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Republic of the Philippines

CAVITE STATE UNIVERSITY
Don Severino de las Alas Campus
Indang, Cavite

COLLEGE OF EDUCATION TEACHER

EDUCATION DEPARTMENT

EDUC 70: Facilitating Learner-Centered

First Semester, AY 2022-2023

Course Description: The course explores the fundamental principles, processes and practices anchored
in learner-centeredness and other educational psychologies as these apply to facilitate various teaching-
learning delivery modes to enhance learning.

MODULE 1
METACOGNITION
- is the analysis of one’s own learning or thinking (how you study and learn)
- thinking about thinking or learning how to learn
-  consists of metacognitive knowledge and metacognitive experiences or regulation
- The term comes from the root word meta, meaning "beyond", or "on top of" Metacognition can take
many forms, such as reflecting on one's ways of thinking and knowing when and how to use
particular strategies for problem-solving.[1] There are generally two components of metacognition:
(1) knowledge about cognition and (2) regulation of cognition.
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METACOGNITIVE KNOWLEDGE - refers to acquired knowledge about cognitive processes, knowledge

that can be used to control cognitive processes.

3 Categories of metacognitive knowledge

1. PERSON VARIABLES - this includes how one views himself as a learner and a thinker
2. TASK VARIABLES - includes knowledge about the nature of task as well as type of processing
demands that it will place upon the individual.
3. STRATEGY VARIABLES - involves awareness of the strategy you are using to learn a topic and
evaluating whether this strategy is effective

a. Meta-attention - is the awareness of specific strategies so that you can keep your attention
focused on the topic or task at hand.
b. Meta – memory - is your awareness of memory strategies that work best for you

Practice of Metacognition
- 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 successfully
- Using effective learning strategies to process and learn new material
- Monitoring one’s own knowledge and comprehension
- Using effective strategies for retrieval of previously stored information
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- Knowledge is said to be metacognitive if it is keenly used in a purposeful manner to ensure that

a goal is met.

Metacognition includes the ability to ask and answer the following questions (Huitt)
- What do I know about this subject, topic, issue?
- Do I know what I need to know?
- Do I know where I can go to get some information, knowledge?
- How much time will I need to learn this?
- What are some strategies and tactics that I can use to learn this?
- Did I understand what I just heard, read or saw?
- How will I know if I am learning at an appropriate rate?
- How can I spot an error if I make one?
- How should I revise my plan if it is not working to my expectations/satisfactions?

13 Examples Of Metacognitive Strategies

By Chris Drew (PhD) / February 17, 2023
Having this skill is essential for improving your own productivity and effectiveness at school or
work. When we apply metacognitive strategies, we become better learners. We can control not only our
thoughts but also our actions much more effectively.
The following meta cognitive strategies are used regularly as teaching strategies to help people learn
better.

1. Self-Questioning - Self-questioning involves pausing throughout a task to consciously check your own
actions. Without self-questioning, we may lack humility and awareness of our own faults.
Most importantly, we would not be able to improve because we never took the time to ask ourselves
important questions like:
- Is this the best way to carry out this task?
- Did I miss something? Maybe I should check again.
- Did I follow the right procedure there?
- How could I do better next time?
- Am I looking at this task the right way?
- How can I do a better job at thinking about what I’m doing?
Good students question their actions both while they’re completing the task and after finishing it

2. Meditation - Meditation involves clearing your mind. We could consider it to be a metacognitive strategy
because meditators aim to:
- Clear out the chatter that goes on in our heads.
- Reach a calm and focused state that can prime us for learning.
- Be more aware of our own inner speech.
Meditation for children is becoming increasingly popular in schools because educators can see the value of this
task for helping students achieve greater self-awareness in the classroom.

3. Reflection - Reflection involves pausing to think about a task. It is usually a cyclical process where we
reflect, think of ways to improve, try again then go back to reflection.
Reflection is metacognitive only if you consciously reflect on what your thought processes were  and how to
improve upon them next time.
There are many models of reflection with varying steps. Most reflective cycles have at least the
following phases:
- A task is planned.
- You attempt the task.
- You look at how you did the task.
- You come up with things you did well and areas for improvement.
- You plan the next task, with a focus on improving on your weaknesses.
- You try again …
- You reflect again …
- And so on.
Once you become skilled at reflection, you may also reflect while  doing a task so that you can make
adjustments to your thinking processes as you go. We call this sort of reflection in action  (as opposed to
reflection on action).
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4. Awareness Of Strengths And Weaknesses - Central to metacognition is a person’s capacity to see their
own strengths and weaknesses. Only through looking at yourself and making a genuine assessment of your
weaknesses can you achieve self-improvement.
One way to start looking at your strengths and weaknesses is to use a SWOT chart. A SWOT chart is
a chart with four sections:
- Strengths: write down what you perceive to be your strengths as a learner.
- Weaknesses: write down what you perceive to be your weaknesses as a learner.
- Opportunities: identify opportunities you may have to improve your cognitive skills in the coming
weeks or months.
- Threats: identify potential threats that may prevent you from improving your cognitive skills in the
coming weeks or months.

