FACILITATING LEARNER-CENTERED

TEACHING

Ma. Nelia A. Valero

 Table of Contents

Module 1: Metacognition
Introduction 1
Intended Learning Outcomes 1
Lesson 1. Metacognition 1
Lesson 2. Metacognitive Teaching Strategies to Facilitate Learning 2

Module 2: Learner Centered Psychological Principles

Introduction 11
Intended Learning Outcomes 11
Lesson 1. Cognitive and Metacognitive Factors 11
Lesson 2. Motivational and Effective Factors 12
Lesson 3. Developmental and Social Factors 13
Lesson 4. Individual Differences Factors 13

Module 3: Review of Different Theories

Introduction 15
Intended Learning Outcomes 15
Lesson 1. Freud 16
Lesson 2. Erickson 16
Lesson 3. Piaget 16
Lesson 4. Kohlberg 17
Lesson 5. Vygotsky 17
Lesson 6. Bronfenbrenner 17
Assessment Tasks 18
Summary 18
References 18

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Course Code: Ed 03

Course Title: Facilitating Learner -Centered Teaching

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

Course Intended Learning Outcomes:

At the end of the course the student will be able to:
1. Define Metacognition in his/her own words;
2. Make plans on how to strengthen the weaknesses discovered in the
activity;
3. Apply metacognitive strategies in his/her own quest for learning;
4. Rewrite the learner centered psychological principles in his/her own
words.
5. Recommend ways to advocate the use of the learner centered psychological
principles in the teaching-learning process;
6. Compare the different theories about the development of learners;
learning situations.

Course Requirements:
 Assessment Tasks - 60%
 Major Exams - 40%
_________
Periodic Grade 100%

Final Grade = Total CS + Final Exam x 70% + 30% of the

Midterm

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 MODULE 1

METACOGNITION

Introduction
“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.”
- Cyril Houle
The most important goal of education is to teach students how to learn on their own. They
need to acquire the skills of how to learn not only while they are in school but up to the time
when they leave the portals of their alma mater. When there are no longer teachers around
these skills must serve as their guide for the lifetime. This entails a deeper awareness of how
one processes information, the ability to evaluate his own thinking and to think of ways to
make his own learning process more effective. All these involve metacognition. This module
will give you an experience of metacognition and how to start utilizing strategies in your quest
for learning.

Intended Learning Outcomes

At the end of the module, the student will be able to:
1. Define Metacognition in his/her own words;
2. Make plans on how to strengthen the weaknesses discovered in the activity; and
3. Apply metacognitive strategies in his/her own quest for learning.

Lesson 1. Metacognition (Lucas & Corpuz, 2014)

A. Meaning - Thinking about thinking
- Learning how to learn
- It refers to higher order thinking which involves active awareness and
control over the cognitive processes engaged in learning.
- It was coined by John Flavell (1979, 1987)

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B. CATEGORIES
1. PERSON VARIABLE
a. knowledge of one’s own learning processes.
When is his best time to study…early in the morning or late at night?
Do you work better if you are alone or when you are with a group?

b. knowledge of how human beings learn and process information

2. TASK VARIABLE
a. knowledge of the nature of the task
What is needed to be accomplished?
What could be the difficulties to be met in accomplishing it?
b. knowledge of the type of process the task demands

What plan will you make to do the task?

3. STRATEGY VARIABLE
a. awareness of the strategy you will use to learn the topic
b. evaluate the effectiveness of the strategy is it working ornot?

META – ATTENTION---is the awareness of specific strategies so that you can keep
attention focused on the topic or task on hand.

META – MEMORY ---is your awareness of memory strategies that work best for
you

Lesson 2. Metacognitive Teaching Strategies to Facilitate Learning

(Lucas & Corpuz, 2014)
1.TQLR – THIS CAN BE TAUGHT TO YOUNGER CHILDREN (PRIMARY GRADES) This
is a metacognitive strategy before
Listening to a story or presentation.
T TUNE IN. The learner must be aware that he is paying attention.
He must be ready to learn.

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 Q QUESTION The learner is given questions. Or
He may be asked to think of questions about what he will
soon learn.
L LISTEN The learner intentionally exerts effort to listen.
If detracted, he goes back to listen again.
R REMEMBER The learner uses ways to remember what was learned.

2. PQ4R - THIS IS FOR OLDER STUDENTS IN THE INTERMEDIATE LEVELS

AND ONWARDS.
This is used to study a unit or chapter.

P PREVIEW Scan the whole chapter.

Check out the objectives.
Look for outlines or advanced organizers.
Read the summary first.
Q QUESTION Read the guide questions provided.
Think of your own questions about the topic.
R READ Check the sub headings as you read.
Pay attention on words printed in bold or italicized.
Find the meaning of words which are not clear to you.
Use colored markers to highlight important words or
phrases.
R RECITE Work on answering questions you had earlier.

