College of Education

Colegio De La PurisimaCconcepcion
The School of the Archdiocese of Capiz
Roxas city

College of Education

INSTRUCTIONAL LEARNING KIT

Facilitating Learning

WEEK 1

Unit Topic__ I. Metacognition

a . Aspects of Study Habit
b. Categories of metacognition : Knowledge variables , Person, Task
and
Strategy variables
c. Meta-attention and Metamemory
d. Metaconitive Strategy
e. Expert and Novice Learners
Intended learning outcomes:
1. Explain what metacognition is.
2. Measure and identify one self’s strengths and weaknesses in
the differen aspects of his/her study habit.
3. Distinguish the three categories of metacognitive
knowledge variables.
4. Differentiaite between meta-attention and meta
memory(strategy variable)
5. Describe the different metacognitive strategies to facilitate
learning.
6. Identify how learners apply metacognitive strategies in
learning and describe expert or novice learners.

Introduction: This topic is about metacognition as a process in facilitating learning. By this

process of helping the learner to develop good study habits. There are metacogniitive strategies
to be used to help learners to develop their knowledge and skills.

Inputs: Metacognition is the ability to examine how you process thoughts and
feelings. This ability encourages students to understand how they learn best. It also
helps them to develop self-awareness skills that become important as they get
older( edutopia.com) It refers to one's awareness of and ability to regulate
one's own thinking. Some everyday examples of metacognition include: awareness that
you have difficulty remembering people's names in social situations. reminding yourself
that you should try to remember the name of a person you just met. It is, put
simply, thinking about one's thinking. More precisely, it refers to the processes used to
plan, monitor, and assess one's understanding and
performance. Metacognition includes a critical awareness of a) one's thinking and
learning and b) oneself as a thinker and learner. With greater awareness of
how they acquire knowledge, students learn to regulate their behavior to optimize
learning. They begin to see how their strengths and weaknesses affect
how they perform. The ability to think about one's thinking is what neuroscientists
call metacognition.
Metacognition refers to awareness of one's own knowledge—what one does and
doesn't know—and one's ability to understand, control, and manipulate one's cognitive
processes (Meichenbaum, 1985). Examples of metacognitive activities
include planning how to approach a learning task, using appropriate skills and strategies
to solve a problem, monitoring one's own comprehension of text, self-assessing and
self-correcting in response to the self-assessment, evaluating progress toward the
completion of a task

Metacognitive activities can guide students as they: Identify what they already

know. ... Communicate their knowledge, skills, and abilities to a specific audience, such
as a hiring committee. Set goals and monitor their progress. Evaluate and revise their
own work.

Metacognitive Skills pertains to the knowledge and skills for organizing, guiding, and
controlling one’s own thinking, actions, and learning processes. It concernsthe skills for task
orientation (what am I to do?), goal setting (what am I to achieve?), planning (how do I reach
that goal?), a systematical approach (step-by-step), monitoring oneself during task execution
(am I not making mistakes, do I understand all of it?), evaluating the outcome (is the answer
correct?), and reflection (what can I learn
from this episode?).

Teaching metacognitive skills  can incorporate strategies to help students

develop their self-regulatory skills and/or they can use strategies that guide students
to think metacognitively about course content (i.e., to think like a professional, approach
problems as a professional in the discipline would).

METACOGNITIVE SKILLS

Know What You Don’t Know - United States Secretary of Defence once famously said:
" Reports that say that something hasn't happened are always interesting to me, because
as we know, there are known knowns; there are things we know we know. We also know there
are known unknowns; that is to say we know there are some things we do not know. But
there are also unknown unknowns – the ones we don't know we don't know. And if one
looks throughout the history of our country and other free countries, it is the latter
category that tend to be the difficult ones”

What he is describing here is metacognitive knowledge which refers to how

aware you are of what you do or don’t know. Some people aren’t very aware of gaps in
their knowledge, which often leads to over-confidence (see the Dunning-Kruger
effect for more on this). If you think you already know everything, it is unlikely That you
will be motivated to seek out ways to improve.
Set Yourself Great Goals – goals should be both challenging and realistic. Other tips
for effective goals include setting short and long term ones, focusing more on skill
development and considering potential obstacles. If you know what obstacles may
come your way, you will be better equipped to overcome them when the time comes.

