is

consists of both metacognitive knowledge and metacognitive
experiences of regulation.

• Metacognition is “thinking about thinking” or “learning how to

learn”

• Flavel further divides metacognitive knowledge into three:

(1)Knowledge of person variables-how one views himself or herself
(2)Task variables- type of processing demands
(3)Strategy variables -awareness of the strategy you are using to learn a topic
METACOGNITION

Metacognitive Strategies include:

1. Monitoring mistakes
2. Planning learning tasks
3. Evaluating progress and achievements
Meta-attention and Meta-memory
Meta-attention is the attention to attention. It
is learning to become more aware of the things
that consistently distract you.

Meta-attention plays a crucial role in learning,

problem-solving, and various cognitive tasks
because it helps individuals become conscious of
where their attention is, assess if it's focused on
the right things, and make adjustments as
needed.
Meta-attention and Meta-memory
Meta-memory is the awareness and
understanding of one's own memory processes. It
involves knowledge about how memory works,
the ability to monitor and evaluate one's memory,
and the strategies used to enhance memory
performance.

“Memory about memory”

Identify the three variables of
metacognition in the statement.

I experience more difficulty in doing my

Science assignments that in Mathematics,
so I will do my homework in Science first,
then Mathematics.
Identify the three variables of
metacognition in the statement.

I (person variable) experience more difficulty

in doing my Science assignments that in
Mathematics (task variable), so I will do my
homework in Science first, then
Mathematics (strategy variable).
METACOGNITION

William Huitt (1997) 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?
METACOGNITION

• 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 rate?
• How can I spot an error if I make one?
• How should I revise my plan if it is not working
to my expectations/satisfaction?
METACOGNITIVE
STRATEGIES TO
FACILITATE
LARNING
 The Challenge to teachers like you

Children have the capacity to be more aware and

reflective of their own learning. However, not
many have been taught and encouraged to apply
metacognition.

Have you been taught of metacognition?

 The Challenge to teachers like you

The challenge then to future teachers like

you is to integrate more activities that would
build your students’ capacity to reflect on
their own characteristics as learners (self-
knowledge), the tasks they are to do (task
knowledge) and the strategies that they can
use to learn (strategic knowledge).
 Some teaching strategies to develop
metacognition:
1. Have students monitor their own learning and
thinking. (Example: have . a student monitor a
peer’s learning/thinking/behaving in dyad)
2. Teach students study or learning strategies like
TQLR and PQ4R.
3. Have students make predictions about the
information to be presented next based on
what they have read.
 Some teaching strategies to develop
metacognition:
4. Have students relate ideas to existing
knowledge structures. (It is important to have
relevant knowledge structures well learned.)

5. Have students develop questions; ask questions

of themselves, about what’s going on around
them (Have you asked a good question today?)
 Some teaching strategies to develop
metacognition:
6. Help students to know when to ask for help.
(He/she must be able to self-monitor; require
students to show how they have attempted to
deal with the problem of their own.)

7. Show students how to transfer knowledge,

‘attitudes, values; skills to other situations or tasks.
 https://www.youtube.com/watch?v=IfX
dWeAzgCo
This is a video that shows a simple song that
a primary grade teacher is using to prepare
the children to listen and respond to a
lesson or a selection. It is a very practical way
of teaching children to apply metacognition
early on.
 Task on Metacognition:
Make your own song/chant on any of the strategies discussed or
any that you apply in your own thinking about thinking. It will be
presented in class.

Holistic rubric:
25 pts.-Sensibility of the jazz/song to the purpose of thinking
about thinking
15 pts.-Presentation (the student explains the purpose of the
output and presents it with confidence)
10 pts.-Creativity

50 pts.-TOTAL
 Assignment:

1. Surf the internet for additional readings on

metacognition.
2. Make a collection of metacognitive strategies
that can make learning more effective and
efficient.
3. Make a collection of teaching strategies that
develop metacognition in students.
References: Corpus, B. & Lucas, M.R (2020). Facilitating
Learner-Centered Teaching. Quezon City, Lorimar
Publishing.

Retrieved from: https://lincs.ed.gov/state-

resources/federal-
initiatives/teal/guide/metacognitive#:~:text=Strat
egy%20variables%3A%20The%20strategies%20a,h
as%20to%20reread%20a%20paragraph
At the end of the session, the students should be
able to:

1.memorize the 14 principles;

