MODULE 1: METACOGNITION objectives.

Look for outlines or advance

organizers that will give you an idea about the
Metacognition – thinking about thinking important topics and ideas in the chapter. Rea
the summary of the chapter first then the whole
The term ”metacognition” was coined by John Flavell.
chapter.
According to Flavell (1979, 1987), metacognition consists of
both metacognitive knowledge and metacognitive experiences
Q – Question. Read the guide question provided,
or regulation. Metacognition simply put, is “thinking about
or think of your own questions about the topic.
thinking” or “learning how to learn”. It refers to higher order
thinking which involves active awareness and control over the
R – Read. Check out sub-headings as you read.
cognitive processes in learning. Metacognitive knowledge
Pay attention to words that are printed in bold or
refers to acquired knowledge about cognitive processes,
italicized. Find out the meaning of words that are
knowledge that can be used to control cognitive processes.
not clear to you. Use a marker or colored pencil
Flavell further divides metacognitive knowledge into 3
to highlight important words/phrases.
categories: knowledge of person variable, task variables, and
strategy variables.
R – Recite. Work on answering the questions you
had earlier.
Person variables. This includes how one views himself as a
learner and thinker. R – Review. Pinpoint topics you may need to go
back to and read in order to understand better.
Task Variables. This includes knowledge about the nature of
the task as well as the type of processing demands that it will R – Reflect. Think about what you read. Is
place upon the individual. everything clear to you?

Strategy Variables. This involves awareness of the strategy

MODULE 2: LEARNER-CENTERED PSYCHOLOGICAL
you are using to learn a topic and evaluating whether this
PRINCIPLES (LCP)
strategy is effective
The 14 principles have the following aspects:
a. TQLR – is a metacognitive strategy before listening to a
story or presentation.
1. They focus on psychological factors that are primarily
internal and under the control of the learner rather
T is for Tune in. it is more important for the
than conditioned habits or psychological factors.
learner himself to be aware that he is paying
However, the principles also attempt to acknowledge
attention and that he is ready to learn.
external environment or contextual factors that
interact with these internal factors.
Q is for Question. The learner is given questions
or he thinks of questions about what he will soon
2. The principles are intended to deal holistically with
learn.
learners in the context of real world learning
situations. Thus, they are best understood as an
L is for Listen. The learner then intentionally
organized set of principles; no principle should be
exerts effort to listen. He becomes aware if he is
viewed in isolation.
momentarily detracted and give back to listen
again
3. The 14 principles re divided into those referring to (1)
R is for Remember. The learner uses ways of
cognitive and metacognitive, (2) motivational and
strategies to remember what was learned.
affective, (3) developmental and social, and (4)
individual differences factors influencing learners and
b. PQ4R – used to study a unit or chapter.
learning.
P – Preview. Scan the whole chapter before
delving on each paragraph. Check out the
4. Finally, the principles are intended to apply to all
learners – from children, to teachers, to
administrators, to parents, and to community
members involved in our educational system.
1. Nature of the learning processThe learning of a
complex subject matter is most effective when it is an
intentional process of constructing meaning from
information and experiences.
2. Goals of the learning process The successful learner,
over time and with support and instructional guidance,
can create meaningful, coherent representations of
knowledge
3. Construction of Knowledge The successful learner
can link new information with existing knowledge in
meaningful ways.
4. Strategic thinkingThe successful learner can create
and use 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.
7. Motivational and emotional influences on learning
What and how much is learned is influenced by the
learner’s motivation. Motivation to learn, in turn, is
influenced by the individual’s emotional states, beliefs,
interests and goals, and habits of thinking.
8. Intrinsic motivation to learn
The learner’s creativity, higher order thinking, and
natural curiosity all contribute to motivation to learn.
Intrinsic motivation is stimulated by tasks of optimal
novelty and difficulty, relevant to personal interests, and
providing for personal choice and control.
9. Effect of motivation on effort
Acquisition of complex knowledge and skills requires
extended learner effort and guided practice. Without
learners’ motivation to learn, the willingness to exert this
effort is unlikely without coercion.
10. Developmental influences on learning
As individuals develop, there are different
opportunities and constraints for learning. Learning is most
effective when differential development within and across
physical, intellectual, emotional and social domains is
taken into account.
11. Social influences on learning Learning is influenced
by social interactions, interpersonal relations and
communication with others.
12. Individual differences on learning Learners have
different strategies, approaches and capabilities for
learning that are a function of prior experiences 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 learning progress – including diagnostic
process and outcome assessment- are integral parts
of the learning process.
Alexander and Murphy gave a summary of the 14
principles and distilled them into five areas:
1. The knowledge base. One’s existing knowledge
serves as a foundation of all future learning. The
learner’s previous knowledge will influence new
learning specifically on how he represents new
information, makes associations and filters new
experiences.
2. Strategic processing and control. Learners can
develop skills to reflect and regulate their
thoughts and behavior in order to learn more
effectively (metacognition).
3. Motivation and affect. Factors such as intrinsic
motivation (from within), reasons for wanting to
learn, personal goals and enjoyment of learning
tasks all have a crucial role in the learning
process.
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 that influence
him.
5. Situation or context. Learning happens in the
context of a society as well as within an
individual.