Ask Yourself Good Questions – By asking yourself psychologically smart questions,

you are forced to think deeply about both the task at hand and the best ways to
proceed. Some examples of these questions include ‘is this similar to previous tasks?’,
‘what should I do first?’ and ‘what would I do differently next time?’. For more about this
strategy, check out our blog on ‘9 Questions to Improve Metacognition’

Prepare Properly – There is a story about a woodman that captures the essence and
importance of preparation perfectly:

A woodsman was once asked, “What would you do if you had just five minutes to chop
down a tree?” He answered, “I would spend the first two and a half minutes sharpening
my axe.”

As Alexander Pope wrote in his 1711 poem, An Essay of Criticism, ‘fools rush in where
angels fear to tread’ - a few minutes spent in preparation can lead to hours saved later
on.

Monitor Your Performance – Don’t wait until the end to see how you are doing. This is
a common mistake that many novices do whilst trying to complete a task. Being able to
monitor your performance as you go along and ‘checking in’ on how you are doing is an
important metacognitive skill.

Seek Out Feedback and Then Use It – Many people make a number of mistakes
when asking for feedback. This includes leaving it to the last minute, only asking ‘is this
ok?’ (instead of 'how can I improve this?’) and asking multiple questions at once. Once
you have the feedback, you have to use it. Feedback that has been sought but not
actioned is a wasted opportunity.

Keep a Diary – By keeping a diary of what you did, what you were thinking and how
you felt, students will begin to build their self-awareness and develop their
metacognitive skills. This may not come easy to some at first, but after a while, quickly
becomes habit.

FINAL THOUGHT

Teaching students better metacognitive technique provides them with life skills that will
help them get better grades. As with any skill, it requires time, patience and practice.
But helping them develop metacognitive skills at each stage of a task will help. Prior to
the task this involves setting goals, preparing thoroughly and thinking about similar
previous situations. During the task this includes monitoring their performance and after
the task seeking feedback, actioning it and keeping a diary . {Spencer.com}
10 Habits of Highly Effective Students
by Becton Loveless

The key to becoming an effective student is learning how to study smarter, not
harder. This becomes more and more true as you advance in your education. An hour
or two of studying a day is usually sufficient to make it through high school with
satisfactory grades, but when college arrives, there aren't enough hours in the day to
get all your studying in if you don't know how to study smarter

1. Don't attempt to cram all your studying into one session.

Ever find yourself up late at night expending more energy trying to keep your eyelids
open than you are studying? If so, it's time for a change. Successful students typically
space their work out over shorter periods of time and rarely try to cram all of their
studying into just one or two sessions. If you want to become a successful student then
you need to learn to be consistent in your studies and to have regular, yet shorter, study
periods.

2.Plan when you're going to study.

Successful students schedule specific times throughout the week when they are going
to study -- and then they stick with their schedule. Students who study sporadically and
whimsically typically do not perform as well as students who have a set study schedule.
Even if you're all caught up with your studies, creating a weekly routine, where you set
aside a period of time a few days a week, to review your courses will ensure you
develop habits that will enable you to succeed in your education long term.

3. Study at the same time.

Not only is it important that you plan when you're going to study, it's important you
create a consistent, daily study routine. When you study at the same time each day and
each week, you're studying will become a regular part of your life. You'll be mentally and
emotionally more prepared for each study session and each study session will become
more productive. If you have to change your schedule from time to time due to
unexpected events, that's okay, but get back on your routine as soon as the event has
passed.
4. Each study time should have a specific goal.

Simply studying without direction is not effective. You need to know exactly what you
need to accomplish during each study session. Before you start studying, set a study
session goal that supports your overall academic goal (i.e. memorize 30 vocabulary
words in order to ace the vocabulary section on an upcoming Spanish test.)

5. Never procrastinate your planned study session.

It's very easy, and common, to put off your study session because of lack of interest in
the subject, because you have other things you need to get done, or just because the
assignment is hard. Successful students DO NOT procrastinate studying. If you
procrastinate your study session, your studying will become much less effective and you
may not get everything accomplished that you need to. Procrastination also leads to
rushing, and rushing is the number one cause of errors.

