Kolehiyo NG Lungsod NG Lipa: College of Teacher Education

Republic of the Philippines
Commission on Higher Education

Region IV – A CALABARZON
Municipality of Lipa
KOLEHIYO NG LUNGSOD NG LIPA
COLLEGE OF TEACHER EDUCATION

Captivating knowledge Through Education
LEARNING MODULE
VISION I. COURSE CODE/TITLE: PEC 102 Facilitating Learner-Centered
A center of human Teaching
development committed to the II. SUBJECT MATTER:
pursuit of wisdom, truth, justice,
pride, dignity, and local/global Chapter 1: Learner-Centered Psychological Time -Frame
competitiveness via a quality but Principles
affordable education for all 1.1 Learning Principles Associated to Cognitive, 2 hours
qualified clients. Metacognitive, and Affective Factors
1.2 Learning Principles on Development, Social, 3 hours
MISSION and Individual Differences
Establish and maintain an
CHAPTER 2 Metacognition: Thinking about
academic environment promoting
the pursuit of excellence and the
Thinking
total development of its students 2.1 Metacognition and metacognitive knowledge 2 hours
as human beings, with fear of God 2.2 Metacognitive knowledge and control 3 hours
and love of country and 2.3 Metacognitive instruction 2 hours
fellowmen.
CHAPTER 3: Cognitive Learning Theories
GOALS 3.1.Piaget’s Cognitive Learning Theory 3 hours
Kolehiyo ng Lungsod ng Lipa 3.2 Vygotsky’s Sociocultural Theory of Cognitive 3 hours
aims to: Development
1. foster the spiritual, intellectual, 3.3 Information Processing Technology 3 hours
social, moral, and creative life of
3.4 Problem Solving and Creativity 2.5 hours
its client via affordable but quality
tertiary education;
III. COURSE OUTCOMES:
2. provide the clients with reach Upon completion of this course, the students will be able to:
and substantial, relevant, wide 1. discuss the different theories and research on cognitive,
range of academic disciplines, metacognitive, motivational, socio-cultural and individual difference
expose them to varied curricular
factors in the acquisition of knowledge;
and co-curricular experiences
which nurture and enhance their 2. identify contemporary theories and research affecting learning and;
personal dedications and 3. observe and reflect these research and theories on the personal
commitments to social, moral, experience of an individual.
cultural, and economic
transformations.
CHAPTER 1 : Learner-Centered Psychological Principles
3. work with the government and INTRODUCTION
the community and the pursuit of
achieving national developmental Psychology plays a very important role in understanding the
goals; and teaching and learning process. Many innovations in the learning process
have been made possible because of the contributions of psychology.
4. develop deserving and qualified Psychology is a branch of science that studies human behaviour, and
clients with different skills of life helps educators and teachers to understand the nature of diversity of
existence and prepare them for
learners. Teachers are now more confident and competent to teach
local and global competitiveness.
because of a deep understanding of their learners. They can facilitate
learning according to the learners’ needs. History has been witnessed as to
how concepts, information, and studies in psychology have helped
immensely in understanding the nature of the human being. They are
FACILITATING LEARNER-CENTERED TEACHING Page 1

bases for innovations and reforms in teaching. Teaching strategies are

made more appropriate for every learner. Part of human nature is
learning, which has been made interesting because of the application of
knowledge obtained from psychology. Studies are continuously
undertaken to enhance knowledge about the teaching and learning
process. In this chapter, you are expected to:
 explain learner-centered psychological principles;

 discuss implications of the learner-centered psychological principles to teachers and educators;
 analyse specific classroom situations where the 14 learner-centered psychological principles are used;
and
 suggest teaching strategies that could further enhance the 14 learner-centered psychological principles.
IV. ENGAGEMENT:
https://www.bing.com/images/search?view=detailV2&ccid=M%2F4eHHp
%2F&id=CF40BDF4AFF95225DF68FE5638C926B403C2C152&thid=OIP.M_4eHHp_VRp44G610C
4dpQHaFj&mediaurl=https%3A%2F%2Fimage.slidesharecdn.com%2Fmodule2-150712090458-lva1-
app6892%2F95%2Fmodule-2-of-facilitating-learning-4-638.jpg%3Fcb
%3D1436917296&exph=479&expw=638&q=learner+centered+psychological+principles&simid=60803


0965268086867&ck=1B8FAE7572D1AD89DD778FBBD5AD3DB7&selectedindex=68&form=IRPRST
&ajaxhist=0&vt=0
DIRECTIONS: Read and analyze the following text:
(L1 see attachment on Document A)
The 6 Principles of Cognitive and Metacognitive Factors.
The 3 Principles of Motivational and Affective Factors.
(L2 see attachment on Document B)
The 2 principles of developmental and social factors.
The 3 principles of individual difference factors.
V. ACTIVITIES:
LESSON 1.
ASSESSMENT - Read and analyze the statements. If true, write YES before the item; if false, write NO.
_____ 1. Differentiated instruction attempts to resolve diversity of learners in the classroom.
_____ 2. The motivation of a learner from the urban community is similar to that from the rural area.
_____ 3. The development of higher-order thinking skills is attainable among the lower years.
_____ 4. Making learning alive and active initiates students’ positive love for the subject.
_____ 5. Verbal reinforcements, as they seem fitted for the elementary level, are avoided in the senior high
school level.
_____ 6. The practice of unlocking difficulties for a difficult lesson provides scaffold to the learners.
_____ 7. The assistance of a more advanced student to a slow learner in explaining the lesson is defeating the
purpose of active engagement of the learner.
_____ 8. Praising a slow learner for a little effort exerted is a stepping stone for his or her progress.
_____ 9. Using new technologies in the classroom has more advantages and disadvantages, as learners are
overwhelmed.
_____ 10. A teacher who facilitates learning becomes the main source of knowledge in every lesson in class.
CHALLENGE


1. “Variety is a spice of life.” How is this statement applicable in the selection of instructional strategies,
motivational strategies, and affective strategies?
2. “This subject is my Waterloo”- a statement most learners attribute to subjects they find difficult. If you
were the teacher, what motivation and affective strategies would you use to alter this perception and
attitude?
HARNESS
Directions: Complete the graphic organizer by filling in with novel classroom practices that address the
psychological principles of learner-centered learning.
Classroom
Practice
Classroom Cognitive and Classroom

Practice Metacognitive factors Practice
Classroom
Practice
LESSON 2.
ASSESSMENT- Put a check mark (/) before each item if the teaching practice satisfies the development and
social factors, and individual differences of learning ; put an X mark if not.

