Pre-Competency Checklist: Central Bicol State University of Agriculture-Pasacao Campus

Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE- PASACAO CAMPUS

Sta Rosa del Norte, Pasacao, Camarines Sur
Website: www.cbsua.edu.ph
Metacognition is a concept that is becoming increasingly popular in education. Ever since the
Education Endowment Foundation Toolkit highlighted metacognition as one of the most cost-effective ways
to help students improve their learning, more and more schools have started teaching metacognition in the
classroom.
However, despite its popularity, many educators are still wondering: what is metacognition? And
how can teachers help students develop it?
Upon finishing this module, the learner is expected to achieve the following outcomes:
a. define metacognition;
b. apply metacognitive strategies in your own quest for learning as a novice or an expert learner; and
c. explain the 14 principles of learner-centered psychological principles.
PRE-COMPETENCY CHECKLIST
INSTRUCTION(S): In your own words describe what‟s happening in this cartoon and place your
answer on the space provided.. Minimum of 5 sentences.
Figure 1 Pre-Competency Checklist Activity.

Image retrieved from
http://cognitivepsychlogy.blogspot.com/2012/06/
metacognition-for-better-learning.html
EDUC3 Facilitating Learner-Centered Teaching ( W e e k 1 - 2 ) P a g e 1 | 12

LEARNING RESOURCES
For further readings, you may refer to the following references:
 Luca, M.R. & Corpuz, B. (2014). Facilitating Learning: A Metacognitive Process (4 th Edition). Metro
Manila, Philippines. Lorimar Publishing Inc.
 Chick, N. (2021). Metacognition. Retrieved from https://cft.vanderbilt.edu/guides-sub-
pages/metacognition/#:~:text=Metacognition%20is%2C%20put%20simply%2C%20thinking,as%20a%20
thinker%20and%20learner.
 Cambridge Assessment International Education (n.d.). Getting Started with Metacognition. Retrieved
from https://cambridge-community.org.uk/professional-development/gswmeta/index.html
 Price-Mitchell, M. (2015). Metacognition: Nurturing Self-Awareness in the Classroom. Retrieved from
https://www.edutopia.org/blog/8-pathways-metacognition-in-classroom-marilyn-price-mitchell
EXPLORE!
How do children gain a deeper understanding of how they think,

feel, and act so that they can improve their learning and develop
meaningful relationships? Since antiquity, philosophers have been
intrigued with how human beings develop self-awareness -- the ability
to examine and understand who we are relative to the world around
us. Today, research not only shows that self-awareness evolves
during childhood, but also that its development is linked to
metacognitive processes of the brain.
Most teachers know that if students reflect on how they learn,

they become better learners. For example, some students may think
and process information best in a quiet library, while others may focus Figure 2 Image retrieved from http://clipart-
better surrounded by familiar noise or music. Learning strategies that library.com/clipart/thinking-student-cliparts_17.htm
work for math may be different from those applied in the study of a foreign language. For some, it takes
more time to understand biology than chemistry. With greater awareness of how they acquire knowledge,
students learn to regulate their behavior to optimize learning. They begin to see how their strengths and
weaknesses affect how they perform. The ability to think about one's thinking is what neuroscientists call
metacognition. As students' metacognitive abilities increase, research suggests they also achieve at higher
levels.
Metacognition
Educational psychologists have long promoted the importance of metacognition for supporting
student learning and it continues to be a rapidly growing field of interdisciplinary research. American
developmental psychologist, John Flavell, is most commonly recognized for introducing the term
'metacognition' as a result of his research in the 1970‟s which focused on children‟s knowledge and
control of their memory processes.

According to Flavell (1979, 1987), metacognition consist both metacognitive knowledge and
metacognitive experiences/regulation. “Metacognition”, to simply put is “thinking about thinking” or
“learning how to learn”. It refers to higher order thinking which involves active awareness and control over
cognitive processes engaged in learning.
Metacognitive Knowledge refers to acquired knowledge about cognitive processes, knowledge that
can be used to control cognitive processes. Flavell further divides metacognitive knowledge into three
categories: Knowledge of (1) person variables, (2) task variables, and (3) strategy variables.
• includes how one views himself as a learner and

thinker. Knowledge of person variables refers to the
Person Variables knowledge about how human beings learn and process
information, as well as individual knowledge of one’s
own learning process.
• includes knowledge about the nature of the task as well

as the type of processing demands that it will place
Task Variables upon the individual. It is about knowing what exactly
need to be accomplished, gauging its difficulty and
knowing the kind of effort it will demand from you.
• involves awareness if the strategy you are using to

learn a topic and evaluating whether this strategy is
effective. Terms like “Meta-attention” and “Meta-
memory” are related to strategy variables. Wherein,
Strategy Variables “Meta-attention”, refers to the learner’s awareness of
specific strategies to keep their attention focused on
the topic or task at hand. On the other hand, “Meta-
memory”, refers to the learner’s awareness of memory
strategies that will work best for them.
According to Omrod, these three variables interact with each other as the learner learns and applies
metacognition, which includes the following practices/behaviours:
 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 successful
 Using effective learning strategies to process and learn new materials
 Monitoring one‟s own knowledge and comprehension.
 Using effective strategies for retrieval of previously stored information.
 Knowledge is said to be metacognitive if it is keenly used in a purposeful manner to ensure that a
goal is achieved

