Name: Ivan Lee Carretero
Program and Year Level: BSED MATHEMATICS III
Instructor: Dr. Josel Hubert Salmorin
Subject: Facilitating Learner-Centered Teaching
Topic: Module 1
I. LEARNING OBJECTIVES
• Students will demonstrate increased self-awareness and self-regulation of their
learning processes.
• Students will develop a growth mindset and take responsibility for their own
learning.
• Students will apply effective learning strategies and techniques to achieve
academic success.
II. DEFINITION OF TERMS
• Metacognition – Greek word, which means“ beyond” or “on top of” Cognition is
a Latin word, “cognoscere” “cognito” whichmeans “get to know. Metacognition
means thinking about thinking / learning how to learn.
• Person Variables – Includes how one views himself as a learner and a thinker.
• Task Variables – Includes knowledge about the nature of the task as well as the
type of processing demands that it will place upon the individual.
• Strategy Variables – Involves awareness of the strategy you are using to learn
a topic and evaluating whether this strategy is effective.
• Meta-attention – awareness of specific strategies so that you an keep your
attention focused on the topic or task at hand.
• Meta-memory - awareness of memory strategies, that work best for you.
• Metacognitive Knowledge – Acquired knowledge about cognitive processes ,
and knowledge that can be used to control cognitive processes.
III. INTRODUCTION
This topic plays vital role on how to become a learner-centered teacher. This
lesson will teach us and help us go beyond and deeper understanding of
every individual’s unique learning skills, behaviors, and attitude towards any
subject matter. This lesson will help us attain the full realization of diverse
capabilities of every individuals.
IV. DISCUSSION
Quotes of the Day:
“If you teach a person what to learn, you are preparing that person for the
past. If you teach a person how to learn, you are preparing that person for
the future” – Cyril Houle
“Teaching what to learn” principle focuses on the mere fact of memorization,
limited applicability, and full dependence on instruction while “Teaching how to
learn” focuses on the process, long term application, empowerment, and
experiential learning.
As what the saying says “If you give a man a fish, you fed him for a day. If you
teach a man how to fish, you will feed him for a lifetime.”
Metacognition is a combination of Greek word, “Meta” which means“ beyond” or “on
top of” and Cognition is a Latin word, “cognoscere” “cognito” which means “get to know.”
Metacognition means “thinking about thinking / learning how to learn.”
Metacognition is term coined by John Flavel. According to Flavel (1979,1987),
metacognition consists of both metacognitive knowledge and metacognitive
experiences or regulation.
What does it means? – To attain full realization of something, cognitive knowledge is not
enough alone, but it goes along with our experiences. KNOWLEDGE is nothing without
EXPERIENCE.
Metacognition is a higher order thinking which involves active awareness and control
over cognitive processes engaged in learning.
Metacognitive Knowledge refers quired knowledge about cognitive processes , and
knowledge that can be used to control cognitive processes.
What are the example of Cognitive Processes?
1. Perception – Interpreting Sensory Information from the environment.
2. Attention – Selectively focusing on relevant information.
3. Memory – Encoding, Storing, and retrieving information.
4. Learning – acquiring new knowledge, skills, or behaviors.
5. Language – Understanding and producing verbal and non verbal
communication.
6. Problem Solving – Identifying and resolving complex challenges.
7. Decision Making – Weighing options and selecting a course of action.
8. Critical Thinking – Analyzing Information, Evaluating Arguments, and forming
judgments.
THREE CATEGORIES OF METACOGNITIVE KNOWLEDGE ACCORDING TO JOHN
FLAVELL:
1. Person Variables – Includes how one views himself as a learner and a thinker.
Also refers to knowledge about how human beings learn and process
information, individual knowledge of one’s own learning process. (Process
Oriented)
2. Task Variables – Includes knowledge about the nature of the task as well as the
type of processing demands that it will place upon the individual. Knowing what
exactly need to be accomplished, and knowing the kind of effort it will demand
from you ( Subject Oriented )
3. Strategy Variables – Involves awareness of the strategy you are using to learn
a topic and evaluating whether this strategy is effective (Strategy Oriented).
a. Meta-attention – strategy that help you keep focused on the topic or task
at hand.
b. Meta-memory – strategy that works best for you.
PROCESS OF METACOGNITION ACCORDING TO OMROD:
• 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. In other words, knowing
when information has been successfully learned and when it's not
• 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. For example, a student may use knowledge in
planning how to do homework: "I know that I (person variable) have more
difficulty with my science assignments than English and find Araling Panlipunan
easier (task variable), so I will do my homework in science first, then Language
Arts, then Araling Panlipunan. (strategy variable)." If one is only aware about
one's cognitive strengths or weaknesses and the nature of the task but does not
use this to guide or oversee his/her own learning, then no metacognition has
been applied.
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 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 LEARNING
Metacognitive awareness was evident in preschoolers and in students as young as 8
years old (Fang and Cox)
For example:
Situation
A preschooler, Emma, is trying to build a tall tower with blocks. She's having trouble
getting the blocks to balance.
Metacognitive Awareness
Emma pauses, looks at her tower, and says, "Hmm... I'm not doing this right. Maybe if I
try a different way..."