_____ 1. A teacher varies the level of difficulty of the same task for bright and slow learners.
_____ 2. A teacher allows a learner in Social Science to explain the answer to the question in the dialect in
which the learner is fluent and the class understands.
_____ 3. Mr. Ramos asks far-sighted learners to be seated in front.
_____ 4. Mrs. Jurado tolerates the minor behaviour of a learner.
_____ 5. Miss Renante discourages the use of local materials in the Art projects of her learners.
_____ 6. A teacher cites cultural practices of the students as examples of learning.
_____ 7. Mr. Ruma asks the fast learners to coach or mentor the learners needing assistance.
_____ 8. Miss Pascual tells Rema , the class singer, to enrol in the Special Program for the Arts track.
_____ 9. Girlie was told by the teacher to concentrate on academics, not on the school paper assignment.
_____10. The Science teacher asks for the help of the school nurse to explain fertilization.
CHALLENGE
1. Why is it important for beginning teachers to be aware of the learner-centered psychological principles
for school reform?
2. With your knowledge on the salient features of RA 10533 or the Enhances Basic Education Curriculum,
what is the importance of applying the learner-centered psychological principles to teaching?
3. Do you think that the length of service in teaching guarantees effectiveness in implementing the
learner-centered psychological principles? Defend your answer.
HARNESS


Search for and download an article or study on teachers’ best practices along with conducting an assessment to
a diversity of learners. Which among these practices do you believe is very effective?
LESSON ATTACHMENT
Document A
Lesson 1: The 6 Principles of Cognitive and Metacognitive Factors
In the early 1990s, the American Psychological Association (APA) appointed a group, a Task Force on
Psychology in Education, to conduct further studies in both psychology and education. The purpose of this group
was to conduct studies that could further enhance the current understanding of educators on the nature of the
learners about teaching and learning process.
The 6 principles of Cognitive and Metacognitive Factors
• Nature of the learning process
The learning of complex subject matter is most effective when it is an intentional process of constructing
meaning from information and experience. Teachers play a significant role in guiding their lessons to become
active, goal-oriented, and self-regulating, and to assume personal responsibility for their learning. The learning
activities and opportunities provided by the teacher are very important situations where learners can integrate
knowledge and concepts to their experiences. Whenever teachers plan their lessons and topics, they always need
to consider how they can bring reality in the classroom. Learners need to have a clear and concrete
understanding of knowledge and concepts presented so that they would also know in what particular situations
they have to apply them. Learning through experience is the most effective way of teaching. An intentional
learning environment is one that fosters activity and feedback and creates a culture that promotes metacognition,
that is, one in which the learner becomes aware of his or her learning process and can use tools to enhance this
learning process. (Bereiter & Scardamalia, 1989).
• Goals of the learning process
The successful learner, over time and with support and instruction guidance, can create meaningful,
coherent representation of knowledge. Learners need to be goal-oriented. Teachers have to guide learners in
terms of determining their personal goals. They need to set their goals, not dictated by others, to ensure their
willingness to achieve them. Meaningful learning takes place when what is presented to learners is very much
related to their needs and interests. When learners have good understanding of the concepts discussed in
school, they can reach long-term goals most likely. Indeed, it is challenging to motivate learners to succeed.
• Construction of Knowledge
The successful learner can link new information with existing knowledge in meaningful ways. In
planning a lesson to be presented, teachers would usually find it more effective when they connect the learners’
existing knowledge to new information. The integration of prior experiences to a new concept to be learned is a
way of making connections between what is new and what is already known. The new knowledge is created


from old knowledge is the very heart of constructivism. Teachers should initiate more opportunities for learners
to share ideas, experiences, observations, and readings as the need arises. Sharing prior knowledge can be done
in creative strategies like concept mapping, group activities, and other collaborative techniques where learners
are also able to learn from each other’s experiences.
• Strategic thinking
The successful learner can create and use repertoire of thinking and reasoning strategies to achieve
complex learning goals. Strategic thinking is a person’s ability to use knowledge in different ways to solve
problems, address concerns and issues, decrease difficulties in certain situations, and make sound decisions
and judgments in varied conditions. Strategic thinkers do not easily give up even in difficult situations. They are
more challenged to find ways to solve a problem no matter how many times they already failed. They are not
afraid to commit mistakes because they perceive them as meaningful learning experiences to continuously
discover other ways of arriving at solutions. Teachers are supposed to give them as many opportunities to
learn, experiment, solve, and explore new ideas and concepts. Thus, to motivate and encourage the learners to
be more creative and innovative in their ideas, opinions, and responses are musts for learners.
• Thinking about thinking
Higher order strategies for selecting and monitoring mental operations facilitate creative and critical
thinking. One of the most challenging roles of the teachers is to develop among their learners’ higher order
thinking skills (HOTS). It means that the learners can do evaluation, synthesis, analysis, and interpretation of
varied concepts, information, and knowledge. As previously mentioned, learners develop their thinking skills
when they are provided with opportunities and learning experiences to process varied events and situations,
specifically if given real problems. This context means that aside from mastering information, discovery,
problem-solving, creation, and evaluation should also be integrated into their learning experiences.
Assessment tools in school should be authentic. Students can make inferences, sound judgment, and relevant
conclusions, and use their learned knowledge to varied situations. HOTS are very much needed in this fast-
changing world.
• Context of learning
Learning is influenced by environmental factors, including culture, technology, and instructional

practices. Learning does not only take place inside the classroom. Much of what learners learn in the classroom
with their teachers can only have meaning once they see them concretely in their everyday life. Examples are
given in the classroom should be a reflection of their actual life experiences. The digital tools and instructional
practices must be carefully selected to facilitate a motivating, stimulating, and encouraging learning
environment geared toward effective acquisition of knowledge, concepts, and skills among learners.
The 3 Principles of Motivational and Affective Factors
How the learners push themselves to learn and how they value learning are the concerns of
motivational factors. Meanwhile, the affective factors relate to the attitude, feelings, and emotions that
learners put into the learning task.


• Motivational and emotional influences on learning
What and how much are learned is influenced by the learner’s motivation. Motivation to learn is
influenced by individual’s emotional states, beliefs, interests and goals, and habits of thinking. Motivation plays
a very important role in learning. It pertains to an individual’s inner drive to do something, accomplish
something, pursue a goal, learn, and master a skill, or just discover without necessarily being forced or pushed
by anyone. The level of one’s motivation would also determine the extent of his or her ability to accomplish
desired tasks. The way teachers motivate their learners is then crucial to make them actively engaged in the
learning process.
In lesson planning, the motivation part of the lesson sets the positive mind-set of the learners. No matter
how new, challenging, and technical a topic is, if the level of their motivation is a high, they would always find
the interest to participate and get themselves engaged. Meanwhile, if there were no efforts to motivate learners,
then, there would also be no engagement to learning.
Teachers and parents’ encouragements, praises and rewards can boost the learners’ confidence. They can
also establish positive emotional states and good habits of thinking in individuals. Learners will always feel that
mistakes and errors are normal parts of learning. Teachers should also use learning materials and strategies that
would eradicate learners’ anxiety panic and even insecurities.
• 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 interest, and
providing for personal choice and control. There are two kinds of motivation-intrinsic and extrinsic
motivation. Intrinsic motivation is manifested when an individual engages in an activity or task that is
personally gratifying. It is personally rewarding, and there is no expectation for any external or tangible reward.
Extrinsic motivation, meanwhile, is its direct apposite. A person engages in a task or activity to earn external
rewards or to avoid punishments in some situations. Intrinsic motivation is stimulated by tasks of optimal
novelty and difficulty, relevant to personal interests, and providing for personal choice and control.
As teachers and mentors the most important way to motivate the students to learn is to present the value
of that knowledge or concept to their life. Learning is not only about getting good grades or complying with
requirements, but it is more of knowing why they need to learn such and to what specific instances in their lives
that they would be able to use them. When what is being taught to the students is presented creatively, it
stimulates their HOTS, that allow personal choice and control, collaboration, and creation for learners contribute
to a more heightened intrinsic motivation for learning.
• Effects of motivation on effort
Acquisition of complex knowledge and skills require extended learner effort and guided practice.
Without learners’ motivation to learn, the willingness to exert this effort is unlikely without coercion. The
learners’ motivation to learn is also partnered by their extended efforts. Teachers facilitate learning opportunities
and experiences that encourage learners to exert time and effort and at the same time commitment and
enthusiasm toward a task they have to do and a concept they have to learn. It is through the teachers’
encouragement that they will have to do tasks with quality and not just for compliance’s sake. Teachers can
praise works that have been done well. They can also acknowledge every little achievement of a person.


