Republic of the Philippines Surigao del Sur State University LIANGA CAMPUS Lianga Surigao del Sur, 8307 Website: www.sdssu.edu.gov.ph Name Year & Section ERMELYN M. BUSTILLO Course InstructorRepublic of the Philippines Surigao del Sur State Tniversity LIANGA CAMPUS Lianga Surigao de! Sur, 8307 Website: wwnw.sdssu.edu.gov.ph | COURSE OUTLINE/LEARNING PLAN Name g Leamer- Centered Teaching (Educ.2) Reference —_: Facilitating Learning: A Metacognitive Process | Maria Rita D. Lucas, Ph.D. Brenda B. Corpuz, Ph.D. Course Description: This course explores the fundamental principles, processes and practices anchored on leamer-centeredness and other education psychologies as these apply to facilitate various teaching- | learning delivery modes to enhance learning Contact Hours/Week : 3 hours/week Course Instructor: Ermelyn M. Bustillo. Contact Number 09207316356 Course Requirements: + Major Examinations * Summative Quizzes © Per unit outputs as specified in the assessment ‘* Portfolio (compilation of outputs/Module) GRADING SYSTEM: Non-Laboratory Subject Class Standing.......scscccesseseeeseeneseenaseeensee 40% © Attendance 5% © Quizzes... 15% * Oral Graded Recitation 15% * Assignment....... 5% Examinations. ic sarees AON Requirements. 20% TOTAL 100% COURSE MODE OF LESSON/S DELIVERY: Due to this pandemic, On Line media platform and Off Line activities are designed to continually deliver better services to the students. Students are being reached out through Messenger, Zoom, Google Classroom, or Email Ad. For those who don't have connectivity with the On Line Media, they will be provided with these Modules to cope with the course intended outcomes/course requirements. COURSE LEARNING OUTCOMES: At the end of the course, the students will be able to, 1, Demonstrate a deep and principled understanding of the basic approaches to studying leaming and knowledge complex domains. 2. Compare and contrast, organize and synthesize the different researches and theories related to the factors affecting learning, Observe and reflect on the applicability of the theories to the students in the local context. 4. Articulate their own views and ideas on how students to different domains and the factor that influence this progress. 5. Appreciate, value, and respect the complex process in learning and the diversity characteristics of learning within a group of students. 6. Apply the different theories and research findings in their choice teaching methodologies.Time Frame/Allotment | Module Number and Content | Week 1 | Week2 | ‘* VGMO and Quality Policy of the University ¢ Course Orientation on the requirements, output to be submitted, means of the delivery of the lessons, expected learning outcomes and other course related issues and concerns. ‘Part | introduction * Module 1 Metacognition Week 3 '* Module 2 Leamer-centered psychological principles = Cognitive and Metacognitive Factors - Motivational affective factors - Development and social factors, ~ Individual differences factors Week 4 * Part 2 Focus on the Learner - Unit 2.1 Review of development theories ‘+ Module 3 Theories Related to Leamer’s Development * Piaget's Stages of Cognitive Development Week 5 * Erickson’s Psychosocial Theory of Development + Vygotsky's Socio-cultural Theory Week 6 ‘* PRELIMINARY EXAMINATION * Kohiberg’s Theory of Moral Development -Unit 2.2 Student Diversity - Module 4 Individual Difference Week 7 ‘* Module 5 Learning/Thinking Styles and Multiple Intelligences + Module 6 Leamer’s with Exceptionalities Week 8 « Part ill Focus on Leaming | - Unit 3.1 Behaviorist perspective | # Module 7 behaviorism: Pavlov, Thorndike, Skinner Week | + Module 8 Neo-Behaviorism: Tolman and Bandura Week 10 | Unit 3.2 Cognitive Perspective + Module 9 Gestalt Psychology Week 11 MIDTERM EXAMINATION ‘* Module 10 information Processing ‘* Module 11 Gagne’s Conditions of Learning « Explain Gagne’s Condition of Learning ‘Articulate the Benefits of Using Gagne’s Principles in Teaching Week 12 ‘* Module 12 Ausubel's Meaningful Verbal Learning/Subsumptions Theory Week 13 ‘* Module 13 Bruner's Constructivist Theory PRE - FINAL EXAMINATION Week 14-15 Unit 3.3 Cognitive Processes ‘* Module 14 Constructivism: Knowledge Construction/Concept Learning Week 16 ‘* Module 15 Transfer of Learning Week 17 "| # Module 16 Bloom's Taxonomy of Educational Objectives-Revised Week 18 ‘+ Part 4 Focus on Classroom Processes = Unit 4.1 Motivation ‘+ Modules 17 Meaning and Types of Motivation ‘+ Module 18 Theories on Factors Affecting Motivation FINAL EXAMINATIONEduc. 