5. Awareness Of Learning Styles - Learning styles theories such as Gardner’s Multiple Intelligences
and Learning Modalities theories argue that different people learn in different ways.
For example, you may feel you are better at learning through images than reading.
Some common learning styles include:
- Visual: A visual learner learns best through images, graphics, TV documentaries and graphs. They are
good at identifying patterns and matching complementary colours.
- Auditory: A visual learner learns best through listening rather than watching or reading. They enjoy
being read stories and listening to podcasts.
- Kinesthetic: A kinesthetic learner learns best through movement. They like to learn by doing things
rather than reading or listening. They are active rather than passive learners.
- Logical-Mathematical: People who are logical-mathematical learners are good at using reasoning to
find answers. They are good with numbers but may struggle with subjective issues in the humanities.
- Interpersonal: An Interpersonal learner loves learning through social interaction. They’re good at
group work, have high emotional intelligence, and can compromise to get their job done.
- Intrapersonal: An intrapersonal learner is someone who likes to mull things over in their own heads.
They’re happy to learn in silence and isolation and may find working with others to be a distraction
If you are aware of how you learn (i.e. the way your brain processes information!) you may be able to use your
strengths and work on your weaknesses more efficiently.

6. Mnemonic Aids - Mnemonic aids are strategies you can use to improve your information retention. They
involve using rhymes, patterns, and associations to remember.
They work by adding context (additional or surrounding information) to a fact to help you to recall it.
My favorite example of using mnemonic aids is for remembering names.
You might remember a name in one of the following ways:
- Rhyme: You meet a singer named Tom. You tell yourself “Tom would sing a song before long.” Now,
next time you meet Tom the singer, you might be able to recall your rhyme to remember both his name
and profession!
- Association: I have a sister named Vanessa. I always  remember people named Vanessa because my
head says “Oh, she has the same name as my sister!” every time I meet a Vanessa.

7. Writing Down Your Working - Most people will recall in high school math classes their teacher saying: “I
want to see your working so I know how you got to your answer.”
This teacher is ensuring you are employing the right-thinking processes and can show others how you
went about thinking about the task.
When you become an expert at a topic you tend not to think about your thinking. We sometimes call
this “unconscious competence”, which is the fourth stage of learning in the learner competence model.

8. Thinking Aloud - Lev Vygotsky (a central figure in the sociocultural theory of education) argues beginner
learners tend to think aloud before learning to think inside their heads.
The benefit of sociocultural theory ‘s strategy of thinking aloud is that it makes you really think. You
have to talk through what your brain is doing, making those thinking processes explicit.
Teachers will often ask students to speak out loud about what they’re thinking. It not only helps the
student be more conscious of their cognitive processes, it also helps the teacher identify areas where the
student is going astray.

9. Graphic Organizers - Graphic organizers, also sometimes called cognitive tools, help us to consciously
improve our thinking processes. They assist us in:
- Organizing our thoughts.
- Creating connections between things we know.
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- Thinking more deeply about something.

- Visualizing processes and procedures.
Examples of graphic organizers include:
- Mind maps.
- Flow charts.
- Spider diagrams.
The ideal graphic organizer will allow us to spill our thinking out onto a sheet or screen and shuffle and sort
our thoughts to help us organize our minds better. By using a graphic organizer, we are more effectively
thinking about our thinking.

10. Regulation Checklists - A regulation checklist can either be task-based or generalized.

A task-based regulation checklist is usually created before a task begins. It will:

- List the thought processes required to succeed in the task.
- List the observable outcomes of higher order thinking linked to the task.
- List the checkpoints during the task where people should pause to reflect on their thinking.
A general regulation checklist provides regulation strategies that can be used across any normal task, such as:
- Reminders to pause and reflect-in-practice at regular intervals.
- Prompts to remind students to think about what strategies they are using and whether they are
appropriate for the task.
- Self-questioning prompts to remind students to question their choices.
- Quick charts and questionnaires to help people focus on their developments such as KWL charts.