6. Start with the most difficult subject first.

As your most difficult assignment or subject will require the most effort and mental
energy, you should start with it first. Once you've completed the most difficult work, it will
be much easier to complete the rest of your work. Believe it or not, starting with the
most difficult subject will greatly improve the effectiveness of your study sessions, and
your academic performance.

7. Always review your notes before starting an assignment.

Obviously, before you can review your notes you must first have notes to review.
Always make sure to take good notes in class. Before you start each study session, and
before you start a particular assignment, review your notes thoroughly to make sure you
know how to complete the assignment correctly. Reviewing your notes before each
study session will help you remember important subject matter learned during the day,
and make sure your studying is targeted and effective.
8. Make sure you're not distracted while you're studying.

Everyone gets distracted by something. Maybe it's the TV. Or maybe it's your family. Or
maybe it's just too quiet. Some people actually study better with a little background
noise. When you're distracted while studying you (1) lose your train of thought and (2)
are unable to focus -- both of which will lead to very ineffective studying. Before you
start studying, find a place where you won't be disturbed or distracted. For some people
this is a quiet cubicle in the recesses of the library. For others it is in a common area
where there is a little background noise.

9. Use study groups effectively.

Ever heard the phrase "two heads are better than one?" Well this can be especially true
when it comes to studying. Working in groups enables you to (1) get help from others
when you're struggling to understand a concept, (2) complete assignments more
quickly, and (3) teach others, whereby helping both the other students and yourself to
internalize the subject matter. However, study groups can become very ineffective if
they're not structured and if group members come unprepared. Effective students use
study groups effectively.

10. Review your notes, schoolwork and other class materials over the weekend.

Successful students review what they've learned during the week over the weekend.
This way they're well prepared to continue learning new concepts that build upon
previous coursework and knowledge acquired the previous week. We're confident that if
you'll develop the habits outlined above that you'll see a major improvement in your
academic success. The definition of study habits are the behaviors used when
preparing for tests or learning academic material. A person who waits until the very last
night before an exam and then stays up all night trying to cram the information into his
head is an example of someone with bad study habits.
Metacognition and Study Habits 

Study habits are the behaviors used when preparing for tests or learning academic material. A
person who waits until the very last night before an exam and then stays up all night trying to
cram the information into his head is an example of someone with bad study habits.

Aspects of Study Habits :

a.. Motivation.
b. Organization and Planning the work
c. Working with others . Utilizing resources and feedback
d. Managing school work stress.
e. Note-taking and reading
f. Preparing an assignment /project

Flavell further divides metacognitive knowledge into 3 categories: Knowledge of

Person variables, Task variables, and Strategy variables. 
Knowledge of person variables refers to general knowledge about how human
beings learn and process information, as well as individual's knowledge of one's own
learning processes.

Examples of person variables  are age, sex, race, and socioeconomic

status. Other person variables include marital status, nativity (place of origin), migration,
and religion. Person variables concerned with what a person is able to do. Expectations.
subjective beliefs about what will happen in a particular situation including behavior
outcomes, stimulus outcomes, and self-efficacies.

Task variables: What you know about the nature of a task and the processing demands
required to complete the task. Strategy variables: What you know about different strategies
you can apply to successfully accomplish a task.

There are two components of metacognition.

1. META-ATTENTION -the awareness of specific strategies so that you can keep
your attention focused on the topic or task at hand.
2. METAMEMORY -is your awareness of memory strategies that work best for you
 Teaching Strategies to develop metacognition

12 Strategies to Motivate Your Child to Lear

Most good students aren't born good learners. individual personality plays a big
part in a child's willingness to learn and their overall disposition when it comes to schooling and
education, but most children who are good learners at some point had to become good
learners. More importantly, any student, who possesses the basic aptitude and receives the
right motivation, can become a good learner.