Teachers can use the students’ errors or mistakes as opportunities for mentoring. All this raise a person’s
motivation to learn. Positive emotions established in the classroom as well as with others make learning
interesting for everybody in general. The learning environment can also foster positive emotions when there is
no competition between and among learners, and numeric grades I just secondary considerations as pieces of
evidence of learning.
SUMMARY
Teachers’ comprehensive understanding of the cognitive and metacognitive factors of learning is very
much needed. The potentials, skills, talents, and abilities of learners would not be enhanced well if learning
opportunities and experiences are minimal. The teachers’ strategies and techniques in delivering information and
concepts would highly determine the extent of how this potentials, skills, talents and abilities of learners can be
fully developed.
Document B
Lesson 2: The 2 principles of developmental and social factors.
The 2 Principles of Developmental and Social Factors
Development and social factors as well as individual differences are considered critical factors in the
capacity of learners to engage in learning.
• 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. Learning is most effective when differential development within and across physical,
intellectual, emotional, and social domains is taken into account. Knowledge on the physical, intellectual,
emotional, and social domains of the learners is an excellent springboard for planning learning activities,
materials, and assessment. Often, some learners are not learning well because there is a mismatch between the
learning activity and the learners’ developmental stage. teachers are persons and professionals who should be
knowledgeable of the various developmental milestones of learners. They should always collaborate with the
school administrators, guidance counselors, learners’ parents, guardians, and even family. Specifically, teachers
should always look into the readiness of the learners through keen observations, diagnostic tools, authentic
assessments, and the like. All of these will help to create optimal learning contexts and environment.
• Social influences on learning
Learning is influenced by social interactions, interpersonal relations, and communication with others.
Collaboration is a 21st century skill. All learners should learn the skill of working with others in an instructional
setting. This ability will prepare them for the real world where they are expected to interact effectively to a
community of diverse people. Collaborative skills encompass social interactions, interpersonal relations, and
communication. Learning activities in the classroom should offer our opportunities for such collaborative skills.
Group works, group dynamics, as well as group tasks are examples of situations where such can be developed.
When learners work with the peers and classmates they learn to appreciate and respect diversity. They practice


their listening skills and at the same time consider each other’s perspectives and contributions on the task to be
completed. When adequately facilitated by the teacher, this ability contributes to a positive and healthy learning
such as respect for each other’s opinions, give and take relationships, and taking responsibility for assigned tasks
to develop the interpersonal relationships of the learners.
The 3 principles of individual difference factors
• Individual differences in learning
Learners have different strategies, approaches, and capabilities for learning that are a function of prior
experience and heredity. Diversity is a natural part of life. The learning environment is the best example where
diversity is manifested between and among learners. Each learner has his or her learning style, intelligence,
potential skills, talents, learning preferences, as well as cognitive abilities, which are the effects of both
experience and heredity. Theories on multiple intelligences, learning styles, and differentiated instructions are all
to be considered when planning the delivery of lessons. Teachers assist and support their learners in identifying
the most effective learning style, dominant intelligence, skills, and potentials and help them identify the ways
and means on how they can use them to maximize learning. Current trends in teaching encourage teachers to
apply concepts on multicultural teaching, differentiated instruction (DI), and the universal design for learning
(UDL). All these principles support the premise that teachers should be creative, innovative, and supportive of
the individual differences of their learners. These trends in teaching offers various ideas, options, and ways by
which diversity can best be used for meaningful teaching and learning.
• Learning and diversity
Learning is most effective when differences in learner’s linguistic, cultural, and social backgrounds are
taken into account. Multicultural teaching encourages teachers to consider their learners’ linguistic, cultural, and
social backgrounds. Language can be a barrier in learning when learners cannot express themselves properly and
when the learning materials is not also related to their social contexts. Examples given maybe too vague or
abstract because their most specific application cannot be found outside of the school. Cases and situations
should be contextualized and localized. When learners find that their lessons are also concretely seen in their
places and are closely related to their environment, the more they can appreciate learning. Culture makes one
person distinct from other people. Students manifest differences in language, values, belief systems, and way of
life. An inclusive classroom is one that welcomes and respects these differences, which are incorporated into the
learning activities they are also used as actual examples of concepts presented during discussions. Students do
not feel discriminated upon and ridiculed because of their uniqueness as individual. When each learner feels
valued, accepted, and appreciation for what he or she is, this affirmation contributes to a positive learning
environment.
• Standards and assessment
Setting appropriately high challenging standards and assessing the learner as well as learning progress –
including diagnostic, process, and outcome assessment – are integral parts of the learning process. Assessment
and evaluation are essential parts of the teaching and learning process. The results of assessments conducted are
used to gauge the learners’ strengths, weaknesses, limitations, and areas of difficulties. Teachers can also
determine what kind of support and scaffold the learners need. This process also includes knowing which


instructional material would best assist a learner for better school performance. Assessment should be an
ongoing process. Whether it was formative or summative, results should be used as a means of improving the
teachers’ strategies and techniques in teaching. Low results may not always be attributed to students’ negligence
and difficulties but may also be because the teacher’s strategy was not effective during the delivery of the lesson.
Assessment, therefore, is for both the teacher and the learner.
SUMMARY
In engaging learners to learn, development and social factors as well as individual differences are
considered. Effective classroom strategies and activities stem from these principles. These principles highlight
the need to communicate and collaborate with other learners because learning is a social experience. They are
given paramount emphasis to facilitate learner centered teaching.
CHAPTER 2. Metacognition: Thinking About Thinking

INTRODUCTION
Today, facilitating learning is aimed at assisting learners in acquiring expected competencies. In

addition, the facilitation of learning addresses the expected competencies to help them understand their
learning and thinking. Research findings have shown that metacognitive thinking operates as a vital skill to
other skills like problem- solving, creative thinking and critical thinking. The good news is that metacognition
can be taught. In this chapter, you will discover the nature of metacognition, its components, and how
metacognitive processes work in the classroom. In this chapter you expected to:
1. explain metacognition and its components