R REVIEW Pinpoint topics you may need to go back to.

Read to understand better.
R REFLECT Think about what you read.
Is everything clear to you?

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 Assessment Task 1
1. Answer the Study Habits Questionnaire
2. Construct a table showing the scores in the Study Habits Questionnaire
3. Answer the following questions
a. What did you consider about yourself using this questionnaire?
b. What aspects are you strong in?
c. What aspects do you need to improve in?
4. Explain metacognition in your own words.
5. Write your plan and the strategy you are going to use to learn more effectively.

STUDY HABIT QUESTIONNARE

From: Facilitating Learning: Metacognitive Process by Ma. Rita D. Lucas, Phd and Brenda
B. Corpuz, PhD.

Put a check in the column that best describes what is true to you.
10=Always 5=Sometimes 0= Never
Part 1
10 5 0
1. I exert effort to find out why I need to do a certain task.

2. I reward myself when I work.

3. I see to it that I give myself regular breaks from work.

4. I am able to keep my concentration and does not let my mind “drift

away.”
5. I have ways in dealing with distractions.

6. I am willing to do work I do not enjoy because I see it as important.

7. I seek clarification from the teacher about her expectations and

standards.
8. I go to tutorials to improve my school work.

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Part 2
10 5 0
1. I make a weekly timetable forthe school work I need to accomplish.
2. I make a review schedule for examinations.
3. I plan to get the necessary resources and equipment prior to starting
work.
4. I submit all my assignments on time.
5. I have a place to work where I will not be disturbed.
6. I have time for family commitments and relaxation as well as studying.
7 I prioritize tasks which should be done first, and second and so on.
8. I make lists of things to do.
9. I make a list of valuable references with bibliographic details, page
numbers of quotes and so on.
10. I review my work before submitting it.

Part 3
10 5 0
1. I discuss work assignments with other students.
2. I share resources with other students.
3. I keep cuttings from newspapers and magazines which may be of help
to me.
4. I make sure I see TV programs which may be useful.
5. I read the topic assigned before a session.
6. I ask questions and generally take part in group discussions.
7. I listen out for key ideas when someone is talking.
8. When I am listening to someone, I try to anticipate what they will say
next.

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Part 4
10 5 0
1. I see to it that I understand what is really being asked for in the
assignment/project.
2. I read other references and read about the topic.
3. I make an outline/plan before doing my assignment /project.
4. I check for spelling mistakes.
5. My essays have clear introductions.
6. My essays have a conclusion.
7. I frequently check back to the title during the writing of an essay.
8. My essay/research paper has a full set of references and a
bibliography.
9. I review project/assignment before submitting it.

10. I request someone else to look at/read my project/assignment before

submitting it.

Part 5
10 5 0
1. My notes indicate the main ideas, rather than merely repeat what has
been said.
2. I listen for key ideas when listening to a speaker.
3. I approach tutors for help.
4. I file or organize my notes regularly.
5. I re write my notes under key ideas, headings, using numbering or
lettering schemes.
6. I have a shorthand technique of my own.
7. I underline or highlight key ideas so they stand out.
8. I decide before reading a book whether it is vital or background
reading.
9. I go over a book before diving into chapter one.
10. I check the contents page for relevance.

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 11. I look for summaries at the end of the chapters.
Part 6 Always =0 Sometimes = 5 Never = 10
0 5 10
1. I get so worried about assignments that they make me feel ill.
2. This worry about assignments make me feel depressed.
3. I feel miserable about doing assignments.
4. I let this concerns about the work get on top of me.
5. When I need to work, others always succeed in persuading me to go
out.
6. I have difficulty in talking to others about my worries.
7. I ignore my personal fitness through worrying about assignments.
8. The stress of assignments causes me to get behind and I never seem
to catch up.

Fill up the summary of scores in the Study Habits Questionnaire

Aspects of Study Habits My Interpretation
Score

Part 1 Motivation

Part 2 Organizing and

Planning your work
Part 3 Working with others,
utilizing resources
and Feedbacks
Part 4 Preparing an
assignment/ Project
Part 5 Note taking and
Reading

Part 6 Managing school

Stress work

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INTERPRETATIONS
Part 1- Motivation Feedback
scores from 55-80-means - you do not appear to have many problems in
getting down to work.
35-50 - you sometimes get down to work but you can be
distracted, you might not always be certain why you
have to work.
30 and below - you really do have problems in getting down to
work. Unless you develop skills in this area you are
likely to have many unsatisfactory experiences as a
student. Take action.

Part 2 Organizing and Planning your Work

Scores from 70-100 means - you are well-organized as you can be
40-65 - you are not as well-organized as you can be, your
time management may benefit from a closer
analysis
35 and below - you have little organization, probably deal with
things as they happen, constantly doing things at
the last minute, often not getting work completed.
Take action.

