MODULE 1

OVERVIEW AND DESCRIPTION OF FACILITATING LEARNER –CENTERED

TEACHING

Preface: This module is designed to provide an overview and discussion pertaining to learner,
metacognition and its concepts. It aims to increase a student’s theoretical knowledge of the
description, categories, principles and examples. It gives emphasis to understand and begin
thinking in a more reflective way.

Duration: 3 hours

Course Outline

1. Learning

2. Metacognition

3. The 14 Learner – Centered Psychological Principles

Objectives: This learning module addresses and provides an overview, description and
theoretical concepts of Facilitating Learner- Centered Teaching. Upon completion of this
module, the student will:

1. Describe and explain concepts of metacognition

2. Identify the 2 elements of metacognition

3. Give examples of metacognition

4. Describe and differentiate the 3 categories of metacognition

5. Identify the metacognitive strategies

6. Apply the principles of metacognition

7. Critically analyze why metacognition is a level higher than cognition

Instructional Flow

Instructions: Write the letter of your choice on the space provided.

_____ 1. Thinking about thinking means

a. Metacognition
b. Metacognitive strategies
c. Metamemory
d. Meta attention
_____2. When individual learners construct their own learning, the theory of learning is
a. Behaviorism
b. Cognitivism
c. Constructivism
d. Experiential learning

____ 3. Psychologist who made researches in metacognition

a. Jean Piaget
b. John Flavell
c. Lawrence Kohlberg
d. Wolfgang Kohler

____ 4. In the three categories of metacognitive knowledge, which among the variables think and
believe that he/she is a thinker or learner?
a. task variables
b. person variables
c. strategy variables
d. social variables

____ 5. It is your awareness of memory strategies that work best for you
a. metacognition
b. meta- attention
c. meta memory
d. meta cognitive strategies

____ 6. It refers to methods used to help students understand the way they learn.
a. Metamemory
b. Metacognitive strategies
c. Meta –attention
d. Metacognition

____7. It refers to the mental processes involved in gaining knowledge and comprehension.
a. Cognition
b. Thinking
c. Knowing
d. Remembering

____ 8. The center of the educative process

a. teacher
b. school
c. learner
d. school head

____ 9. The last part of metacognitive strategies toward the completion of a task
a. planning
 b. monitoring
c. assessing
d. evaluating

____ 10. Cognitive and metacognitive domains consist of how many principles?
a. 6
b. 3
c. 2
d. 5

Lecture Guide

Learning – is a complex process involving the development of conceptual understanding

- Individual learners must actively construct their own learning (constructivism)
- New learning is based on prior knowledge
- Active learning is more lasting than passive learning
- Thinking about thinking is important ( Metacognition)
- The level at which learning occurs is important for effective transfer ( Bloom’s
Taxonomy)

Rote Learning –means the use of memory with little intelligence

-Involves verbatim memorization (which is easily forgotten)
- Cannot be manipulated or applied to novel situations
Example: memorizing metabolic pathways with no understanding of the
chemistry involved.

Meaningful Learning –Learning that is tied and related to previous knowledge and integrated
with previous learning (which is not easily forgotten, and can be easily
reconstructed.
-can be manipulated, applied to novel situations, and used in problem
solving tasks.
Example: using knowledge of organic chemistry reactions to aid in
learning the pathways.

Facilitation –is a technique used by teachers to help learners acquire, retain and apply
knowledge and skills.
_ guide learners toward a specific learning outcome.

Facilitated Learning-is where the students are encouraged to take more control of their learning
process.

Metacognition – was coined by John H. Flavell, an American developmental psychologist

specializing in children’s cognitive development.
- Is “thinking about thinking” The root “meta” means “beyond” so the term
refers to beyond thinking. This means that it includes the process of
planning, tracking and assessing your own understanding or performance.
 - cognition about cognition
- knowing about knowing
- learning how to learn
- it refers to higher order thinking which involves active awareness and control
over the cognitive processes engaged in learning.
- The ability to think about thinking
- Being aware of oneself as a problem solver
- Can monitor and control one’s mental processing
- Can accurately assess what one understands and does not understand

Two Elements of Metacognition according to Flavell

1. Metacognitive Knowledge
2. Metacognitive Regulation

Metacognitive Knowledge – also known as “knowledge of cognition or “knowing about

thinking”.
-Knowledge refers to acquired knowledge about cognitive processes,
knowledge that can be used to control cognitive processes .

Three Categories of Metacognitive Knowledge

1. Person variables- also called as “Declarative Knowledge”

- concerned with what a person is able to do.
- it refers to general knowledge about how human beings learn and process information, as well
as individual’s knowledge of one’s own learning processes.
- This includes how one views himself as a learner and thinker
Example: Studying early in the morning and late at night

2. Task variables- also called as “Procedural Knowledge”

- it is knowledge about the nature of task.
- it is about knowing what exactly needs to be accomplished, gauging its difficulty and knowing
the kind of effort it will demand for you.
- Knowledge to task variables includes knowledge about the nature of the task as well as the type
of processing demands that it will place upon the individual.
Example: Being aware that you take more time in reading a book in educational philosophy than
reading a novel.