2. delineate the relationship between metacognitive knowledge and metacognitive processes;and
3. identify effective metacognitive teaching strategies to facilitate learning.
A. ENGAGEMENT:
FIG.1


https://www.google.com/search?
q=components+of+metacognition&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjemPPAjv
nqAhUGBKYKHV3BDlAQ_AUoAXoECA0QAw&biw=1366&bih=695#imgrc=XUKpo2zOWd
nA9M
DIRECTIONS: Read and analyze the following text:

A. Study the Figure presented above. Components of metacognition:
(Fig.1 and see attachment on Document A.)
B. Metacognition and Metacognitive knowledge (Lesson 1: See attachment on Document B.)
C. Metacognitive Regulation and Control (Lesson 2: See attachment on Document C.)
D. Metacognitive Instruction (Lesson 3: See attachment on Document D.)
B. ACTIVITIES
Lesson 1
ASSESSMENT
Acitivity 1: Use the Frayer vocabulary definition model to explain the three metacognitive
knowledge (e.g. declarative knowledge as shown below.) With this as a guide, Write
down the explanation of your definition.
Definition: Charac
teristics:
Declarative
Knowledge
Examples: Non examples:
Activity 2: Identify if the following thoughts are more of a declarative, procedural, or conditional
knowledge.
1. I know that the context of this problem is not suited to the theory.
2. There are three ways to solve this problem.
3. This fact is essential to recall for the situation presented.
4. ROYGBIV makes it easy for me to remember the colors of the rainbow.
5. This is an irregular verb, thus, adding- ed to the word to make it past tense does not apply.


CHALLENGE
Activity 3
1. Why is metacognition important to a teacher and a learner?
2. Is prior knowledge essential in developing metacognitive knowledge? Justify.
HARNESS
Activity 4: Considering your subject of specialization, choose one competency related to a topic from a
textbook used in a particular grade level., then identify the metacognitive knowledge necessary for you to
include in teaching the desired competency. Use the matrix below as a guide.
Competency:
Subject Matter:
Metacognitive Knowledge Specific skills to develop in the Lesson
Declarative Knowledge
Procedural Knowledge
Less
o n in
a Conditional Knowledge
capsule:
Metacognition is one’s awareness of his or her thinking and the ability to control it while processing a
task.it involves metacognitive knowledge which comprises three components; declarative (knowledge about
things), procedural (knowledge of process) and conditional (knowledge of what is appropriate for the
context or situation).
Lesson 2:
ASSESSMENT
Activity 1: Classify the following questions/ statements and write whether the learner is engaged in planning,
monitoring, or evaluating phases of metacognitive regulation and control.
1. Is this strategy leading me to the correct answer?


2. My answer does not meet the standards in this scoring rubric.

3. What strategy is best for this type of problem?
4. What does this task expect me to produce?
5. The teacher is nodding as I speak. I am right in organizing my answer.
CHALLENGE
Acitivity 2
1. What is the importance of metacognitive experiences and metamemory in metacognition and control?
2. How is your awareness of how you study and learn significant to thinking metacognitively?
The Lesson in a capsule:
Metacognitive processes involve one’s ability to control and regulate his or her learning. It involves
planning (the use of appropriate strategies and resources), monitoring (keeping track of the progress of
learning), and evaluating (determining the result or product of learning). In every stage, asking questions
and providing answers serve as guides to the thinking process.
Lesson 3:
ASSESSMENT
Activity 1: Identify the metacognitive teaching strategy used in the following description.
1. Mrs. Cruz asks her Mathematics learners, “Give me one significant learning you derived from this
lesson.”
2. Mr. Ravena groups his learners into two, with each member inquiring how the other has arrived at the
measures to combat air pollution.
3. At the beginning of the Social Studies class, Miss Agulay uses a matrix to elicit learner’s prior
knowledge about the topic for discussion.
4. Miss Tomas assigns the EPP learners to reflect on the learnings in class, and what these meant to them
as members of the family.
5. To process their thinking, Mr. Paraiso asks the learners who failed to get the answer correctly, identify
the reason how and why they answered wrongly.
CHALLENGE
ACTIVITY 2:
1. Why should any instructional plan abide with the three fundamental principles for
metacognitive skills development?
2. As a future educator, how can you handle novice and expert learners in the classroom so that they both
develop metacognitive skills?
HARNESS
Activity 3: Make a graphic organizer about Lesson 2 of this course with a sample rubric.
The Lesson in a capsule:


Metacognitive instruction aims at helping learners to be self- regulated. In the process, teachers can
assist the learners to monitor and regulate their learning. Metacognitive teaching strategies enhance
learners’ achievement. Learners benefit much from metacognition as the skills could be transferred in
learning other skills and content.
Lesson Attachment:
Lesson 1 (Document B)
Metacognition
and Metacognitive Strategies
Metacognition
- refers to “thinking about thinking” and was introduced as a concept in by John Flavell, who is typically
seen as a founding scholar of the field. Flavell said that metacognition is the knowledge you have of
your own cognitive processes (your thinking). Flavell (1979). It is your ability to control your thinking
processes through various strategies, such as organizing, monitoring, and adapting. Additionally, it is
your ability to reflect upon the tasks or processes you undertake and to select and utilize the appropriate
strategies necessary in your intercultural interactions.
Components of Metacognition
Declarative knowledge - knowledge required of themselves as learners and the strategies, skills and
learning resources source. It refers also to the factual information that we know, and can both be
spoken or written. This is also the knowledge about ourselves as learners and about what factors can
influence our performances.
Process/ Procedural knowledge - know how to use what is known in declarative knowledge that the
learning activities. It also refers to information on how to do something or how to perform the
procedural steps that make up a task. A high degree of procedural knowledge allows us to perform
tasks more automatically through a variety of strategies.
Conditional knowledge is knowing when a process, skills or strategies to use, and when things are not
used, why a process takes place, and why a process is better than other methods. It is about when to
use a procedure, skill, or strategy or when not to. Such knowledge allows us to assign optimal
resources for various tasks.
Lesson 2 (Document C)
Metacognitive regulation refers to what learners do about learning. It describes how learners monitor
and control their cognitive processes. For example, a learner might realize that a particular strategy is not
achieving the results they want, so they decide to try a different strategy.


During the planning phase, learners think about the learning goal the teacher has set and consider how
they will approach the task and which strategies they will use. At this stage, it is helpful for learners to
ask themselves:
‘What am I being asked to do?’
‘Which strategies will I use?’
‘Are there any strategies that I have used before that might be useful?’
During the monitoring phase, learners implement their plan and monitor the progress they are making
towards their learning goal.
Students might decide to make changes to the strategies they are using if these are not working. As
students work through the task, it will help them to ask themselves:
‘Is the strategy that I am using working?’
‘Do I need to try something different?’
During the evaluation phase, students determine how successful the strategy they used was in helping
them to achieve their learning goal. To promote evaluation, students could consider:
‘How well did I do?’
‘What didn’t go well?’ ‘What could I do differently next time?’
‘What went well?’ ‘What other types of problem can I use this strategy for?’
Reflection is a fundamental part of the plan-monitor-evaluate process. Encouraging learners to self-

question throughout the process will support this reflection.
In the rest of this unit, we will look at the basics of metacognition in more detail. We will discuss the
benefits, look at the theory behind metacognition and discover some practical examples.


