NOVICE AND EXPERT LEARNERS
- In the last twenty years, cognitive psychologists
have studied the distinctions among learners in the
manner they absorb or process information. They
were able to differentiate expert learners from
novice learners. A very important factor that
separate these two types of learners mentioned is
metacognition. Expert learners employed
metacognitive strategies in learning . They were
more aware of their learning process as they read,
studied and did problem solving. Experts learners
monitored their learning and consequently
adjusted
their strategies to make learning more effective.
Differences Between Novice and Expert Learners
Aspects of Learning Novice Learning Expert Learning
Knowledge in different *have limited knowledge *have a deeper
Subject areas in the different subject knowledge in different
Areas. subject areas because
they look for
interrelationships in
things they learn.
Problem solving *Satisfied at just *first try to understand
scratching the problem, look for
the surface; hurriedly boundaries, and create a
gives mental picture of the
a solution to the Problem.
problem.
Learning\thinking *employ rigid strategies *design new strategies
Strategies that may not be that would be
appropriate to the task at appropriate to the task
Hand. at and
*select important
information to process;
*attempts to process all able to breakdown
Selectively in information they receive information to
Processing manageable chunks
Production of *Do not examine the quality *Check their errors and
output of their work, nor stop to redirect their efforts to
make revisions. maintain quality output.
METACOGNETIVE OBSERVATION
- Interview 3 different children. One age 4-6, one age 7-9,
one age 10 or older.
This will be semi-structured clinical interviews. Record the
operation you ask and the child’s answers. You do not have to ask
the questions exactly as they are posed below, but the questions
should be very similar .
Follow up with additional questions when the children seem like
they have more they can tell you.
Remember to record any follow up questions you ask.
You do NOT have to rewrite the notes you take while conducting
the interviews, but you do need to hand them.
Develop a list of 10 UNRELATED but common words. Take a
familiar story (like a fairy tale or fable) and rewrite it so it is
OUT OF ORDER (It may help to actually write out the story so
that you do tell it out of orders).
METACOGNETIVE OBSERVATION
- For a child in kindergarten or younger.
1. Tell child that you are going to say a list of 10 words, and you want the child to
remember the words and you’ll ask the child to repeat the list in a little while.
Remind the child to listen closely, and then say the list slowly (about one word every
second or two).
2. Ask the child the following series of questions:
How many words do you think you will remember?
What do you need to do so remember the words?
Are you good at remembering?
3. Do some filler questions:
What are your favorite things?
What do you like to do to fill up about 5 minutes between giving the list and now?
4. Ask the child to list all the words you ask them to remember. (record their list)
What did they do to help them remember?
Did it work?
5. Tell the child that you are also going to tell them a story and that you want them
to listen carefully and retell the story JUST LIKE YOU TOLD IT. Tell the story
you rewrote.
6. Bring a children’s book of appropriate age. Using the book, ask the child
questions.
Where is the title of the book?
Where does it tell who wrote the book?
Where’s the beginning and where is the end of the book?
( These are essentially filler questions)
7. Ask the child to retail the story, reminding him/her that he/she should retell it
in the order you told it.
8. Thank the child for helping you.
METACOGNETIVE OBSERVATION
- For a child in first grade or older.
1. Tell child that you are going to say a list of 10 words, and you want the child to remember the
words and you’ll ask the child to repeat the list in a little while. Remind the child to listen
closely, and then say the list slowly (about one word every second or two).
2. Ask the child the following series of questions:
How many words do you think you will remember?
What do you need to do so remember the words?
Are you good at remembering?
What kind of things do to help you remember things?
What different ideas has your teacher given you?
Do you remember specific examples of things you have learned in school to help you
remember?
Do you use them?
Do you think they are helpful?
How do you think you learn things best-by seeing it, by hearing it , or doing it?
Does your teacher help you figure out how you learn things best, or help you in that way?
Do you do activities to help you learn things in school?
What activities do you do?
Do you think they help?
3. Ask the child to list all the words you asked them to remember. (record when you
ask the child what they did to help them remember. Did it work?
4. Tell the child you are also going to tell them a story and that you want them listen
carefully and retell the story JUST LIKE YOU TOLD IT. Tell the story you rewrote.
5. Ask the following series of questions:
do you like to read, why or why not?
Is there something that could change at school that might make you like reading
books, (even more)?
What kind of things do you read at school?
Do you read outside of school?
Do you get to choose of the things you read at school?
Do you read outside of school- if so, what do you like to read?
Why do you prefer to read those kind of things/books?
If yes, do you read outside of school, why?
Do you think reading is important?
Many people think that reading will do better in school- do you? why or why not?
What kind of things do you do to make you understand what you are reading?
Has your children help you learn ways to help you read better and help you
understand remember what you read?
Ask the child to retail the story, reminding him/her that he/she should retell it in
the order you told it.
Thank the child for helping you.
Module 2
Learning- Centered Psychological Principles(LCP)
Introduction
You, the learner, are the center of instruction. The worlds of instruction revolves around you. This
module is focused on the fourteen (14) principles that run through the twenty-five (25) modules
of this book.
Advance Organizer
Cognitive and Motivational and
Metacognitive Affective Factors
Factor (6 principles) (3 principles)
14
Learner- Centered
Principles
Developmental and Individual
Social Factors Differences Factors
(2 principles) (3 principles)
Abstraction and Generalization
LEARNER- CENTERED PSYCHOLOGICAL PRINCIPLES
The learner- centered psychological principles were put together by the American
Psychological Association. The following 14 psychological principles pertain to the
learner and the learning process. The 14 principles have the following aspects:
They focus on psychological factors that are primarily internal to and under
the control of the learner rather than the conditioned habits or physiological
factors. However, the principles also attempt to acknowledge external
environment or contextual factors that interact with these internal factors.
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.
The 14 principles are divided into those referring to (1) cognitive and
metacognitive, (2) motivational and effective, (3) developmental and
social, and (4) individual differences factors influencing learners and
learning.
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 Factors
1. Nature of the learning process
The learning process of a complex subject matter to most effective
when it is an intentional process of constructing meaning from
information and experience.
These are different types of learning processes: for example, habit
formation in motor learning and that involves the generation of
knowledge or cognitive skills and learning strategies.
Learning in schools emphasizes the use of intentional processes that
students can use to construct meaning from information, experiences
and their own thoughts and beliefs.
Successful learners are active, goal-directed, self-regulating and assume
personal responsibility for contributing to their own learning.
2. Goals of the learning process
The successful learner, over time and with support and instructional
guidance, can create meaningful, coherent representations of knowledge.
The strategic nature of learning requires students to be goal-directed.
To construct useful representations of knowledge and to acquire the
thinking and learning strategies necessary for continued learning
success across the life span, students must generate and pursue
personally-relevant goals. Initially, students’ short-term goals and
learning maybe sketchy in an area. But over time their understanding
can be refined by filling gaps, resolving inconsistencies and deepening
their understanding can be refined by filling gaps, resolving
inconsistencies and deepening their understanding of the subject
matter so that they can reach longer-term goals.
Educators can assist learners in creating meaningful learning goals that
are consistent with both personal and educational aspirations and
interests.
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. 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 indifferent
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.
Educators can assist new 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.
To be continue by the next
reporter!