Self-Reflection
Emma thinks to herself, "I used too many blocks on top last time. Maybe I should start
with a wider base this time."
Strategy Adjustment
Emma adjusts her approach, starting with a wider base and gradually adding blocks.
She monitors her progress, making adjustments as needed.
Metacognitive Statements
Emma might say things like:
"I'm having trouble with this. What can I do differently?"
"I think I need to start again."
"That worked! Maybe I can try something similar next time."
As a teacher, it is suggested integrate more activities that would bring the students’
capacity to reflect on their own characteristics as learners (self knowledge), the tasks,
they are to do (task knowledge) and the strategies they can use to learn (strategic
knowledge.
Examples of Teaching Strategies to develop metacognition:
1. Have students monitor their own/peer learning and thinking.
2. Teach Student study or learning strategies.
TQLR – Can be taught to younger students ( primary grades), suggested to use
before listening to a story or presentation.
TUNE IN
The learner must be aware that is ready to learn and paying attention.
QUESTION
The learners must be given a question or he thinks of questions about what he will soon
learn.
LISTEN
The learner then intentionally exerts effort to listen. He becomes aware if he is
momentarily detracted, he must go back to listen again.
R
REMEMBER
The learners uses ways or strategies to remember what was learned.
PQ4R – Can be taught to older students (intermediate grades)
PREVIEW
Scan the whole chapter/lesson before delving on each paragraph. Check for objectives or
outlines that will give you an idea about the important topics and ideas in the chapter.
QUESTION
Read the guide questions provided or think of your own question about the topic.
READ
Check out for sub headings as you read. Pa attention on bolded or italicized word. Find
the meaning of the words you don’t understand and use marker to highlight the important
words you found.
RECITE
Work on answering questions you had earlier.
REVIEW
Pinpoint topics you may need to go back and read and understand better.
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.
6. Help students know when to ask for help.
7. Show how to transfer knowledge, attitudes, values, and skills to other situations
or tasks.
NOVICE LEARNERS VS. EXPERT LEARNERS
Aspect of Learning Novice Learners Expert Learners
Knowledge in different Limited Have deeper knowledge
subject areas
Problem Solving Satisfied at just scratching Understands the problem,
the surface; hurriedly gives look for boundaries, and
solution to a problem create a mental picture of a
problem.
Learning/Thinking Employ rigid strategies that Design new strategies that
Strategies may not be appropriate to would be appropriate to the
the task at hand. task at hand.
Selectivity in Processing Attempt to process all Select important
information they receive. information to process, able
to breakdown information to
manageable chunks.
Production of Output Do not examine the quality Check their errors and
of their work, nor stop to redirect their efforts to
make revisions. maintain quality output
Name: Ivan Lee Carretero
Program and Year Level: BSED MATHEMATICS III
Instructor: Dr. Josel Hubert Salmorin
Subject: Facilitating Learner-Centered Teaching
Topic: Module 2
LEARNER-CENTERED TEACHING PRINCIPLES
The American Psychological Association compiled the Learner-Centered Psychological
Principles, which comprise 14 principles and divided into four factors (1) cognitive and
metacognitive, (2) motivational and affective, (3) developmental and social, and
(4) individual differences factors – which are related to the learner and the learning
process. These principles concentrate on internal psychological factors within the
learner's control, while also recognizing the impact of external environmental or
contextual factors.
A. COGNITIVE AND METACOGNITIVE FACTORS
1. Nature of the learning process
The learning of a complex subject matter is most effective when its
intentional process of constructing meaning from information and
experience.
- Learning comes from both experience and knowledge.
2. Goals of the learning process
The successful learner, over time and with support and instructional
guidance, can create meaningful, coherent representation of
knowledge.
- Create and Present Knowledge
3. Construction of Knowledge
The successful learner can link new information with exiting
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.
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.
B. MOTIVATIONAL AND AFFECTIVE FACTORS
7. Motivational and Emotional Influences on learning
What and how much is learned in influence by the learner’s motivation
8. Intrinsic Motivation to learn
The learners’ creativity, higher order thinking, and natural curiosity all
contribute to motivation to learn.
9. Effects of motivation on effort
Acquisition of complex knowledge and skills requires extended learner
effort and guidance practice.
C. DEVELOPMENTAL AND SOCIAL FACTORS
10. Developmental influences on learning
As individuals develop, there are different opportunities and constraint
for learning.
11. Social influences on Learning
Learning is influenced by social interactions, interpersonal relations,
and communication with others.
D. INDIVIDUAL DIFFERENCES FACTORS
12. Individual differences in learning
Learning 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 learners’ linguistic,
cultural, and social backgrounds are taken into account.
14. Standards and Assessment
Setting appropriately high and challenging standards and assessing
the learner as well as the learning progress – including diagnostic,
process, and outcome assessment – are integral parts of learning.
V. INSIGHTS
Metacognitive are processes which most of the people doesn’t know they are actually
doing. Metacognitive is present anytime when we are thinking how to do something or
how something works. Moreover. Metacognitive also involves the process of knowing
and learning different learning processes. Metacognition refers to intellectual
capabilities and cognitive performance of every individual, and is shaped by emotional
factors, motivational factors, social factors, and even cultural factors.