Throughout the unit, you will be encouraged to reflect upon metacognition and to think about how you
can integrate it into your own classroom practice. At the end of the unit there is a glossary of key words
and phrases.
Lesson 3: (Document D)
Veenman (1998), in reviewing the literature, identified three fundamental principles that are necessary
for successful metacognitive instruction:
1. embedding metacognitive instruction in the content matter to ensure connectivity,
2. informing learners about the usefulness of metacognitive activities to make them exert the initial
extra effort, and
3. prolonged training to guarantee the smooth and maintained application of metacognitive activity.
Metacognitive strategies refer to methods used to help students understand the way they learn; in other
words, it means processes designed for students to ‘think’ about their ‘thinking’.
Teachers who use metacognitive strategies can positively impact students who have learning disabilities
by helping them to develop an appropriate plan for learning information, which can be memorized and
eventually routine. As students become aware of how they learn, they will use these processes to
efficiently acquire new information, and consequently, become more of an independent thinker. Below
are three metacognitive strategies, which all include related resources, that can be implemented in the
classroom:
 Think Aloud
Great for reading comprehension and problem solving. Think-aloud helps students to consciously
monitor and reflect upon what they are learning. This strategy works well when teachers read a story or
problem out loud and periodically stop to verbalize their thoughts. This allows students to follow the
teacher’s thinking process, which gives them the foundation they need for creating their own strategies
and processes that can be useful for understanding what they are trying to comprehend.
 Checklist, Rubrics and Organizers

Great for solving word problems. These organizational tools support students in the decision-making
process because they serve as an aid for planning and self-evaluation. Typically, they ask what students
know and need to know to arrive at an answer, and emphasize the need to reread the problem and self-
check responses.
 Explicit Teacher Modeling


Great for math instruction. Explicit teacher modeling helps students understand what is expected of them
through a clear example/model of a skill or concept. When a teacher provides a easy to follow procedure
for solving a problem, students have a memorable strategy to use for approaching a problem on their
own.
 Reading Comprehension
Truly comprehending reading involves students actively engaging with a text and accurately deciphering
the layers of meaning. It is very important for students to develop solid reading comprehension skills
because statistics show that people who have low reading comprehension ability suffer in academic,
professional, and personal pursuits. The resources in this guide from supersummary.com are effective
strategies for promoting reading comprehension.
CHAPTER 3: COGNITIVE LEARNING THEORIES

INTRODUCTION:
The term cognitive learning derives its meaning from the word cognition defined by an electronic
dictionary, as “the mental action or process of acquiring knowledge and understanding through thought,
experience, and the senses. “Thus, learners are viewed to learn by using their brains. In the process, they are
actively engaged in mental activities involving perception, thinking, and relying on their memory as they process
new experiences. Through the connections of these old and new experiences, the acquisition of knowledge and
understanding results exist. In this chapter, you are expected to:
1. explain the meaning of cognitive learning theories;
2. differentiate the cognitive learning theories by citing their key features;
3. cite empirical proofs of the cognitive learning theories; and
4. identify the teaching implications of the cognitive learning theories.
DIRECTIONS: Read and analyze the following figures.


Figure 1.Adaptive process of schema development. Adapted from McLeod (2018)
Figure 2. Piaget’s Stages of Cognitive Development
https://images.search.yahoo.com/search/
images;_ylt=AwrgDudhBShfkRIA44tXNyoA;_ylu=X3oDMTB0NjZjZzZhBGNvbG8DZ3ExBHBvcwMxBHZ0
aWQDBHNlYwNwaXZz?p=piaget%27s+stages+of+cognitive+development&fr2=piv-
web&fr=mcafee&guce_referrer=aHR0cHM6Ly9zZWFyY2gueWFob28uY29tL3NlYXJjaD9mcj1tY2FmZWUm
dHlwZT1FMjExVVM3MTRHMCZwPXBpYWdldCUyN3Mrc3RhZ2VzK29mK2NvZ25pdGl2ZStkZXZlbG9w
bWVudA&guce_referrer_sig=AQAAAHqR6Byazm5bvED1csf_T3CCZb2be955P2RcwCqZfWUOxZKNwVv1
99LMn0ibHjSo30jqLNcJeZMvDZsFofVa_54_MAKvbXYnoitAesfR8PYOTEykg7CGnD8d2xzWpTe2CGHlA8
hzm9SeBPaIdr_V6MYe_WQHM-mwelmZrPjP99c9&_guc_consent_skip=1596458388#id=12&iurl=http%3A

%2F%2F2.bp.blogspot.com%2F-ZwtL_hf1hQs%2FU8dWqvNAwtI%2FAAAAAAAACGs%2FLvDcEaxRxJU
%2Fs1600%2FSlide3.JPG&action=click
Figure 3. Scaffolding as intervention to reach the zone of proximal development. Source: Wheeler (2013)
https://images.search.yahoo.com/search/
images;_ylt=Awr9DutLFChfrcwAo1lXNyoA;_ylu=X3oDMTB0NjZjZzZhBGNvbG8DZ3ExBHBvcwMxBHZ0
aWQDBHNlYwNwaXZz?p=vygotsky%27s+sociocultural+theory&fr2=piv-
web&fr=mcafee&guce_referrer=aHR0cHM6Ly9zZWFyY2gueWFob28uY29tL3NlYXJjaD9mcj1tY2FmZWUm
dHlwZT1FMjExVVM3MTRHMCZwPXZ5Z290c2t5JTI3cytzb2Npb2N1bHR1cmFsK3RoZW9yeQ&guce_refer
rer_sig=AQAAADe2IU_v3yWBj9EHRo1WPQN_snwClkiba_Z3HuDvkR9UdOVFe0XkyzHZAFvsS-
57tUmMFM8aUOSXNlGPTcu6cEBOtTJeIl1lxd6FhVGFlJBfSjUDMMSh0N0gaUjKF37XoWkpjREV2OEVG
Q9VhfSpQJqlLb4T6UtNHiApeBAs5voM&_guc_consent_skip=1596462196#id=130&iurl=https%3A%2F
%2Fsites.google.com%2Fsite%2Fconstructivismgroupproject%2F_%2Frsrc%2F1319077869739%2Fhome
%2Flearning-theory-connections%2FVygotsky%2527s%2520ZPD.jpg&action=click
A. Study the figure presented above. Adaptive process of schema development. (Figure 1: Lesson 1
See Attachment on Document A)
B. Study the figure presented above. Piaget’s Stages of Cognitive Development (Figure 2: Lesson 1
See Attachment on Document B)
C. Vygotsky’s Sociocultural Theory of Cognitive Development (Figure 3: Lesson 2 See Attachment
on Document C)
ACTIVITIES:
A. This activity focuses on a story involving the interaction of family members. Choose a story you
want to use for this activity. It can be from a story you have read, a movie or “telenovela” that you
watched or plan to watch. Use the matrix below to relate the characters to Piaget’s stages of
cognitive development.
Title of Story/ Movie: ______________________


Write a brief summary of the story:

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Character Description Piagetian Connection

Father What is his stage of cognitive development?
Examples: Cite instances why you say he is in this stage. (what he
taught of, how he thought, his reactions and attitudes)
Mother What is her stage of cognitive development?

