NOTES 6

Metacognition:
“If you teach a person what to learn you are preparing that person for the past. If
you teach a person how to learn you are preparing that person for the future”
(Cyril Houle)

Metacognition was first coined by John Flavell. It is “thinking about thinking” or

“learning how to learn”. It refers to higher order thinking which involves active
awareness and control over the cognitive process engaged in learning

WORD MEANING
Cognition: the mental action or process of acquiring knowledge and understand
through thought, experience, and the senses.

Meta: denoting something of a higher or second-order kind

Categories of Metacognitive Knowledge:

 Person Variables
 Task Variables
 Strategy Variables
Meta-attention:
awareness of specific strategies that can keep your attention
focused on the topic or task at hand.
Meta-memory:
awareness of memory strategies that work best for you.

PREPARING HOW TO TEACH THE

“FACILITATING LEARNER-CENTERED APPROACH”

Instructional Learning Processes

 Learning objectives
 Teaching content
 Lesson planning
- Pre-planning
- Lesson planning
- Implementation
 Evaluation

Learner Centered Lesson Planning

 General Objectives
 Specific Objectives
 Opening Activity
(Icebreaker/jumping board to the new lesson or topic)
 Introduction to the Topic
 Orientation to the New Lesson
 Teaching Content
(Body of the lesson presented in a Learner centered approach)
 Processing
 Summary
 Conclusion
 Assignment

Multiple intelligences refers to a theory describing the different ways students

learn and acquire information. These multiple intelligences range from the use of
words, numbers, pictures and music, to the importance of social interactions,
introspection, physical movement and being in tune with nature.
According to MI Theory, identifying each student’s intelligences has strong
ramifications in the classroom. If a child's intelligence can be identified, then
teachers can accommodate different children more successfully according to
their orientation to learning. Teachers in traditional classrooms primarily teach to
the verbal/linguistic and mathematical/logical intelligences.

The nine types of intelligence are:

 Visual-spatial (picture smart)
 Linguistic-verbal (word smart)
 Logical-mathematical (number smart)
 Body-kinesthetic (body smart)
 Musical (Music smart)
 Interpersonal (people smart)
 Intrapersonal (self smart)
 Naturalistic (Nature smart)
 Existential (spirit)

 VISUAL/SPATIAL - children who learn best visually and organizing things

spatially. They like to see what you are talking about in order to
understand. They enjoy charts, graphs, maps, tables, illustrations, art,
puzzles, costumes - anything eye catching.

 VERBAL/LINGUISTIC - children who demonstrate strength in the language

arts: speaking, writing, reading, listening. These students have always been
successful in traditional classrooms because their intelligence lends itself to
traditional teaching.

 MATHEMATICAL/LOGICAL - children who display an aptitude for numbers,

reasoning and problem solving. This is the other half of the children who
typically do well in traditional classrooms where teaching is logically
sequenced and students are asked to conform.

 BODILY/KINESTHETIC - children who experience learning best through

activity: games, movement, hands-on tasks, building. These children were
often labeled "overly active" in traditional classrooms where they were told to
sit and be still!

 MUSICAL/RHYTHMIC - children who learn well through songs, patterns,

rhythms, instruments and musical expression. It is easy to overlook children
with this intelligence in traditional education.

 INTRAPERSONAL - children who are especially in touch with their own

feelings, values and ideas. They may tend to be more reserved, but they are
actually quite intuitive about what they learn and how it relates to themselves.

 INTERPERSONAL - children who are noticeably people oriented and

outgoing, and do their learning cooperatively in groups or with a partner.
These children may have typically been identified as "talkative" or " too
concerned about being social" in a traditional setting.

 NATURALIST - children who love the outdoors, animals, field trips. More
than this, though, these students love to pick up on subtle differences in
meanings. The traditional classroom has not been accommodating to these
children.

 EXISTENTIALIST - children who learn in the context of where humankind

stands in the "big picture" of existence. They ask "Why are we here?" and
"What is our role in the world?" This intelligence is seen in the discipline of
philosophy.
LEARNER CENTERED PSYCHOLOGICAL
PRINCIPLES:
The Learner Centered Psychological Principles pertain to the Learner and the
Learning Process. They are divided into the following:
1. Cognitive & Metacognitive
2. Motivational & Affective
3. Developmental & Social
4. Individual Differences factors influencing learners and learning

I. Cognitive & Metacognitive

1. Nature of the learning process
 the learning of a complex subject matter is most effective when it is an
intentional process of constructing meaning from information and
experiences.
 There are different types of learning processes such as that which is habit
forming or generation of knowledge (cognitive skills or learning strategies).
Schools use the Intentional processes that students use to construct meaning
from information, experiences and their thoughts and beliefs.

2. Goals of the Learning Process

 the successful learner, over time and with support an instructional guidance,
can create meaningful, coherent representatives of knowledge.
 The strategic process of learning requires students to be goal-directed

3. Construction of Knowledge
The successful learner can link new information with existing knowledge in
meaningful ways.

Knowledge widens and deepens as students continue to build links between

new information and experiences and their existing knowledge based. These
new knowledge must be integrated with the learners’ prior knowledge and
understanding in order for this to transfer readily to new situations.
Educators must assist learners in acquiring and integrating these knowledge
by a number of effective strategies that applies to the varying abilities of the
learners.

4. Strategic Thinking
The successful learner can create and use a repertoire of thinking and
reasoning strategies to achieve complex learning goals.

Learners use strategic thinking in their approach to learning, reasoning,

problem solving and concept learning. They use a variety of strategies to
help them reach Learning and Performance Goals, applying their knowledge
to novel situations, expanding their repertoire of strategies to see which
works well, observing or interacting with appropriate models. Learning
outcomes can be enhanced if educators assist learners in developing,
applying, and assessing their strategic learning skills.

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 includi8ing culture,
technology, and instructional practices.
II. Motivational and Affective Factors
1. Motivational & 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 state,
beliefs, interests and goals, and habits of thinking.
2. Intrinsic Motivation to learn
The learners’ creativity, higher order thinking, and natural curiosity all
contribute to motivation to learn. Intrinsic motivation is simulated by tasks
of optimal novelty and difficulty, relevant to personal interests and providing
for personal choice and control.
3. Effects on Motivation On Effort
Acquisition of complex knowledge and skills requires extended learner effort
and guided practice. Without Learner’s motivation to learn, their willingness
to exert this effort is unlikely without coercion.

III. Developmental & Social Factors

1. 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 are taken into
account.

2. Social Influences on Learning

Learning is influenced by social interact tin, interpersonal relations, and
communication with others

IV. Individual Differences Factors

1. Individual differences in learning
Learners have different strategies, approaches and capabilities for learning
that are a function or prior experience and heredity.
2. Learning & Diversity
Learning is most effective when differences in learners’ linguistic, cultural,
and social backgrounds are taken into account.
3. Standards and Assessment
Setting appropriately high and challenging standards and assessing the
learning as well as the learning progress (including diagnostic process and
outcome analysis) are integral part of the learning process.