2: FACILITATING LEARNER- CENTERED TEACHING ERMELYN M, BUSTILLO Instructor Republic ofthe Philippines @ V Surigao del Sur State Oniversity UKAS LIANGA CAMPUS “one Lianga Surigao del Sur, 8307 oe Website: www sdssu.edu.gov ph PART 14 7 INTRODUCTION MODULE1 : METACOGNITION Take the Challenge! in this module, challenge yourself to: ; * explain metacognition. eal» determine if you are novice or an expert learner. LH + apply the metacognitve strategies in your own quest for learning. Introduction: ‘Metacognition is such a long word what does it mean? You will find this out in this module. It is the first module so you get to understand it and apply it from the very beginning of this book. Advance Organizer: Metacognition | ——. “Thinking about Thinking” |. a / \ oe | ! \ | Metacognition Metacognition Application of Leamers who do not ‘And Development Knowledge and Metacognition leads | | use metacognition | | Variables one to be an expert _| | remain to be novice leamer leamers | 7 1 | Teaching Strategies Person Variables t ! | to Develop | Metai | eal Task Variables Characteristics of Characteristics of | Expert Leamers Novice Learners | Strategy Variables | | Abstraction/Generalization | | The term “metacognition” was coined by John Flavell. According to Flavell (1979, 1987), metacognition consists of both metacognitive knowledge and metacognitive experiences or regulation. ‘+ Metacognition — is “thinking about thinking” or “learning how to learn” ‘+ Itrefers to higher order thinking which involves active awareness and control over, the cognitive processes engaged in learning.| Educ. 2: FACILITATING LEARNER. CENTERED TEACHING ERMELYN M, BUSTILLO Instructor ‘+ Metacognitive knowledge ~ refers to acquired knowledge about cognitive processes, knowledge that can be used to control cognitive processes, ‘+ Flavell divides metacognitive knowledge into three categories: 4. Person Variables - | » Includes how one views himself as a learner and thinker » Knowledge of person variables refers to knowledge about how human beings learn and process information, as well as individual knowledge of one's own learning processes. 2. Task Variables ~ » Includes knowledge about the nature of the task as well as the type of processing demands that it will upon the individual > Itis about knowing what exactly needs to be accomplished, gauging its difficulty and knowing the kind of effort it will demand from you 3. Strategy Variables — » Knowledge of strategy variables involves awareness of the strategy you are using to learn a topic and evaluating whether this strategy is effective. > Related to strategy variables are the terms Meta - attention — is the awareness of specific strategies so that you can keep your attention focused on the topic or task at hand. Meta- memory ~ is your awareness of memory strategies that work best for you. > Practice of metacognition (Omrod) ‘+ Knowing the limits of one's own learning and memory capacities. ‘= Knowing what learning tasks one can realistically accomplish within a certain amount of time. ‘+ Knowing which learning strategies are effective and which are not. ‘* Planning an approach to a learning task that is likely to be successful ‘* Using effective learning strategies to process and learn new material. ‘* Monitoring one's own knowiedge and comprehension. In other words, knowing when information has been successfully learned and when it is not. ‘* Using effective strategies for retrieval of previously stored information. ‘= Knowledge is said to be metacognitive if it is keenly used in a purposeful manner to ensure that a goal is met. Strategies to Develop Metacognition: 1. Have students monitor their own learning and thinking 2. Teach students study or learning strategies. TQLR - this can be taught to younger students. It is a metacognitive strategy before listening to a story or presentation Tis for Tune in. itis first important for the learner himself to be aware that he is paying attention, and that he is ready to learn is for Question — the learner is given questions or he thinks of questions about what he will soon learn. Lis for Listen — the learner then intentionally exerts effort to listen. He becomes aware if he is momentarily detracted and goes back to listen again. Ris for Remember — the learner uses ways to or strategies to remember what was learned. PQAR — this is usually for older students in the intermediate levels and onwards. This strategy is used to study a unit or chapter. P is for Preview — scan the whole chapter before delving on each paragraph. Check out the objectives. Look for outlines or advance organizers that will give you an idea about the important topics and ideas in the chapter.Educ. 2: FACILITATING LEARNER- CENTERED TEACHING ERMELYN M. BUSTILLO Instructor Q- Question. Read the guide questions provided, or think of your own questions about the topic R - Read. Check out sub headings as you read. Pay attention on words that are printed in bold or italicized. Find out the meaning of the words that are not clear to you. Use a marker or colored pencil to