Examples: Cite instances why you say she is in this stage. (what she
taught of, how she thought, her reactions and attitudes)
Children What is his/her stage of cognitive development?

Examples: Cite instances why you say he/she is in this stage. (what
he/she taught of, how he/she thought, his/her reactions and attitudes)
1.
What is his/her stage of cognitive development?
2.
What is his/her stage of cognitive development?
3.
Other Characters What is his/her stage of cognitive development?
B. Answer the following guide questions below.


1. As a child, recall a skill that you wanted to learn and eventually learned well, through the help of another
person. ___________________________________________________________________________
______________________________________________________________________________
2. What made you interested to learn the skill?

__________________________________________________________________________________
__________________________________________________________________________________
3. Who taught or assisted you?

__________________________________________________________________________________
__________________________________________________________________________________
4. Why do you think he/she is the one who is capable to assist you?
5. Describe how you went about learning the skill. Describe what steps or actions the person did in order to
help you to learn.
____________________________________________________________________________________
____________________________________________________________________________________
ASSESSMENT
Piaget and Vygotsky
Vygotsky worked on his theory around the same time as Piaget in between the 1920’s and 30’s but they
had clear differences in their views about the cognitive development. Since Piaget was taken up already in the
preceding module, it would be easier now to see his views compare with Vygotsky’s.
“Every time we teach children something, we keep them from inventing it themselves. On the other hand,
that which we allow them to discover for themselves will remain with them for the rest of their lives.”
–Jean Piaget
“What a child can do in cooperation today, tomorrow he/she will be able to do alone.”
–Lev Vygotsky
Write some views that compare Piaget’s to Vygotsky’s view.
Piaget Vygotsky

Example: More individual in focus More social in focus
LESSON ATTACHMENT
Chapter 3. Lesson 1 and 2
The term cognitive learning derives its meaning from the word cognition defined by an electronic
dictionary, as “the mental action or process of acquiring knowledge and understanding through thought,
experience, and the senses. “Thus, learners are viewed to learn by using their brains. In the process, they are
actively engaged in mental activities involving perception, thinking, and relying on their memory as they process
new experiences. Through the connections of these old and new experiences, the acquisition of knowledge and
understanding results exist. In this chapter, you are expected to:
• explain the meaning of cognitive learning theories;
• differentiate the cognitive learning theories by citing their key features;
• cite empirical proofs of the cognitive learning theories; and
• identify the teaching implications of the cognitive learning theories.
Adaptive process of schema development.

Jean Piaget’s Cognitive theory of Development
(Figure 1 and 2: Document A and B)
Jean Piaget’s Cognitive theory of Development is truly a classic in the field of educational psychology. This
theory fuelled other researches and theories of development and learning. Its focus is on how individuals
construct knowledge.


Click the link below for the details about Jean Piaget’s Cognitive theory of Development
https://www.simplypsychology.org/piaget.html
Vygotsky’s Sociocultural Theory of Cognitive Development
(Figure 3. Document C)
The key theme of Vygotsky’s theory is that social interaction plays a very important role in cognitive
development. He believed that individual development could not be understood without looking into the social
and cultural context within which development happens. Scaffolding is Vygotsky’s term for the appropriate
assistance given by the teacher to assist the learner accomplish a task.


Click the link below for the details about Vygotsky’s Sociocultural Theory of Cognitive Development
https://www.simplypsychology.org/vygotsky.html
LESSON 3: INFORMATION PROCESSING THEORY

INTRODUCTION
The information processing theory (IPT) of cognitive development pertains to the study and
analysis of what occurs in the person’s mind as he or she receives a bit of information. Learning is a
change/revision in the knowledge that has been stored by the memory. Analyzing the way persons
learning something new is important, as there is a fixed pattern of events that takes place in learning
something new.
In this chapter, you are expected to:

1. explain the major features of the information processing theory.
2. identify teaching strategies thatacilitate the storing and retrieving of information.
ENGAGEMENT
A. Recall your experiences when you want study and review your lesson. On a sheet of paper,
create your own sketch-notes of what you have recalled.


B. How did you feel about the previous activity? Did you find it hard to recall your experiences
when you want to study or review your lessons?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__
DISCUSSION
Information processing theory discusses the mechanisms through which learning occurs. It was
developed by American psychologist including Miller in the 1950s, and in recent years compared the human
brain to a computer. Specifically, it focuses on the aspect of memory encoding and retrieval. It pertains to the
study and analysis of what occurs in the person’s mind as he or she receives a bit of information. The “input” is
the information we give to the computer or to our brains-while the CPU is likened to our short-term memory,
and the hard-drive is our long-term memory.
Basic Components of the IPT Model


The information processing theory model has three major components, namely: sensory memory, short-
term memory and long-term memory that has different functions.
Sensory memory –information is gathered via senses through a process called transduction, which are
temporary held in mere seconds for the information to be processes further. These memories, usually last for a
very short amount of time, ranging up to three seconds. Our senses are constantly bombarded with large amounts
of information. Our sensory memory acts as a filter by focusing on what is important and forgetting what is
unnecessary.
Short-term memory- serves as a temporary memory while the information is given further processing before it
is transferred to long-term memory. Information in this stage is 15-20 seconds only and can hold from 5 to 9
bits of information only at a given time. Two strategies involved before the information is transferred to long-
term memory; rehearsal and encoding or elaboration.
Maintenance rehearsal involves repetition of the information to sustain its maintenance in the short-term
memory.
Elaborative rehearsal is the process of relating the new information to what is already known and stored
in the long term memory to make the new information significant.
Imaginary is a strategy that involves the memory taking what is to be learned and creating meaningful
visual, auditory, or kinaesthetic images of the information.
Long-term memory-is the storehouse of information transferred from short-term memory. It has unlimited space.
Varied contents of information are stored, namely:
 Semantic memory is the memory for ideas, words, facts and concepts that are not part of the person’s
perspective.
 Episodic memory includes the memory of events that happened in a person’s life, connected to a specific
time and place.
 Procedural memory accounts for the knowledge about how to do things.
 Imaginary refers to mental images of what is known.
Retrieving Information from the Long-term Memory

Retrieval of information from the long-term memory entails bringing to mind the previously acquired
information to understand some new point or to make a response. According to Schunk, 2012(as cited by
Bulusan, F., et.al, 2019) there two ways of information retrieval. One is recalling which is either free recall or
cued recall.
Recognition is another way to retrieve information, which involves providing the learner’s with stimuli
as choices to make decision or judgment.
Forgetting


Forgetting is the loss of information, either sensory memory, short-term memory, or long-term memory.
Interference is the process that occurs when remembering certain information hampered by the presence of other
information. Retroactive interference is when new information interferes with recalling the same phenomenon.
Proactive interference is when the old information interferes with recalling the new information.
 Time decay is another factor for the loss of stored information from long –term memory. Unused
information decays and is forgotten.
 Tip-of-the-tongue phenomenon involves the failure to retrieve the information, but the person is
sure the information is known. The person feels that retrieval is imminent, but there is difficulty
to directly identify it at the moment.
ACTIVITY
A. On the space provided, draw a map of how you will get to your class from your home. Include
landmarks and references that would help someone else understand your path.
B. Could you give someone else directions to get from your house to the school? Does it matter whether
you tell them the steps in order and if you are specific when you give the directions?