3. Strategy variables- also called as “Conditional Knowledge”

- One’s ability to use strategies to learn information, as well as for adapting these strategies to
new situations.
- Knowledge of strategy variables involves awareness of the strategy you are using to learn a
topic and evaluating whether this strategy is effective.
Example: A kindergartener can be taught strategies, but needs to be reminded to use such as
sounding out words when learning to read. In contrast, a grade I learner understands this strategy
and knows when it will be effective under different circumstances.
Metacognitive Regulation- also called as Regulation of Cognition
-It refers to what learners do about learning.
- It describes how learners monitor and control their cognitive processes or knowledge.
Example: A learner might realize that a particular strategy is not achieving the results they want,
so they decide to try a different strategy.

Metacognitive Experiences-are the experiences an individual has through which knowledge is

attained or through which regulations occurs.
Example: Consistent scholar. This would give the individual the knowledge that he/she has high
achieving capability in studying.

Metamemory –is knowledge of what memory is, how it works and how to remember things.
This is your awareness of memory strategies that work best for you.
Example: Student using an acronym to learn and easily recall information to prepare for a test

Meta-attention-is awareness of specific strategies so that you can keep your attention focused
on the topic or task at hand.

Differences between Novice and Expert Learners

Aspect of Learning Novice Learners Expert Learners

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

Six Major Categories of Bloom’s Taxonomy

1. Knowledge – memorizing verbatim information. Being able to remember, but not necessarily
fully understanding the material.

2. Comprehension- Restating in your own words; paraphrasing, summarizing and translating

3. Application- Using information to solve problems, transferring abstract or theoretical ideas to

practical situations. Identifying connections and relationships and how they apply.

4. Analysis- Identifying components; determining arrangement, logic and semantics

5. Synthesis- Combining information to form a unique product; requires creativity and

originality

6. Evaluation-Making decisions and supporting views; requires understanding of values

Four Domains of Learner –Centered Psychological Principles

1. Cognitive and Metacognitive Factors (6 Principles)

2. Motivational and Affective Factors (3 Principles)

3. Developmental and Social Factors (2 Principles)

4. Individual Differences Factors (3 Principles)

A. Cognitive and Metacognitive Factors

1. Nature of the learning process

The learning of 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 learner, with support and guidance of a teacher can create meaningful and coherent
representations of knowledge.
3. Construction of Knowledge
The learner can link new information with existing knowledge in meaningful ways
4. Strategic thinking
The learner can create and use skills of thinking and reasoning strategies to achieve complex
learning goals
5. Thinking about Thinking
Using 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
B. Motivational and Affective Factors

7. Motivational and emotional influences on learning

Motivation to learn, in turn, is influenced by the individual’s emotional states, beliefs, interest,
goals and habits of thinking.
8. Intrinsic motivation to learn
Is stimulated by tasks of something new and difficulty relevant to personal interests, choice and
control
9. Effects of motivation on effort
Acquisition of knowledge and skills requires extended effort and guided practice

C. Developmental and Social Factors

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.

D. Individual Differences Factors

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.
14. Standards and assessment
Setting 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.

References:
Facilitating Learning by Helen Bihag-Boholano , LIB., Ed. D.
Associate Dean, College of Teacher Ed.

Learner- Centered Psychological Principles

Prepared by the Learner-Centered Principles Work Group of the American Psychological
Association’s Board of Educational Affairs (BEA), November 1997

Learning Activities

I. Post Test. Identification. Write your answer on the space provided.

______________ 1. It is “cognition about cognition”
______________ 2. This term refers to “beyond thinking”
______________ 3. A learning with little intelligence and easily forgotten
______________ 4. Is a complex process that involves development of conceptual understanding
______________ 5. A learning which is not easily forgotten
______________ 6. A technique used by teacher to help learners acquire, retain and apply
knowledge and skills
______________ 7. Center of educative process
______________ 8. It involves awareness of the strategy you are using to learn a topic.
______________ 9. Other term applied to Person Knowledge
______________ 10. Strategies used to help learners understand the way they learn.

II. Enumeration
1-3 Types of metacognitive knowledge
1.
2.
3.
4-7 Domains of 14 Learner – Centered Psychological Principles
4.
5.
6.
7.
8-9 Elements of Metacognition
8.
9.
10-11 Kinds of learners
10.
11.
12-15 Give at least 4 definitions of metacognition
12.
13.
14.
15.
16-21 Six major categories of Bloom’s Taxonomy

III. Activity
Reflect on the lecture you just read by answering the following questions
1. What you recognize about your strengths and weaknesses in learning and processing
information? List at least three strengths and 3 weaknesses.
2. What you know about the nature of a task in online learning and the processing demands
require to complete the task?
3. What you know about different strategies you can apply to successfully accomplish a task?
IV. Discussion and Analysis
Distinguish between the terms Teaching and Facilitating
Answer Key

Pre Test Post Test

1.A 1. Metacognition
2.C 2.Meta
3.B 3.Rote Learning
4.B 4.Learning
5.C 5.Meaningful Learning
6.B 6.Facilitation
7.A 7.Learner
8.C 8.Strategy Variables
9.D 9.Declarative Knowledge
10.A 10.Metacognitive Strategies

IV. Discussion and Analysis

Teaching is actually teacher-centered and facilitating is very student-centered and is dedicated to
learning.