11. Active Reading Strategies - Active reading strategies are strategies that ensure you are concentrating
while you read and actually comprehend the information.
Examples of active reading strategies include:
- Underlining text: Underline key or important bits of information to highlight their importance in your
mind.
- Using a ruler to read: place a ruler under the sentence you’re reading to help you focus on that line.
- Scan for the main ideas: In informational texts, you can scan for the information you need. Pay close
attention to subheadings that give you a clue about where you will find the key information.
My favorite approach to active reading is the reciprocal teaching approach. This approach emphasizes four
more strategies:
- Questioning: Ask yourself questions or ask your friends questions to check comprehension.
- Summarizing: Try to sum up the page you just read in one or two sentences to check for
comprehension before moving on.
- Predicting: Try to predict how a story will go by looking at the pictures on the cover.
- Clarifying: Ask for clarification from friends or a teacher when you don’t understand rather than just
moving on.
12. Active Listening Strategies - Active listening strategies are strategies students use to ensure they are
listening attentively.
Some examples of active listening strategies include:
- Turning your body to directly face the speaker.
- Making eye contact.
- Asking questions.
- Nodding when appropriate.
- Repeating what was said to you.
Teachers can directly teach and model active listening strategies to help students develop these metacognitive
skills and internalize them for future use.

13. Planning Ahead - When we plan ahead, we often have to think about how we’ll go about a task. We might
call it our “plan of attack”.
Planning ahead involves thinking about what we’re going to do in order to complete a task. During your
planning phase, you might make decisions such as:
- Deciding what strategies, you’ll use when your task, competition or activity begins.
- Tossing up a range of different thinking skills you might use when approaching a task.
- Reminding yourself not to make the same mistakes you made last time.
- Preparing some tools that will help you keep your thinking on track, such as preparing graphic
organizers.

Final Thoughts
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When learners “think about their thinking” they are more capable of self-improvement. Metacognitive strategies
can be learned, practiced, and made into habits in order to improve learning, studying, and thinking skills in the
future.

LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES

14 Learner-Centered Principle
The LCP were put together by the American Psychological Association. The following 14 psychological
principles pertain to the learner and the earning process.

The 14 principles are divided into those referring to:

– Cognitive and metacognitive
– Motivational and affective
– Developmental and social
– Individual difference factors

COGNITIVE AND METACOGNITIVE FACTOR

1. Nature of Learning Process
the learning of complex subject matter is most effective when it is an international 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.
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 base.
4. Strategic Thinking
the successful learner can create and use a repertoire of thinking and reasoning strategies to achieve
complex learning goals. Successful learners use in their approach to learning reasoning, problem solving, and
concept learning.
5. Thinking about thinking
Successful learners can reflect on how they think and learn, set reasonable learning or performances
goals, select potentially appropriate learning strategies or methods, and monitor their progress towards these
goals.
6. Context of Learning
Learning is influenced by environmental factors, including culture, technology and instructional
practices.

MOTIVATIONAL AND AFFECTIVE FACTOR

7. Motivational and emotional influences on learning
the rich internal world of thoughts, beliefs, goals, and expectation for success or failure can enhance or
interfere with the learner’s quality of thinking and information processing.
8. Intrinsic 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.
9. Effects of motivation on effort
Effort is another major indicator of motivation to learn. The acquisition of complex knowledge and skills
demands the investment of considerable learner energy and strategic effort, along with persistence over time.

DEVELOPMENTAL AND SOCIAL FACTOR

10. Developmental influences on learning
learning is most effective when differential developmental within and across physical, intellectual,
emotional, and social domains is
taken into account.
Individuals learn best when material is appropriate to their developmental level and is presented in an
enjoyable and interesting way.
11. Social influences on learning
Learning can be enhanced when the learner has an opportunity to interact and to collaborate with
others on instructional tasks.
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INDIVIDUAL DIFFERENCES FACTOR

12. Individual differences in learning
Individuals are born with and develop their own capabilities and talents.
Educators need to help students examine their learning preferences and expand or modify them, if necessary.
13. Learning and diversity
the same basic principles of learning, motivation, and effective instruction apply to all learners.
14. Standards and assessment
Assessment provides important information to both the learner and teacher at all stages 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 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.
3. Motivation and affect
Factors such as intrinsic motivation, reasons for wanting to learn, personal goals and enjoyment of
learning tasks all have a 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.

Novice and Expert learners

ASPECT OF LEARNING NOVICE LEARNERS EXPERT LEARNERS

Knowledge in different subject Have limited knowledge in the Have deeper knowledge in
areas different subject areas different subject areas because
they look interrelationships in the
things, they learn
Problem solving Satisfied at just scratching the First try to understand the
surface; hurriedly gives a solution problem, look for boundaries and
to the problem create a mental picture of the
problem
Learning/ thinking strategies Employ rigid strategies that may Design new strategies that would
not be appropriate to the task at be appropriate to the task at hand
hand
Selectivity in processing Attempt to process all information Select important information to
they receive process; able to break down
information to manageable chunks
Production of output Do not examine the quality of their Check their errors and redirect
work, nor stop to make revisions their efforts to maintain quality
output