________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________________________________________________
ASSESSMENT
A. Fill in the blank with a word or phrase that best completes the sentences. Write your answer on a sheet
of paper.
1. Stimuli perceived from the environment are held temporarily and briefly at the ________________.
2. The loss of the information in the memory is called _____________________.
3. Repeating the meaning of a word several times will keep the information at the ________________.
4. Strategies using rhymes, acronyms and configuration clues are examples of __________________.
5. Any stimulus that distracts the person, for him or her to lose the information is called _____________.
6. People who are good in narrating their memorable experiences have memory content called ______________.
7. A person who knows the answer to a question but could not immediately utter it illustrates the phenomenon
called _________________.
8. Ruben can group vegetables and fruits separately. This process of grouping information is called
_____________.
9. Teachers asking the learners to give a synonym of a word to define a term is an example of _____________.
10. Joe’s style of rewriting the meaning of terms in his effort to memorize them is called ____________.
B. Answer the following questions briefly.

1. Why is attention essential in the learning process? Give some sways to sustain the interest of the
learners.


_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. Why are drills and exercises necessary in the teaching-learning process? Is this connected to the concept
of teaching to the point of mastery?
3. Maila was cooking in the kitchen, when she tough of getting the ingredient in her school bag, which
bedroom. When she reached the place, she forgot why she was there. She returned to the kitchen where
she was earlier, and then she recalled what she was supposed to do. How do you explain this
phenomenon?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
LESSON 4: PROBLEM SOLVING AND CREATIVITY
INTRODUCTION
Life never runs smoothly. There are always obstacles in our way and problems we must solve. When
you think about it, solving problems is what cognition is for. We use symbolic abilities to solve everyday
problems. Problem solving involves having a goal, determining obstacles to that goal, developing strategies for
overcoming the obstacles and evaluating results.
In this lesson, students are expected to:
1. Describe problem solving and creativity and explain its stages/processes.
2. Cite situations manifesting barriers to problem solving and creativity.
3. Differentiate common problems-solving strategies
4. Determine the role of transfer of learning in problem solving and creativity
ENGAGEMENT
Think of a person who inspires you, whether family, friend or public figure. Have an interview with this
person with the help of the following guide questions. Write your answer inside the box.


1. What do they think about obstacles and problems they encounter in life?
2. How do they handle those obstacles/problems in their life?
3. What is their greatest learning experience in handling obstacles/problems?
DISCUSSION
Problem solving refers to cognitive processing directed at achieving a goal for which the problem solver
does not initially know a solution method. There are four major elements namely:
 Cognitive. Problem solving occurs within the problem solver’s cognitive system and can only be
inferred indirectly from the problem solver’s behavior (including biological changes,
introspections, and actions during problem solving.
 Process. Problem solving involves mental computation in which an operation is applied to a
mental representation, sometimes resulting in the creation of the new mental representation.
 Directed. Problem solving is aimed at achieving a goal.
 Personal. Problem solving depends on the existing knowledge of the problem solver so that
what is a problem for one problem solver may not be a problem for someone who already knows
a solution method.
Types of Problems
Well-defined problem as one that provides all the information required to solve it. It is considered as a
problem requiring the application of a definite number of concepts, rules, and principles being studied to a
constrained problem situation. The problem tells you everything you need to know to solve it or whether you
need to work out for yourself what you are supposed to do.
Ill-defined problem is one where the initial state of the problem is given but what the goal state looks as
if it is not provided. It is typically situated in and emergent from a specific context, where an aspect or aspects of
the problem scenario are not well specified, the problem description are not definite, or the information needed
to solve it is not expressed in the problem statement (Chi&Glaser, 1985 as cited by Bulusan, F., et.al, 2019)
Approaches to Problem Solving


 Behaviorist approach- reproducing a previous behavior to solve a problem.

 Gestaltist approach is a productive process
Problem-solving Cycle
Step 1. Identify the problem and opportunities

Step 2. Define goals
Step 3. Explore possible strategies
Step 4. Anticipate outcomes and act.

Step 5. Look back and learn
Barriers to Problem Solving

 Mental set. The situation when the person becomes fixated on the use of a strategy that
previously produced the right solution, but in the new situation, it is not the application.
 Functional fixedness. This is a phenomenon when individual fail to recognized that objects can
have other purpose, aside from the traditional use they were made for.
 Failure to distinguish relevant and irrelevant information. This happens when a situation
arises during the analysis of a problem when an individual cannot discern the relevant information needed in
planning the strategy to solve the problem.
Creativity in Problem-Solving


Creativity is defined as “the interaction among aptitude ptocess, and the environment by which an
individual or group produces a perceptible product that is both novel and useful as defined within a social
context. “ (Plucker et.al, 2004 as cited by Bulusan, F., et.al, 2019).
Varied theories explain how creativity is developed. One is developmental theory, which advocates
that creativity develop over time (from potential to achievement). Cognitive theory of creativity also states that
ideational thought processes are foundational to creative persons and accomplishments. The stage and
componential process of creativity point out that creative expression proceeds through series of stages or
components.
One of the first models of creativity was advanced by Guilford (1967) where he considered creativity as
a divergent thinking act. He claimed that creativity is the result of several processes: fluency, flexibility,
originality and elaboration.
Fluency is defined as the ability to produce number of ideas or problem solutions in a short period.
Flexibility is the ability to simultaneously propose a variety of approaches to a specific problem. Originality
refers to ability to produce new, original ideas, as well as products. Lastly, elaboration is the ability to
systematize, organized the details of an idea in one’s head, and carry it out.
The creative process follows certain stage. Preparation is the initial stage, which involves becoming
passionate about an idea that motivates you to gather materials. Next is incubation, the period where you
unconsciously continues to work on the idea, but there is no active attempt to solve the problem. The mind just
wanders until an idea takes form. Illumination is the next step; a sudden idea pops out in your mind. The
subconscious thoughts find the connection with the consciousness, resulting in the AHA and Eureka movements.
Once the idea is concretized, it need to be verified Verification is the final stage that involves working with the
idea into a form that can be tested and once proven, it could be communicated to others.
Transfer of Learning in Problem Solving and Creativity

The phenomenon that experiences in solving problems are carried over or used in solving new problems
is referred to as the transfer of learning. Transfer of learning are categorized into the following:
1. Near transfer and far transfer. When learners apply their knowledge and skills in situations and contexts
that are very close to those in which the learning occurred, it is near transfer. When the learner performs
a skill in a context very much different from the context it was learned, it is far transfer.
2. Positive and negative transfer. When the learners can use their prior knowledge or experiences in solving
a new problem situation, it is positive transfer. When the previous learning or skill obstructs the
acquisition of a new skill or the solving of a problem, it is negative transfer.
3. Vertical transfer and lateral transfer. When learners use their learning at a lower level to perform a
higher level of cognitive task, vertical transfer occurs and it is the goal of the spiral progression in the K
to 12 curriculum. When learners use the same skills to solve a related but different problem of the
comparable level of difficulty after learning it, lateral transfer happens.
4. Neutral or zero transfer. This happens when past learning or prior experience does not enhanced or
hinder the acquisition of a new skill or in the solution of a problem.


