FACILITATING LEARNER – CENTERED TEACHING (MODULE 1) Metacognition

Metacognition – coined by John type of processing demands that

Flavell it will place upon the individual.
- knowing what exactly needs to
• Metacognition consists of both
be accomplished
metacognitive knowledge and
metacognitive experiences or
regulation Strategy Variables
• “thinking about thinking” or - knowledge of strategy variables
“learning how to learn” involves awareness of the
• refers to higher order thinking strategy you are using to learn a
which involves active awareness topic and evaluate whether this
and control over the cognitive strategy is effective.
processes engaged in learning
Metacognitive knowledge refers to
2 terms related to Strategy Variables
acquired knowledge about cognitive
processes, knowledge that can be used 1. Meta-attention
to control cognitive processes. - is the awareness of specific
strategies so that you can keep
3 Categories of Metacognitive Knowledge your attention focused on the
topic or task at hand
1. Knowledge of Person Variables 2. Meta-memory
2. Task Variables - is your awareness of memory
3. Strategy Variables strategies that work best for you
Person Variables Omrod includes the following in the
- includes how one views himself practice of metacognition:
as a learner and thinker - knowing the limits of one’s own
- knowledge of person learning
variables refers to knowledge - knowing what learning tasks one
about how human beings learn can realistically accomplish
and process information, as well - knowing which learning
as individual knowledge of one’s strategies are effective
own learning processes. - planning an approach to a
learning task
Task Variables - using effective learning
- knowledge of task variables strategies to process
includes knowledge about the - monitoring one’s own
nature of the task as well as the knowledge and comprehension
 - using effective learning 5. Develop questions
strategies for retrieval of 6. Know when to ask for help
previously stored knowledge 7. Show how to transfer
knowledge, attitudes, values,
Huitt metacognition includes the skill to other task
ability to as and answer the ff. types of
questions: TQLR
- What do I know about this - A metacognitive strategy before
subject, topic, issue? listening to a story or
- Do I know what I need to know? presentation (younger students)
- Do I know where I can go to get T – Tune in
some information, knowledge? Q – Question
- How much time will I need to L – Listen
learn this? R – Remember
- What are some strategies and
tactics that I can use to learn PQ4R
this? - A strategy used to study a unit or
- Did I understand what I just chapter (older students)
heard, read, or saw? P – Preview
- How will I know if I am learning Q – Question
at an appropriate rate? 4Rs – Read, Recite, Review, Reflect
- How can I spot an error if I make
one? Novice Learners
- How should I revise my plan if it - Have limited knowledge in the
is not working to my different subject areas
expectations or satisfaction? - Satisfied at just scratching the
surface; hurriedly gives a
Metacognitive Strategies to Facilitate solution to the problem
- Employ rigid strategies that may
Learning not be appropriate to the task at
hand
1. Have students monitor their own - Attempt to process all
learning and thinking information they receive
2. Teach students study or learning - Do not examine the quality of
strategies their work, nor stop to make
3. Have students make predictions revisions
about the information to be
presented based on what they Expert Learners
have read - Have deeper knowledge in
4. Relate ideas to existing different subject areas because
knowledge structures
 they look for interrelationships in
the things they learn
- First try to understand the
problem, look for boundaries,
and create a mental picture of
the problem
- Design new strategies that
would be appropriate to the task
at hand
- Select important information to
process; able to breakdown
information to manageable
chunks
- Check their errors and redirect
their efforts to maintain quality
output
FACILITATING LEARNER – CENTERED TEACHING (MODULE 2) Learner-Centered
Psychological Principles (LCP)

Learner-Centered Psychological Principles when it is an intentional process

of constructing meaning from
- Put together by American information
Psychological Association
- Principles pertain to the learner 2. Goals of the learning process
and the learning process - The successful learner, over time
- Focus on psychological factors and with support and
primarily internal or under the instructional guidance, can
control of the learner rather than create meaningful, coherent
conditioned habits or representations of knowledge
psychological factors
- Principles also attempts to 3. Construction of Knowledge
acknowledge external - The successful learner can link
environment or contextual new information with existing
factors that interact with these knowledge in meaningful ways
internal factors
- Principles are intended to deal 4. Strategic Thinking
holistically with learners in the - The successful learner can create
context of real-world learning and use a repertoire of thinking
situations and reasoning strategies to
achieve complex learning goals

14 Principles are divided into 4 Factors 5. Thinking about thinking

- Higher order strategies for
1. Cognitive and Metacognitive selecting and monitoring mental
Factors operations facilitate creative and
2. Motivational and Affective critical thinking
Factors
3. Developmental and Social 6. Context of Learning
Factors - Learning is influenced by
4. Individual Differences Factors environmental factors, including
culture, technology and
Cognitive and Metacognitive Factors instructional practices
1. Nature of the learning process
- The learning of a complex
subject matter is most effective Motivational and Affective Factors
 7. Motivational and emotional emotional and social domains is
influences on learning taken into account
- What and how much is learned
is influenced by the learner’s 11. Social Influences on
motivation. Motivation to learn, learning
in turn, is influenced by the - Learning is influenced by social
individual’s emotional states, interactions, interpersonal
beliefs, interests and goals, and relations and communication
habits of thinking with others

8. Intrinsic motivation to learn Individual Differences in Learning

- The learner’s creativity, higher
12. Individual differences in
order thinking, and natural
learning
curiosity all contribute to
- Learners have different
motivational to learn. Intrinsic
strategies, approaches and
motivation is stimulated by tasks
capabilities for learning that are
of optimal novelty and difficulty,
a function of prior experience
relevant to personal interests,
and heredity
and providing for personal
choice and control
13. Learning and diversity
- Learning is most effective when
9. Effects of motivation on effort
differences in learners’ linguistic,
- Acquisition of complex
cultural and social backgrounds
knowledge and skill requires
are taken into account
extended learner effort and
guided practice. Without
14. Standards and
learners’ motivation to learn, the
assessment
willingness to exert this effort is
- Setting appropriately high and
unlikely without coercion
challenging standards and
Developmental and Social Factors assessing the learner as well as
learning progress – including
10. Developmental diagnostic process and outcome
influences on learning assessment – are integral parts
- As individuals develop, there are of the learning process
different opportunities and
constraints for learning. Learning
Alexander and Murphy summary of the
is most effective when
14 principles:
differential development within
and across physical, intellectual, 5 Areas of 14 Principles by Alexander and
Murphy
1. The Knowledge Base – one’s
existing knowledge serves as the
foundation of all future learning

2. Strategic processing and

control – learners can develop
skills to reflect and regulate their
thoughts and behaviors

3. Motivation and affect – factors

such as intrinsic motivation,
reason for wanting to learn,
personal goals and enjoyment of
learning tasks

4. Development and Individual

Differences – learning is a
unique journey for each person
because each learner has his
own unique combination of
genetic and environmental
factors

5. Situation or context – learning

happens in the context of
society