ED 2:

FACILITATING
LEARNER-
CENTERED
TEACHING
Lesson 1: Metacognition
• How do you keep yourself
motivated in doing your tasks?
• How do you organize and plan
for your work?
• How do you work with others?
• How do you manage your school
work stress?
• How do you take note and read?
• How do you prepare an
assignment/project?
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.
 Metacognition
“Thinking about thinking”

Metacognition Metacognition
Application of Learners who do not
and Knowledge Metacognition use metacognition
Development Variables leads one to be remain to be novice
Person an expert learner learners
Variables
Teaching
Strategies to Task
Variables Characteristics
Develop Characteristics of
of Expert
Metacognition Novice learners
Strategy learners
Variables
Metacognition - was coined by John Flavell
- thinking about thinking or learning how
to learn
- it refers to higher order thinking which
involves active awareness and control over the
cognitive processes engaged in learning.
Metacognitive knowledge refers
to acquired knowledge about
cognitive processes, knowledge
that can be used to control
cognitive process.
 Three Categories of Metacognitive
Knowledge:
• Person variables – this includes how one views
himself as a learner and thinker.
• Task variables – this includes knowledge about the
nature of the task as well as the type of processing
demands that it will place and individual.
• Strategy variables – involves awareness of the
strategy you are using to learn a topic and evaluating
whether this strategy is effective .
•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 you awareness of
memory strategies that work best for you.
Example : I know that I (person
variable) have more difficulty with my
Science assignments than English and
find Araling Panlipunan easier (task
variable), so I will do my home work in
Science first , then Language Arts, then
Araling Panlipunan (strategy variable).
METACOGNITIVE STRATEGIES TO FACILITATE LEARNING

Some examples of teaching 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
(primary grades). It is metacognitive strategy before
listening to a story or presentation.
T – Tune in – it is important for the learner himself to
be aware that he is paying attention and that he is
ready to learn
Q- Question – the learner is given questions or he
thinks of questions about what he will soon learn.
L-Listen – the learner then intentionally exerts effort
to listen.
R- Remember – the learner uses ways or strategies to
remember what was learned.
• PQ4R – This is usually the older students in the intermediate levels
and onwards. This strategy is used to study a unit or chapter.
• P- Preview – scan the whole chapter before delving on each
paragraph.
• Q- Question – read the guide question provided, or think of your
own questions about the topic
• R- Read – check out subheadings as you read
• R- Recite – work on answering the questions you had earlier
• R-Review – pinpoint topics you may need to go back to and in
order to understand better.
• R-Reflect – think about what you read.
3. Have students make predictions about information
to be presented next based on what they have read.
4. Have students relate ideas to existing knowledge
and structures.
5. Have students develop questions; ask questions of
themselves, about what’s going on around them.
6. Help students to know when to ask for help.
7. Show students how to transfer knowledge,
attitudes, values, skills to other situation or tasks.
 Novice and Expert Learners
ASPECT OF LEARNING
Knowledge in different
subject areas
Problem solving
Learning/thinking strategies
Selectivity in processing
Production of output
NOVICE LEARNERS
Have limited knowledge in
the different subject areas
Satisfied at just scratching
surface; hurriedly gives a
solution to the problem
Employ rigid strategies that may not
be appropriate to the task at hand
Attempt to process all
information they receive
Do not examine the quality of
their work, nor stop to make
EXPERT LEARNERS
Have deeper knowledge in different
subject areas because they look for
interrelationships in the things they
learn
First try to understand the problem,
look for boundaries, and create a
mental picture of the problem
Design new strategies that would be
appropriate to the task at hand
Select important information to
process; able to breakdown
information to manageable chunks
Check their errors and redirect their
efforts to maintain quality output
 Lesson 2:
Learner-Centered
Psychological Principles
 Cognitive and Motivational and
Metacognitive Factor Affective Factors
(6 principles) (3 principles)