Part 3 Working with Others, utilizing Resources and Feedback

Scores from 55-85 means - you make full use of resources available, listen
well and take an active part in seminars
35-50 - you collect resources, but you need to ask yourself
how to use them effectively.
30 and below - there are important resources around you that you
are ignoring. You may not be hearing much of what
is being said. You need to know what resources are

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 available, find out where they are and what they
have to offer. Take action.

Part 4 Preparing an Assignment/Project

Scores from 70-100 means - that your essays are well thought out, researched
and clearly written
40-65 - there is room for improvement although you do
demonstrate some skills
35 and below - you probably wonder why your essays always get
such low marks. Resources and support are
available to help you improve your essay
Writing skills. Take action now.

Part 5 Note taking and Reading

Scores from 75 - 110 means - you prepare well and read efficiently, learning as
you go. You waste little time reading irrelevant
materials.
45 - 70 - your reading and note taking skills are adequate,
but could be improved.
40 and below - your notes are likely to be of little use to you, if
they exist at all. You spend a lot of time reading and
sitting in but come home with very little.
- you need to become more selective in what you
read or write down. Take action.

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Part 6 Managing School Work Stress
Scores from 65 -80 means - although you sometimes get stressed and worried
you have the skills of knowing how to minimize
problems and look after yourself.
40-60 - you handle your anxieties and concerns
moderately well but could develop skills to manage
them more effectively
35 and under - you are likely to get overwhelmed with your
problems which will make you much less effective
as a student. You need to acquire the skills of
Managing stress more effectively. Take action.

What are the main points have you learned?

How is this relevant or useful to you?

Summary
What you just did while answering the questionnaire and analyzing your scores is
an exercise in metacognition? You focused and pondered on how you study and learn.
You realized both your strengths and weaknesses. Then you were asked about your
plans on what you can do to improve your study habits.
Hopefully, this will help you start to learn more effectively.

References
Lucas, M., & Corpuz, B. (2014). Facilitating learning: A metacognitive process (4th ed.).
Quezon City, Philippines: Lorimar Publishing.

https://www. learning-theories.com/metacognition-flavell.html

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 MODULE 2

LEARNER CENTERED PSYCHOLOGICAL

PRINCIPLES

Introduction
YOU, the learner, are the center of instruction. The world of instruction revolves around
you. The principles in the module focus on psychological factors that are primarily internal
and under the control of the learner rather than conditioned habits or physiological factors.
However, the principles also attempt to acknowledge external environment.
The principles are intended to deal holistically with learners in the context of real – world
learning situations. 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.

Learning Outcomes
At the end of the module the student will be able to:
1. Apply learner centered psychological principles to the concepts that he will
learn in the teaching-learning process; and
2. Recommend ways to advocate the use of the learner centered psychological
principles in the teaching-learning process.

Lesson 1. Cognitive and Metacognitive Factors

(www. learning-theories.com, 2020)

1. Nature of the learning process

The learning of a complex subject matter is most effective when it is an intentional
process of constructing meaning from information and experience.

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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.

4. Strategic Thinking
The successful learner can create and use a repertoire of thinking and reasoning
strategies to achieve complex learning goals.

5. Thinking about Thinking

Higher order strategies for selecting and monitoring mental operations to facilitate
creative and critical thinking.

6. Context of Learning
Learning is influenced by environmental factors, including culture, technology and
instructional practices.

Lesson 2. Motivational and Effective Factors (Lucas, & Corpuz, 2014)

1. 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.

2. 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 optional novelty and
difficulty, relevant to personal interests and providing for personal choice and control.

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3. Effects of Motivation and Effort
Acquisition of complex knowledge and skills requires extended learner effort and
guided practice. Without learner’s motivation to learn, willingness to exert this effort is
unlikely without coercion.

Lesson 3. Developmental and Social Factors (Lucas & Corpuz, 2014)

1. 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 domain is taken into account.

2. Social Influences on Learning

Learning is influenced by social interactions, interpersonal relations and
communication with others.

Lesson 4. Individual Differences Factors (Lucas & Corpuz, 2014)

1. Individual Differences in learning
Learners have different strategies, approaches, and capabilities for learning that are
a function of prior experience and heredity.

2. Learning and Diversity

Learning is most effective when differences in learners’ linguistic, cultural, and social
backgrounds are taken into account.

3. 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.

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 Assessment Task 2
1. Draw an advance organizer showing the 14 learner-centered psychological principles.
2. List down ways how you will advocate the use of the 14 principles.
3. From this module, I realized that _____________________________.

