Lesson

LESSON OBJECTIVES
At the end of the lesson, you will be expected to:
1. Explain the first six principles in cognitive and
metacognitive factors;
2. Apply the principles to achieve successful learning; and
3. Know the roles of educators in the learning goals of
learners.

Hello dear student! I hope you are doing well. How was the first module? I
hope you found it very interesting. So, let’s continue with our next lessons!

Set your time, read carefully, understand the lesson, take quick breaks if
you need to refresh! I can be a message away if you need my assistance. Good
luck!

EXPLORE
Let’s take off with our new lesson by recognizing some important concepts.

Now, look at this picture here and tell me

what you can observe. What do the people in this
picture portray?
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What are the first things that come to your mind when you hear the word
cognitive and metacognitive?
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Great! Let’s now go to the lesson proper and further explain the concepts
mentioned!

EXPLAIN
Let’s define the two concepts, cognition and metacognition.

Cognition is a term referring to the mental processes involved in gaining

knowledge and comprehension. These cognitive processes include thinking,
knowing, remembering, judging, and problem-solving. These are higher-level
functions of the brain and encompass language, imagination, perception, and
planning (https://www.verywellmind.com/what-is-cognition-2794982).

Cognitive factors refer to characteristics of the person that affect

performance and learning. These factors serve to modulate performance such
that it may improve or decline. These factors involve cognitive functions like
attention, memory, and reasoning (Danili & Reid, 2006).
(https://link.springer.com/referenceworkentry/10.1007%2F978-1-4419-1005-
9_1116#:~:text=Cognitive%20factors%20refer%20to%20characteristics,Danili%
20%26%20Reid%2C%202006).

Metacognition is, put simply, thinking about one’s thinking. More

precisely, it refers to the processes used to plan, monitor, and assess one’s
understanding and performance. Metacognition includes a critical awareness of
a) one’s thinking and learning and b) oneself as a thinker and learner
(https://cft.vanderbilt.edu/guides-sub-pages/metacognition/).

Learning has been defined simply as the acquisition of knowledge. You

have to take note that learning happens primarily through your mental abilities.
You have to exercise your way of thinking to better understand the things around
you. Now, after knowing the concepts, let us then take a look at the first six
principles categorized under cognitive and metacognitive factors of learner-
centered psychological principles (LCP).

Principle 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 (Lucas and Corpuz, 2013).
 “The construction of meaning has been emphasized in all schools today.
It is not enough that teachers teach the lessons, it is also important that they
use intentional process in order to construct meaning from information,
experiences, as well as their thoughts and beliefs. To become successful
learners, students must be active, goal-directed, self-regulating, and assume
personal responsibility to possess learning. In doing so, they must be actively
involved in various types of learning processes such as habit formation in motor
learning; learning that involves the generation of ideas, information, or cognitive
skills and learning strategies (Aquino, 2009).”

So, the nature of the learning process in learner-centered teaching here

would be along the on-hand experiences of the learners. The role of the teachers
as the facilitators will be guiding the learners to conceptualize ideas with particular
meaning through their basic knowledge including their principles or views on
certain life situations.