14 Learner-
Centered Principles

Developmental Individual
and Social Factors Differences Factors
(2 principles) (3 Principles)
 The 14 principles have the following aspects:

1. They focus on psychological factors that are primarily

internal to and under the control of the learner 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.
2. The principles are intended to deal
holistically with learners in the context of real-
world learning situations. Thus, they are best
understood as an organized set of principles; no
principle should be viewed in isolation.
3. The 14 principles are divided into those
referring to (1)cognitive and metacognitive,
(2)motivational and affective,
(3)developmental and social, and (4)individual
difference factors influencing learners and
learning.
4. Finally, the principles are intended to
apply to all learners — from children, to
teachers, to administrators, to parents, and
to community members involved in our
educational system.
 COGNITIVE AND
METACOGNITIVE
1. 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.

2. Goals of the learning process

The successful learner, over time and with support and
instructional guidance, can create meaningful, coherent
representations of knowledge.
 COGNITIVE AND
METACOGNITIVE
3. Construction of knowledge
The successful learner can link new information with
existing knowledge in meaningful ways.

4. Strategic thinking
The successful learner can create and use a repertoire
of thinking and reasoning strategies to achieve complex
learning goals.
 COGNITIVE AND
METACOGNITIVE
5. Thinking about thinking
Higher order strategies for selecting and monitoring
mental operations facilitate creative and critical thinking.

6. Context of learning
Learning is influenced by environmental factors,
including culture, technology, and instructional practices.
 MOTIVATIONAL AND
AFFECTIVE
7. Motivational and emotional influences on learning
What and how much is learned is influenced by the learner’s
motivation. Motivation to learn, in turn, is influenced by the individual’s
emotional states, beliefs, interests and goals, and habits of thinking.

8. Intrinsic motivation to learn

The learner’s creativity, higher order thinking, and natural curiosity all
contribute to motivation to learn. Intrinsic motivation is stimulated by tasks of
optimal novelty and difficulty, relevant to personal interests, and providing for
personal choice and control.
 MOTIVATIONAL AND
AFFECTIVE
9. Effects of motivation on effort
Acquisition of complex knowledge and skills
requires extended learner effort and guided
practice. Without learners’ motivation to learn, the
willingness to exert this effort is unlikely without
coercion.
 DEVELOPMENTAL AND SOCIAL
10. Developmental influences on learning
As individuals develop, there are different opportunities and
constraints for learning. Learning is most effective when
differential development within and across physical, intellectual,
emotional, and social domains is taken into account.

11. Social influences on learning

Learning is influenced by social interactions, interpersonal
relations, and communication with others.
 INDIVIDUAL DIFFERENCES
12. Individual differences in learning
Learners have different strategies, approaches, and
capabilities for learning that are a function of prior experience
and heredity.

13. Learning and diversity

Learning is most effective when differences in learners’
linguistic, cultural, and social backgrounds are taken into
account.
 INDIVIDUAL DIFFERENCES
14. Standards and assessment
Setting appropriately high and challenging
standards and assessing the learner as well as
learning progress — including diagnostic, process,
and outcome assessment — are integral parts of the
learning process.
ALEXANDER and MURPHY gave a summary of the 14
principles and distilled them into five areas:
1.The knowledge base. One’s existing knowledge serves as the
foundation of all future learning.
2.Strategic processing and control. Learners can develop skills
to reflect and regulate their thoughts and behaviors in order to
learn more effectively. (metacognition)
3.Motivation and affect. Factors such as intrinsic motivation
(from within), reason for wanting to learn, personal goals and
enjoyment of learning tasks all have crucial role in the learning
process.
4. Development and individual differences.
Learning is a unique journey for each person because
each learner has his own unique combination of
genetic and environmental factors that influence him.
5. Situation or context. Learning happens in the
context of a society as well as within an individual.
Thank You and Have
a Great Day!
PREPARED BY:
MS. ELVIE V. LABISORES
INSTRUCTOR