2.explain the 14 principles; and
3.share plans on how you will advocate the use of 14
principles in the teaching-learning process.
The principles are intended to deal
holistically with learners in the context
of real-world learning situations. Thus,
they are best understood as an
organized set of principles; no principle
should be viewed in isolation.
The 14 principles are divided into those
referring to cognitive and
metacognitive, motivational and
affective, developmental and social, and
individual difference factors influencing
learners and learning.
PCK 1: Facilitating
Learner-Centered
Teaching
AGNES B. ABUNIO, MLL
 OBJECTIVES:
At the end of the discussion, the students should be able
to:
1.) explain salient concepts and principles of major
development theories; and
2.) share classroom setting experiences relative
to the concepts.
Review of Theories
1.)Sigmund Freud
• Three components of Personality
• Five Psychosexual Stages
2. )Eric Erikson
• Eight Psycho-social Stages of Development
3.) Jean Piaget
• Four Stages of Cognitive Development
Review of Theories
4. )Lawrence Kohlberg
• Three Levels and Six Stages of Moral Delopment
5. )Lev Vygotsky
• Zone of Proximal Development
6. )Urie Brofenbrener
• Bio-Ecological Systems
 Sigmund Freud
• Three components of Personality
• Five Psychosexual Stages
 Eric Erickson
Eight Psycho-social Stages of
Development
 Jean Piaget
Four Stages of Cognitive Development
Activity: Answer each question.
1.) What are the three components of personality? How
does the understanding of the three components guide
teachers in classroom management?
2.) Enumerate the eight “syntonic vs. dystonic” of Erikson.
What does each mean?
3. What is the difference between assimilation and
accommodation?
 Lawrence Kohlberg
Three Levels and Six Stages
of Moral Delopment
The Heinz Dilemma
Activity: Answer each question.
Rubric: Accuracy (3pts.) Explanation (2pts.)
1.) How does Kohlberg’s theory of moral development
expand upon or differ from Piaget’s theory of cognitive
development?
2.) What are the roles of peer and societal influences on an
individual’s progression? (Lawrence & Lev Vygotsky)
 Lev Vygotsky
Zone of Proximal Development
Activity: Do a short role-play showing the assigned concepts.
The role play should cover the important concepts of Urie
Brofenbrener’s Bio-Ecological Systems.

RUBRIC:
Accuracy of concepts- 30 pts.
Usefulness in Classroom Setting -30 pts.
Creativity- 20 pts.

TOTAL- 80 pts.
 Urie Brofenbrener
Bio-Ecological Systems
Questions?
Pair Activity:
Make a conversation between/among people to exhibit the four
components of linguistic components and language registers. One
conversation for each. Include an explanation below each
conversation.

Rubric:
Accuracy of concepts- 20 pts.
Completeness of Output- 10 pts.
Explanation- 20 pts.
Clarity- 10 pts.
Language use- 10 pts.
TOTAL- 70 pts.
At the end of the discussion, the students should
be able to:
1. differentiate the learning styles;
2. describe students with specific learning styles;
and
3. create suitable and unique activities for the
multiple intelligences.
This it the preferred wags an individual process
information.

There are several perspectives about

learning/thinking styles . They are centered on the
two:
1. ) sensory preferences
2.) global-analytic continuum
 1. Visual Learners- must see their teacher’s actions and
facial expressions to fully understand the content of the
lesson. They are the front-liners and they want visual
aids.
a. Visual-iconic- more interested in visual imagery such as
film, graphic displays, or pictures. They have good “picture
memory”.
b. Visual-symbolic-comfortable with abstract symbolism
such as mathematical formulae and written word. They
prefer to read than look at a map
2. Auditory Learners-They learn best through verbal
lectures, discussions, talking things through listening to
what others have to say. They interpret the voice, pitch,
speed and other nuances.
.a. Listeners- carry mental conversations and figure out how
to extend what they learned by reviewing in their heads
what they heard other say

b. Talkers- prefer to talk and discuss. In a class ett

b. Talkers- prefer to talk and discuss. In a class setting when
a teacher is not asking questions, auditory-verbal/talker
tends to whisper comments to themself.

3. Tactile/Kinesthetic Learners- prefers hands-on approach

to actively explore the world around them. They may find it
difficult to sit still for long periods.
Analytic- They tend toward the linear, step-by-step
processes of learning. They see finite elements of patters
rather than the whole.
-They are called “tree seers”

Global-lean towards the non-linear thought and tend to

see the whole patterns than particle elements.
-They are the “forest seers’
Prefrontal
Cortex

Amygdala

Hippocampus
Create unique activity for each of the Intelligence. The activity
could be individual/ by group. You need to provide the following:

Intelligence:______________________________
Activity Name:____________________________
Complete description/directions of the game: __________________
Group Members:_______________________________
Materials, needed, if any: ________________________
Specific setting, if necessary:______________________
RUBRIC (for each intelligence)
3 pts- Uniqueness of the Activity
3 pts- Suitability of the activity to the Intelligence
3 pts- Completeness of the information needed
1 pts- Language Use
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 Are you convinced that language is
acquired through conditioning (Watson
&Skinner), association ( Pavlov), stimulus
and response (Thorndike)?