Principle 2. Goals of the learning process. The successful learner, over

time and with support and instructional guidance, can create meaningful,
coherent representations of knowledge (Lucas and Corpuz, 2013).
“The strategic learning process assumes to be goal-directed. It is from this
vantage point that students acquire learning strategies and pursue personally
relevant goals for continued learning success across the lifespan. At first,
students must set short-term goals and learning may be superficial.
Nonetheless, over time, their understanding can be sophisticated and effective
by filling gaps, resolving inconsistencies, and intensifying their understanding of
subject matter so that they can achieve long-term goals. Teachers should help
students to formulate meaningful learning goals that are coherent with both
personal and educational ambitions and interests (Aquino, 2009).”
The learners are expected to find out on their own how to come up with
simple learning goals through the guidance of their teachers. Gradually, they will
be able to set more life goals that will serve as their motivation to study better.
Such goals may vary but they always boil down to being successful in the future.
Principle 3. Construction of knowledge. The successful learner can link
new information with existing knowledge in meaningful ways (Lucas and Corpuz,
2013).
“Knowledge widens and deepens as students continue to build links
between new information and experiences and their existing knowledge base.
The nature of these links can take a variety of forms, such as adding to,
modifying, or recognizing existing knowledge or skills. How these links are made
or developed may vary in different subject areas, and among students with
varying talents, interests and abilities. However, unless new knowledge becomes
integrated with the learner’s prior knowledge and understanding, this new
knowledge remains isolated, cannot be used most effectively in new tasks, and
does not transfer readily to new situations (Lucas and Corpuz, 2013).”
“Educators can assist learners in acquiring and integrating knowledge by
a number of strategies that have been shown to be effective with learners of
varying abilities, such as concept mapping and thematic organization or
categorizing (Lucas and Corpuz, 2013).”
The experiences of learners are very important because these will aid them
to construct new knowledge. A very good example here are the previous learning
experiences of the learners from their lower grade levels in school. The initial
knowledge and concepts inculcated may be the basis for the next new knowledge
to be taught.
Principle 4. Strategic thinking. The successful learner can create and
use a repertoire of thinking and reasoning strategies to achieve complex learning
goals (Lucas and Corpuz, 2013).
Successful learners use strategic thinking in their approach to learning,
reasoning, problem solving, and concept learning. They understand and can use
a variety of strategies to help them reach learning and performance goals, and
to apply their knowledge in novel situations. They also continue to expand their
repertoire of strategies by reflecting on the methods they use to see which work
well for them, by receiving guided instruction and feedback, and by observing or
interacting with appropriate models. Learning outcomes can be enhanced if
educators assist learners in developing, applying, and assessing their strategic
learning skills (Aquino, 2019).
Learners become more active if they are given the chance to work on their
own. Discovery of new things may be one of their experiences. As mentioned
above, they are able to come up with strategies to perform well as they apply these
through the learning process. It shall be noted then that the learners must be
guided by their teachers in order to completely understand and improve the
learning outcomes.
Principle 5. Thinking about thinking. Higher order strategies for
selecting and monitoring mental operations facilitate creative and critical thinking
((Lucas and Corpuz, 2013).
• Successful learners can reflect on how they think and learn, set
reasonable learning or performance goals, select potentially
appropriate learning strategies or methods, and monitor their
progress toward these goals.
• In addition, successful learners know what to do if a problem occurs
or if they are not making sufficient or timely progress toward a goal.
They can generate alternative methods to reach their goal (or
reassess the appropriateness and utility of the goal).
 • Instructional methods that focus on helping learners develop these
higher order (metacognitive) strategies can enhance student
learning and personal responsibility for learning (Lucas and Corpuz,
2013).
As a learner, you need to think and rethink. Always remember the goals
that you need to achieve so that the next steps will be very clear to you. Do not
rush things. Always assess the situation before getting through.
Principle 6. Context of learning. Learning is influenced by environmental
factors, including culture, technology, and instructional practices (Lucas and
Corpuz, 2013).
• Learning does not occur in a vacuum. Teachers play a major
interactive role with both the learner and the learning environment.
• Cultural or group influences on students can impact many
educationally relevant variables, such as motivation, orientation
toward learning and ways of thinking.
• Technologies and instructional practices must be appropriate for
learners’ level of prior knowledge, cognitive abilities, and their
learning and thinking strategies.
• The classroom environment, particularly the degree to which is it
nurturing or not, can also have significant impacts on student
learning (Lucas and Corpuz, 2013).

What do I value?
In life, there are many instances that you utilize your cognitive or
mental capacities. Can you share at least one unforgettable personal experience
where you really had to think and rethink? Write your answer on the space
provide.
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 EVALUATE
I. Identification. Identify which principle (1,2,3,4,5,6) is described in
the statements below. Write only the number of the principle on the
space provided.
__________ 1. Educators can assist learners in creating meaningful learning
goals.
__________ 2. Successful learners assume personal responsibility for
contributing to their own learning.
__________ 3. Successful learners use strategic thinking in their approach to
learning and the like.
__________ 4. Learning occurs in varied environments.
__________ 5. Successful learners know what to do if a problem occurs.

II. Essay. Answer the following questions briefly. (5 points)

1. How can strategic thinking be applied to achieve successful learning?

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2. What is the role of the educator in the construction of knowledge among

learners? Cite a plausible example.
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