Metacognitive Regulation/Experience refers to

what learners do about learning. It describes how learners
monitor and control their cognitive processes. For
example, a learner might realize that a particular strategy
is not achieving the results they want, so they decide to try
a different strategy.
During the planning phase, learners think about
the learning goal the teacher has set and consider how
they will approach the task and which strategies they will
use. At this stage, it is helpful for learners to ask
themselves: „What am I being asked to do?‟; „Which
strategies will I use?‟; „Are there any strategies that I have
used before that might be useful?‟
During the monitoring phase, learners implement
their plan and monitor the progress they are making
towards their learning goal. Students might decide to make
Figure 3 Image retrieved from https://cambridge- changes to the strategies they are using if these are not
community.org.uk/professional-development/gswmeta/index.html working. As students work through the task, it will help
them to ask themselves: „Is the strategy that I am using
working?‟; „Do I need to try something different?‟
During the evaluation phase, students determine how successful the strategy they used was in
helping them to achieve their learning goal. To promote evaluation, students could consider: „How well did I
do?‟‟; „What didn‟t go well?‟; „What could I do differently next time?‟; „What went well?‟; „What other types of
problem can I use this strategy for?‟
Reflection is a fundamental part of the plan-monitor-evaluate process. Encouraging learners to self-
question throughout the process will support this reflection. As future teachers, you must create activities
that would build the student‟s capacity to reflect on their own characteristics as learners, the task that they
have to accomplish, and the strategies that they can use to learn.
Metacognitive Strategies to Facilitate Learning

Here are some examples of teaching strategies to develop metacognition:
1. Have students monitor their own learning and thinking.
2. Teach students study or learning strategies.
A. TQLR – this can be taught to younger students, which can be used before listening to a story
or presentation/
It is important for the learners themselves to be aware that they
T Tune In
are paying attention, and that they are ready to learn.
The learners are given questions or they think of questions
Q Question
about what they will soon learn.
L Listen The learners intentionally exert effort to listen.
The learners use ways or strategies to remember what they
R Remember
have learned.
B. PQ4R – usually for older students in the intermediate levels onwards. This strategy is used to
study a unit or chapter.
P Preview Survey or scan the material quickly to get an idea of the
general organization and major topics and subtopics. Pay

attention to headings and subheadings, and identify what you
will be reading about and studying.
Ask yourself questions about the material before you read it.
Q Question Use headings to invent questions using the wh words: who,
what, why, where.
Read the material. Do not take extensive written notes. Try to
R Read
answer the questions that you posed prior to reading.
Practice remembering the information by stating points out loud
and asking and answering questions. You may use headings,
R Recite highlighted words, and notes on major ideas to generate those
questions. Or try discussing what you have read to another
person.
Consider the main points of the material. Were your questions
R Review answered? If not, what information are you unsure about? Do
you feel that you fully understand the writer's points?
Try to understand and make meaningful the presented
information by (1) relating it to things you already know, (2)
relating the subtopics in the text to primary concepts or
R Reflect
principles, (3) trying to resolve contradictions within the
presented information, and (4) trying to use the material to
solve problems suggested by the material.
3. Have students make predictions about information to be presented next based on what they have
read/seen/heard.
4. Have students relate ideas to existing knowledge structures.
5. Have students develop queations.
6. Help students to know when to ask for help. (the learner must be able to self-monitor themselves,
require the students to show how they have attempted to deal with the problem of their own)
7. Show students how to transfer knowledge, attitudes, values, skills to other situation or tasks.
Novice and Expert Learners

As learning professionals, it is important that we understand that novice learners and expert learners
demand/require and need a different approach to instruction. You cannot develop learning events for
novices using the same instructional strategies as you do for someone who has a high level of knowledge
in a content area. In comparing the knowledge structure of experts with the knowledge structure of novices,
differences have been observed in both the nature of their knowledge and their problem-solving strategies.
Differences Between Novice and Expert Learners

Aspect of Learning Novice Learners Expert Learners
Have limited knowledge in the Have deeper knowledge in the
Knowledge in the Different different subject areas different subject areas because
Subject Areas they look for inter-relationships in
the things they learn
Satisfied at just scratching the First try to understand the
surface and hurriedly gives a problem, look for boundaries,
Problem Solving
solution to the problem and 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
Attempt to process all information
Select important information to
they receive process and are capable of
Selectivity in Processing
breaking down information to
manageable chunks
Do not examine the quality of Check their errors and redirect
Production of Output their work, nor stop to make their efforts to maintain quality
revisions. outputs
Learner-Centered Psychological Principles