highlight important words or phrases. R - Recite. Work on answering the questions you had earlier. R — Review. Pinpoint topics you may need to go back to and read in order to understand better. R Reflect. Think about what you read. Is everything clear to you? What are the main points you learned? How is this relevant or useful to you? 2 Have the students make predictions about information to be presented next based ‘on what they have read. Have the students relate the ideas to existing knowledge structures, Have the students develop questions Help students to know when to ask for help. Show students how to transfer knowledge, attitudes, and values, skills to other situations or tasks Noose Novice and Expert Learners Difference between Novice and Expert Learners Aspect of Learning Novice Learners Expert Learners _ Knowledge in different | Have limited knowledge | Have deeper knowiedge in subject areas in the different subject different subject areas areas because they look for j | | interrelationship in the | |___ things they leam | Satisfied at just | First try to understand the | scratching the surface; problem, look for | hurriedly gives a solution | boundaries, and create a | | | | Problem solving to the problem | mental picture of the | problem Learningjthinking Strategies | Employ rigid strategies | Design new strategies that that maynot be |__| would be appropriate to the appropriate to the task at task at hand See eee eee aeNfpored/sefeesee cee ec eure ae etree ee Selectivity in Processing | Attempt to process all Select important | information they receive | information to process; | | able to breakdown | | information to manageable Baas eee eae chumb iene Production of output Do not examine the ‘Check their errors and | quality of their work; nor | redirect their efforts to, | stop to make revisions L | | | | L | l eee ae, nee Facilitating Learning: A Metacognitive Process by Maria Rita D. Lucas, Ph.D., Brenda B. Corpuz, Ph.D. Lorimar Publishing. 776 Aurora Boulevard, cor. Bolton Street, Cubao, Quezon City, Metro Manila Leah S, Bejosano-Laforteza,LPT, Ed.D., Jose Antonio A. Guntalidad, LPT, Ph.D., Mary Jean S. Falsario, LPT, Ed.D., Priscilla A. Marayag, LPT, Ph.D., Cynthia S. Asuncion, Ed.D., Analiza B.Valencia, LPT, Ed.D Facilitating Leamer-Centered Teaching. Published by Jimcyville Publications. #16 Concha St., Brgy. Tinajeros, Malabon CityEduc. 2: FACILITATING LEARNER- CENTERED TEACHING ERMELYN M. BUSTILLO Instructor Name: Course/Year:, Activity in Lesson 1: (Write your answers in your activity notebook) Research Connection: Read a research or study related to metacognition. Fill out the matrix below. Problem Research Methodology Findings From the Module on Metacognition, | realized that metacognitionEdue. 2: FACILITATING LEARNER- CENTERED TEACHING ERMELYN M. BUSTILLO Instructor Republic ofthe Philippines Surigao del Sur State University LIANGA CAMPUS. Lianga Surigao de! Sur, 8307 Website: wn sdssu edu gov ph FACILITATING LEARNER- CENTERED TEACHING LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES (LCP) Brenda B. Corpuz, Ph.D. Take the Challenge! In this module, challenge yourself to attain the following learning outcomes: ‘+ explain the 14 principles of Leamner-Centered Psychological Principles (LCP) * advocate the use of the 14 principles in the teaching-learning process through Power Point Presentation Introduction: You, the leamer, are the center of instruction. The word of instruction revolves around you. ‘This module is focused on the fourteen (14) principles that run through the twenty-five (25) modules of this book, ‘Advance Organizer: aiaasel Motivational and Motacogntive Affective Factors Factor (6 principles) (3 principles) NI iatsemer Lage Centered Principles Developmental and Individual Social Factors 2 J Differences Factors Ee 3 principles (2 principles) {prinedples] Abstraction/Generalization LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES The Leamer-Centered Psychological Principles were put together by the American. Psychological Association. The following 14 psychological principles pertain to the learner and the learning process. The 14 principles have the following aspects: * They focus on psychological factors that are primarily internal to and under control of the leamer rather than conditioned habits or physiological factors. However, the principles also attempt to acknowledge external environment or contextual factors that interact with these internal factors. «The principles are intended to deal holistically with learners in the context of real-world learning situations. + The 14 principles are divided into those referring to (1) cognitive and metacognitive, (2) motivational and affective, (3) developmental and social, (4) individual differences factors influences learners and learning.