One of the biggest mistakes teachers and parents can make when to comes to developing
students and children who are good learners is to limit learning to the classroom. While the
classroom will likely be the primary source of instruction, intellectual, social and academic
growth should extend outside the walls of the classroom. The following are proven tips and
strategies that will motivate the child to learn.
.1. Develop an atmosphere of reading
Some people would argue that reading it the key to success in life. We would most
certainly argue that at minimum reading is a key to success in learning. Children who develop a
love of reading, develop a love for learning. Children who struggle with reading, struggle with
learning.
Reading not only helps children develop a much richer vocabulary, it helps their brain learn how
to process concepts and formal communication. And the skills gained from reading extend far
beyond increased performance in language art classes. Students who read well experience an
enhanced ability to learn in all subjects – including technical subjects such as math and science.
A key to developing good readers, it to make reading fun – not frustrating. If a child decides
that reading is boring or frustrating, they won't want to read and their ability to learn will be
diminished

2. Put the child in the driver's seat as much as possible

When it comes to education, all some kids experience is control, control, control. When
a child feels controlled, or out of control when it comes to their education, they often withdraw
from learning. It's important to guide children through the learning process, but it's just as
important to allow children to have control of their own learning experience. Whether at home,
or in the classroom, provide children the ability to have direct input into their learning choices.
A good way to do this is to provide children options. For example, when assigning a writing
project, allow children to choose their topic to write about.

3. Encourage open and sincere communication

Encourage the child or student to express his opinion about what's going on with his education.
Create an open atmosphere where he feels comfortable expressing his likes, dislikes or
concerns. When he shares his opinion, make sure to validate his feelings – even if you disagree.
When children feel like their opinion doesn't matter, or they're stuck, they're likely to disengage
from the learning process. Good learners know their opinion matters and feel reassured that
they can be open about their educational experience without being judged, put down,
discouraged or ignored.

4. Focus on your child's interests

When learning engages children in areas and subjects of interest, learning becomes fun
and children engage in learning. If you really want to help the child to become a good learner,
encourage him to explore topics and subjects that fascinate him. If he likes dinosaurs, help him
find engaging and interesting books and stories about dinosaurs. Then challenge him to identify
his five favorite dinosaurs and explain why he chose each one.

5. Introduce and encourage different types of learning styles

Every child has learning preferences and styles that are best suited to their way of learning.
Some children have a dominant learning style, while others prefer to learn using a mix of
learning styles. There isn't necessarily one right or wrong learning style, or mix of learning
styles. However, by helping the child discover his preferred learning styles, you can use
techniques that will improve his rate and quality learning.
It's beneficial to explore and employ different types of learnings styles.

6. Share your enthusiasm for learning

Enthusiasm rubs off, especially when it comes to learning new things. If the child or student
sees that you're sincerely enthusiastic about learning, they're likely to become enthusiastic
about learning. Whether it's history, science, reading, writing or even math, help him see that
learning is a journey of exciting new discoveries. Take every opportunity – without being
overwhelming or overbearing – to discover new information with him. As the child sees the joy
and excitement learning brings to your life, he'll begin to share your enthusiasm for learning
new things as well.

7. Make learning fun through game-based learning

Game-based learning is not a new concept. It's been around for a long time. Game-
based learning can be very advantageous for many reasons. Using games as an education tool
not only provides opportunities for deeper learning and development of non-cognitive skills, it
helps motivate children to want to learn. When a child is actively engaged with a game, their
mind experiences the pleasure of learning a new system. Game-based learning is also an
effective motivation for team-based learning . Games are more engaging. Students are trying
to compete or win, on behalf of themselves or their team.
Game-based learning is a great way for parents and teachers to introduce new ideas, grammar,
concepts, and knowledge in a way that motivates children to learn.

8. Focus on what he's learning, not his performance

Instead of asking your child how he did on his math test as soon as he gets home from
school, have him teach you what he learned in math today. Focus on what your child is
learning, as opposed to how he is performing. While performance is important, focusing on his
learning experience will (1) communicate to your child that actual learning is more important
than test grades, (2) results are not the most important thing, (3) you're more concerned about
him than you are about his performance and (4) by focusing on his learning experience that day
you'll provide him the opportunity to put into his own words his lesson and solidify what he's
learned.
9. Help your child stay organized
Helping the child organize his papers, books and assignments will go a long way to
helping him feel motivated to learn. Disorganization is typical among young school age children,
but it can also lead to a feeling of being overwhelmed. Overwhelmed children spend more time
and effort being frustrated and worried than they do learning. Be patient, but consistent, in
helping the child organize his school supplies and assignments. This will help him feel in control,
less overwhelmed and more motivated to learn.
10. Recognize and celebrate achievements
No matter how small they may be, it's important to recognize the child's achievements.
This is especially important for elementary age school children who require constant positive
reinforcement to keep them motivated to learn and challenge themselves.