Summary
The 14 learner-centered principles can also be summarized into 5 areas. The
knowledge previously learned by a person serves as the foundation of all new
experiences. Learners can develop skills to reflect and regulate their thoughts and
behaviors in order to learn more effectively (metacognition). The personal goals, wanting
to learn and the learners’ motivation have crucial role in the learning process.
Learning is a unique journey for each learner because of different genetic and
environmental factors that affect him. Learning happens in the context of a society as well
as within an individual.

References

Lucas, M., & Corpuz, B. (2014). Facilitating learning: A metacognitive process (4th ed.).
Quezon City, Philippines: Lorimar Publishing.

https://www. learning-theories.com/metacognition-flavell.html

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 MODULE 3

REVIEW OF DIFFERENT THEORIES

Introduction
“The principal goal of education is to create men who are
capable of doing NEW THINGS, not simply repeating what
other generations have done -- Men who are creative, inventive
and discovers.”
Jean Piaget
The educational trend brought out by a number of ground-breaking researches tells that
one can be an effective facilitator of learning if one has a good working knowledge of the
learner’s development.
Previously in your Child and Adolescent Development course, we discussed fundamental
theories related to the learners’ development. Let us now review these theories and
relate/connect them to learning.

Intended Learning Outcomes

At the end of the module, the learner is able to:
1. Compare the different theories about the development of learners; and
2. Apply these theories to teaching learning situations.

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Lesson 1. Freud (Mannoni, 2015)
“The mind is like an iceberg; it floats with one seventh of its bulk above water.”
 He believed that much of the person is really about is not what we see in the outside
and what is conscious, but what is hidden in the subconscious.
 He emphasized the components that make up personality.
1. id
2.ego
3. superego
 He believed that an individual goes through 5 psychosexual
Stages of development.
1. oral
2. anal
3. phallic
4. latency
5. genital

Lesson 2. Erickson
“Healthy children will not fear life if their elders have integrity enough not to fear death.”
( Erickson, 1963 cited in Engler, 2014 p.142)
 He presented a very comprehensive framework of eight psycho social stages of
development.
 He described the crisis (expressed in opposite polarities) that a person goes through,
the maladaptations and malignancies that result from failure to effectively resolve the
crisis.
 He also stated that a virtue emerges when balance and resolution of the crisis is
attained.

Lesson 3. Piaget (Santrock, 2004)

“The principal goal …..”
 He centered on the four stages of cognitive development

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 1. sensory motor
2. pre-operational
3. concrete-operational
4. formal – operational stages

Lesson 4. Kohlberg (Colby, Gibbs, Lieberman, & Kohlberg, 1983)

“Right action tends to be defined in terms of general individual rights and standards that
have been critically examined and agreed upon by the whole society.”
 He proposed the three levels of development as:
1. pre-conventional
2. conventional
` 3. Post conventional
 He was influenced by Piaget, he believed that cognitive development is influenced by
one’s moral reasoning.

Lesson 5. Vygotsky (Instructional Design Org, 2018)

“A teacher must orient his work not on yesterday’s development in a child but tomorrow’s.”

 He emphasized the role of social interaction in learning and development.

 Scaffolding is the systematic manner of providing assistance to the learner that helps
the learner to effectively acquire a skill.
 MKO is the More Knowledgeable Other who guides and leads a learner to a higher
level of performance.
 ZPD is the zone of proximal development or the actual performance of a learner
independently in the future.

Lesson 6. Bronfenbrenner (Bronfenbrenner, 1979)

 His model is known as the Bioecological System Theory.

 It presents child development within the context of relationship system that comprise
the child’s environment.
*It consists of
1. microsystem

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 2. mesosystem
3. exosystem
4. macrosystem
5. chronosystem

Assessment Task 3
1. Which among the different theories you believe will truly fit the teaching-learning process?
Why? Defend your answer.
2. State a teaching-learning situation. Choose a theory. How will you apply this to the
teaching-learning situation?

Summary
Review of the different theories has brought about a deeper understanding of
human development. If a teacher can make use of all these theories, connecting them
to learning, he will be an effective facilitator.

References
 Bronfenbrenner, U. (1979).The ecology of human development. : Harvard University
Press.Cambridge, MA
 Colby, Anne; Gibbs, J.; Lieberman, M.; Kohlberg, L. (1983). A Longitudinal Study of
Moral Judgment: A Monograph for the Society of Research in Child
Development. The University of Chicago Press.Chicago, IL:
 Erikson, Erik H. (1963). Childhood and Society (2nd ed.). W. W. Norton &
Company.New York: Cited in Engler 2014, p. 142.
 Instructional Design.Org (2018) Social Development Theory.
Retrieved from https://www.instructional design,org
 Mannoni,& Octave (2015)Freud: The Theory of the Unconscious. Verso London pp. 49–
51
 Santrock, John W. (2004). Life-Span Development (9th Ed.). McGraw-Hill Co.Boston,
MA.
.

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