ACTIVITY
In our own busy daily lives, endless problems arise from day-to-day living. What we can also do is to
change the nature of a problem in different and creative ways. Evaluate your attitude toward problem solving by
answering the following question.
1. What did you learn on your interview with the person who inspires you most?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. What ideas were generated and which one is the most interesting?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. Have you experience obstacle and challenges in your life? How did you deal with it and resolve it?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
ASSESSMENT
A. Identify the term described in the statement. Write your answer on a sheet of paper.
1. The production of something novel and useful to address a problem in life.
2. The ability to use prior learning to solve problems in another context.
3. The ability to overcome a hindrance to arrive at a specific goal.
4. The situation in which a learner focuses on the traditional strategy used to unsuccessfully solve a problem
requiring another solution.
6. It refers to the number of details a learner can provide to explain a novel solution to a problem.
7. The strategy the learner uses when he applies established steps or procedures in solving a problem.


8. The stage in creativity in which a novel idea suddenly pops in out of the blue.
9. That theory which explains that solving a problem is merely repeating the strategy found useful in the past for
a similar problem.
B. Explain in a 10-sentence paragraph the interrelationships among problem solving, creativity, and transfer of
learning. Cite at least two arguments to elucidate your answer.
C. Answer the following situation concisely.

1. Jerry submitted to his Arts teacher a drawing entitles “Fishes”, with only sea waves seen at the bottom of
the frame. When the teacher questions the title because she could not see any fish in the drawing Jerry
answered that they were under the water. If you were the teacher, how would you react? Why?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. To illustrate the harm of drinking alcoholic drinks, Miss Cruz conducted a simple illustration to the
class. Using two beakers (one filled with alcohol and another filled with water) and a beaker with
earthworms, she asked the class to observe what happened to the earthworms inside the beaker with
water and to the earthworms in the beaker of alcohol. The general consensus was is oe drinks alcoholic
drink, he or she would die. One, however, disagreed and claimed that if one drinks alcohol, all the
worms in the body would die. How was problem solving, creativity
and transfer of learning working in this scenario? Explain.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________


_____________________________________________________________________________
_____________________________________________________________________________
3. Teachers complain about learners’ preoccupation with electronic gadgets. As a future teacher, how
would you treat this problem as an opportunity for learning?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Evaluation
The Activities will be evaluated using the following criteria.
References:
Ferdinand Bulusan, et. Al, Facilitating Learner Centered Teaching, Rex Publishing
https://saylordotorg.github.io/text_leading-with-cultural-intelligence/s06-02-what-is-metacognition.html


http://educations-article.blogspot.com/2016/09/components-of-metacognition.html
https://cambridge-community.org.uk/professional-development/gswmeta/index.html#:~:text=Metacognitive
%20regulation%20refers%20to%20what,to%20try%20a%20different%20strategy.
https://blog.softchalk.com/infusing-metacognition-in-teaching-learning
https://inclusiveschools.org/metacognitive-strategies/
Prepared by:
NENA B. ESCAMILLAS
Part Time Instructor 1
Checked and Approved by.
DR. BIBIANA JOCELYN D. CUASAY

Module Editing Chair
Noted By:
DR. AQUILINO D. ARELLANO

Vice President for Academic Affairs
DEAN, CTE Department

Kolehiyo NG Lungsod NG Lipa: College of Teacher Education

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Kolehiyo NG Lungsod NG Lipa: College of Teacher Education

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

Commission on Higher Education

COLLEGE OF TEACHER EDUCATION

COLLEGE OF TEACHER EDUCATION

bases for innovations and reforms in teaching. Teaching strategies are

 explain learner-centered psychological principles;

FACILITATING LEARNER-CENTERED TEACHING Page 2

COLLEGE OF TEACHER EDUCATION

(L1 see attachment on Document A)

The 6 Principles of Cognitive and Metacognitive Factors.

The 3 Principles of Motivational and Affective Factors.

(L2 see attachment on Document B)

The 2 principles of developmental and social factors.

The 3 principles of individual difference factors.

_____ 1. Differentiated instruction attempts to resolve diversity of learners in the classroom.

FACILITATING LEARNER-CENTERED TEACHING Page 3

COLLEGE OF TEACHER EDUCATION

Classroom Cognitive and Classroom

COLLEGE OF TEACHER EDUCATION

_____ 3. Mr. Ramos asks far-sighted learners to be seated in front.

_____ 4. Mrs. Jurado tolerates the minor behaviour of a learner.

_____ 6. A teacher cites cultural practices of the students as examples of learning.

FACILITATING LEARNER-CENTERED TEACHING Page 5

COLLEGE OF TEACHER EDUCATION

Lesson 1: The 6 Principles of Cognitive and Metacognitive Factors

• Nature of the learning process

FACILITATING LEARNER-CENTERED TEACHING Page 6

COLLEGE OF TEACHER EDUCATION

• Thinking about thinking

Learning is influenced by environmental factors, including culture, technology, and instructional

The 3 Principles of Motivational and Affective Factors

FACILITATING LEARNER-CENTERED TEACHING Page 7

COLLEGE OF TEACHER EDUCATION

• Motivational and emotional influences on learning

FACILITATING LEARNER-CENTERED TEACHING Page 8

COLLEGE OF TEACHER EDUCATION

Lesson 2: The 2 principles of developmental and social factors.

The 2 Principles of Developmental and Social Factors

FACILITATING LEARNER-CENTERED TEACHING Page 9

COLLEGE OF TEACHER EDUCATION

The 3 principles of individual difference factors

• Individual differences in learning

• Standards and assessment

FACILITATING LEARNER-CENTERED TEACHING Page 10

COLLEGE OF TEACHER EDUCATION

CHAPTER 2. Metacognition: Thinking About Thinking

Today, facilitating learning is aimed at assisting learners in acquiring expected competencies. In

1. explain metacognition and its components

FACILITATING LEARNER-CENTERED TEACHING Page 11

COLLEGE OF TEACHER EDUCATION

DIRECTIONS: Read and analyze the following text:

FACILITATING LEARNER-CENTERED TEACHING Page 12

COLLEGE OF TEACHER EDUCATION

FACILITATING LEARNER-CENTERED TEACHING Page 13

COLLEGE OF TEACHER EDUCATION

2. My answer does not meet the standards in this scoring rubric.

FACILITATING LEARNER-CENTERED TEACHING Page 14

COLLEGE OF TEACHER EDUCATION

FACILITATING LEARNER-CENTERED TEACHING Page 15

COLLEGE OF TEACHER EDUCATION

Reflection is a fundamental part of the plan-monitor-evaluate process. Encouraging learners to self-

FACILITATING LEARNER-CENTERED TEACHING Page 16