11. Focusing on strengths can be difficult when there is so much your child struggles
academically. Notwithstanding, focusing on your child's strengths is vital to healthy emotional
and academic development and progress. Focusing on your child's strengths is another form of
positive reinforcement that will motivate him to keep learning. Conversely, focusing on your
child's weaknesses does nothing but cause discouragement, distress and a lack of desire to
learn.
12. Make every day a learning day
Turning every day into a learning day may sound like a bit much, but it really isn't, if you
go about it the right way. Whenever possible, encourage the child to explore the world around
him, ask questions and make connections. Help him categorize, classify and thinking critically of
what he sees and experiences. Turning every day into a learning day will help the child develop
the internal motivation to learn in the classroom, at home or wherever he may be.
Source: Becton Loveless
What's the difference between expert and novice learners? Novice learners are well-
intentioned folks who are typically brimming with enthusiasm while lacking actual
knowledge about the subject being taught. ... Expert learners are able to apply what
they learn to create a far more intuitive way of working.
 Involvement: Activity 1. Answer the following questionnaire. Put a check to the column
that best describe what is true to you

Part 1
Always Sometimes Never Your
(10) (5) (0) Score

1. I exert effort to find out why I need to do a particular

task. √

2. I reward myself when I work. √

3. I see to it that I give myself regular breaks from work. √

4. I am able to keep my concentration and does not let

my mind “drift away.”
√
5. I have ways of dealing with distractions. √

6. I am willing to do the work I do not enjoy because I √

see it as important.

7. I seek clarification from the teacher about her

expectations and standards.
√
8. I go to tutorials to improve my school work. √

Part 2
Always Sometimes Never Your
(10) (5) (0) Score
1. I make a weekly timetable for the school work I need √
to accomplish.

2. I make a review schedule for examinations. √

3. I plan to get the necessary resources and equipment √
prior to starting work.
4. I submit all my assignment on time. √

5. I have a place to work where I won’t be disturbed. √

6. I have time for family commitments and relaxation as √

well as studying.
7. I prioritized tasks which should be done first, second √
and so on.

8. I make list of things to do. √

9. I make a list of valuable references with bibliographic √

details, page numbers of quotes and so on.

10 I review my work before submitting it. √

.

Part 3
Always Sometime Never Your
(10) (5) (0) Score

1. I discuss work assignments with other students. √

2. I share resources with other students. √

3. I keep cuttings from newspaper and magazines which √

may be of help to me.

4. I make sure I see TV programs which may be useful. √

5. I read to topic assigned before a session. √

6. I ask questions and generally take part in group √

discussion.

7. I listen out for key ideas when someone is talking. √

8. When I am listening to someone, I try to anticipate √

what they will say next.
 My Score in the Study Habits Questionnaire

i
Aspects of Study Habits My Score Interpretation

Part 1 Motivation 45 I can easily be destructed.

Part 2. Organization and Planning the 70 I organize everything.
work

Part 3 Working with others . I collect resources.

Utilizing resources and feedback 40

Part4. Managing school work stress.

Part. 5 Note-taking and reading

Part. 6 Preparing an assignment /project

Scoring Guide: For Part 1, 2, 3,5, and 6 Score 10 for Always, for Sometimes , 0 for Never
For Part 4 Score 10 for Never, 5 for Sometimes , 0 for Always
Part 1 Motivation
Scores from 55 To 80 man that you do not appear to have many problems in
getting down down to work
Scores from 31 to 50 mean that you sometimes get down to work but you can be
destructed .
Scores of 30 to and below signify that you really do have problems in getting down to
Work.
Part 2 Organizing and Planning your Work.
Scores from 70 to 100 mean you are well-organized and plan ahead for your work.
Scores rom 40 to 65 mean you are not as well-organized as you could be.
Scores of 35 and below. Mean you have little organization, probably deal with things as
they happen.
Part 3 Work with others .Utilizing Resources and Feedback.
Scores from 55 to 85 mean you make full r of resources available.
Scores from 35 from 50 mean you probably collect resources and need to ask yourself
How you are going to use them effectively.
Scores of 30 and below mean that there are resources around you that you are
Ignoring.
Part 4 Managing School Work Stress.
Scores from 65 to 80 mean that although you sometimes grt stressed and worried ,you
 have the skill of knowing how to minimize problems and look for
yourself.
Scores from 40 to 65 mean that you can handle you anxieties and concerns moderately
well but could develop skills to mange 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.
Part 5 Not-taking and Reading
Scores from 75 to 110 mean you prepare well and read efficiently, learning as you go.
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..
Part 6, Preparing an assignment /Project
Scores from 70 to 100 mean 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 you essays always get
such low marks.

Individual Check :
FACILITATING LEARNI
Quiz 1

NAME: Jeden Jade D. Besa Course______________Date_________Score_________

TEST___ MATCHING –TYPE Put the letter of your answer on the space provided for:
Identify the various learner- centered psychological principles and metacongnitive factors.

__D._1. An experiential process with reorganization o the A. Person variable

cognitive structures resulting in relatively permanent change
in behavior due to practice.

__B._2. Involved in identifying goals and sub-goal and selection B. Learning

of cognitive processes to use in their achievement.

__L._3. Learners build useful representation of knowledge

and acquire thinking C. Task variable
and learning ways by creating meaningful learning
goals , educational aspirations and interest.
_A.__4. Learners can reflect on how they can think and learn D. Construction of
by selecting higher order thinking, monitor their progress, knowledge
facilitate creative and critical thinking.
_F.__5. Learners are born with and develop their own capabilities E Strategy variable
and talents for learning that are function o prior experience and heredity

_G._6. Learners who may have limited knowledge , hurriedly give solution F. Individual
to problem, employ rigid trategies, don’t examine the quality differences
their work and don’t makerevisions
.
___O.__7. Learning settings allow social interactions, collaborate G Novice
with others develop Diversity, encourage flexible thinking Learner
and social competence.

___C.__8. Includes knowledge about the nature of the task, the H. Learning
processing demands the needs to be accomplished, process
gauging its difficulty and diversity, encourage flexible thinking
knowing the kind of effort needed.

__K._9. Learners’ creativity, higher order thinking and natural I. Expert

curiosity, flexibility and insightful thinking relevant to personal
interest ,personal choice and control and learners
Contribute to motivation to learn.

__J.__10 . Individuals develop with different opportunities and J Developmental

constraint for learning, within and across physical, intellectual, influences
emotional, and social domains .

__M._.11. The learning of complex subject matter is most effective K. Intrinsic

when it is an intentional process of constructing meaning from
information and experience , habit motivation formation in motor
learning and generation off knowledge & cognitive skills.

_A.___12. Includes individual’s knowledge and beliefs about himself as L. Goals o f

a thinker or learner which may facilitate or impede performance learning
in learning situations . process.

__N._13.Learner can create and use a repertoire of thinking and M. Developmental

reasoning strategies to achieve complex learning goals . influences

__H._14. Learner should link new information with existing knowledge N. Strategic
in meaningful ways .

_I.__15. Learners who have deeper knowledge in subject matter O. Social

and look interrelationship thinking in the things they learn, influences
understand problems, design strategies, process and breakdown
 information ,check efforts and redirect efforts to maintain quality output.

Interventions:
Make a collection of metacognitive strategies that will make learning more
effective and efficient

Example of Concept Map

Cognitive and Metacognitive Motivational and Affective

Factor (6 principles) Factors (3 principles)
1. Nature of Learning
Process 1. Motivational &
2. Goals of the Learning emotional influences
Process on learning
3. Construction of
2. Intrinsic motivation to
Knowledge
4. Strategic thinking learn
5. Thinking about thinking 3. Effects of motivation
6. Context of Learning on effort

14 Learner Centered
Principles

Developmental and Social Individual Difference

Factors (2 principles) Factors (3 principles)
1. Developmental 1. Individual
Influences on learning differences in
2. Social influences on learning
learning 2. Learning and
diversity
3. Standards and
assessment
References:
Textbook (T)
Lucas, Maria Rita D & Corpus Brenda B. Facilitating Learning : A Metacognitive
Process Lorimar Publishing Inc., Manila 2013

References (R) (with Legends)

Aquino, Avelina M. Facilitating Human Learning Rex Bool store 2009

Vega, Violeta A. & Prieto, Nelia G. Facilitating Learning Book Atbp Publishing
corp. 2006.