"Learner centered" is the perspective that couples a focus on individual learners - their heredity,
experiences, perspectives, backgrounds, talents, interests, capacities, and needs - with a focus on leaning
- the best available knowledge about learning and how it occurs and about teaching practices that are most
One may also ask, why is it important to understand the principle of learner centered learning? In
summary, learner-centered education helps the students develop skills that will better equipped them for
their professional careers. Teachers can be trained in this approach, so they can apply the principles and
provide their students with a better learning experience.
It assist learners in developing, applying, and assessing their strategic learning skills. Higher order
strategies for selecting and monitoring mental operations facilitate creative and critical thinking. Successful
learners can reflect on how they think and learn, set reasonable learning or performance goals.
The 14 principles are divided into those referring to (A) Cognitive and Metacognitive, (B)
Motivational and Affective, (C) Developmental and Social, and (D) Individual Differences Factors.
A. COGNITIVE AND METACOGNITIVE FACTORS
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.
 There are different types of learning processes, for example, habit formation in motor
learning; and learning 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. The principles set forth in this
document focus on this type of 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 may be sketchy in
an area, but over time 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 reorganizing existing knowledge or skills.
How these links are made or develop 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. 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.
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 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.
5. Thinking about thinking.

Higher order strategies for selecting and monitoring mental operations facilitate creative and
critical thinking.
 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.
6. Context of learning.
Learning is influenced by environmental factors, including culture, technology, and instructional
practices.
 Learning does not occur in a vacuum. Teachers 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 it is nurturing or not, can also have significant
impacts on student learning.
B. MOTIVATIONAL AND AFFECTIVE FACTORS
7. Motivational and emotional influences on learning.

What and how much is learned is influenced by the motivation. Motivation to learn, in turn, is
influenced by the individual's emotional states, beliefs, interests and goals, and habits of thinking.
 The rich internal world of thoughts, beliefs, goals, and expectations for success or failure can
enhance or interfere the learner's quality of thinking and information processing. Students'
beliefs about themselves as learners and the nature of learning have a marked influence on
motivation. Motivational and emotional factors also influence both the quality of thinking and
information processing as well as an individual's motivation to learn. Positive emotions, such
as curiosity, generally enhance motivation and facilitate learning and performance. Mild
anxiety can also enhance learning and performance by focusing the learner's attention on a
particular task. However, intense negative emotions (e.g., anxiety, panic, rage, insecurity) and
related thoughts (e.g., worrying about competence, ruminating about failure, fearing
punishment, ridicule, or stigmatizing labels) generally detract from motivation, interfere with
learning, and contribute to low performance.
8. 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 optimal novelty and difficulty, relevant to
personal interests, and providing for personal choice and control.
 Curiosity, flexible and insightful thinking, and creativity are major indicators of the learners'
intrinsic motivation to learn, which is in large part a function of meeting basic needs to be
competent and to exercise personal control. Intrinsic motivation is facilitated on tasks that
learners perceive as interesting and personally relevant and meaningful, appropriate in
complexity and difficulty to the learners' abilities, and on which they believe they can succeed.
Intrinsic motivation is also facilitated on tasks that are comparable to real-world situations and
meet needs for choice and control. Educators can encourage and support learners' natural
curiosity and motivation to learn by attending to individual differences in learners' perceptions
of optimal novelty and difficulty, relevance, and personal choice and control.
9. Effects of motivation on effort.

Acquisition of complex knowledge and skills requires extended learner effort and guided practice.
Without learners' motivation to learn, the willingness to exert this effort is unlikely without coercion.
 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. Educators need to be concerned with facilitating motivation by
strategies that enhance learner effort and commitment to learning and to achieving high
standards of comprehension and understanding. Effective strategies include purposeful
learning activities, guided by practices that enhance positive emotions and intrinsic motivation
to learn, and methods that increase learners' perceptions that a task is interesting and
personally relevant.
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.
 Individuals learn best when material is appropriate to their developmental level and is
presented in an enjoyable and interesting way. Because individual development varies across
intellectual, social, emotional, and physical domains, achievement in different instructional
domains may also vary. Overemphasis on one type of developmental readiness--such as
reading readiness, for example--may preclude learners from demonstrating that they are more
capable in other areas of performance. The cognitive, emotional, and social development of
individual learners and how they interpret life experiences are affected by prior schooling,
home, culture, and community factors. Early and continuing parental involvement in schooling,
and the quality of language interactions and two-way communications between adults and
children can influence these developmental areas. Awareness and understanding of
developmental differences among children with and without emotional, physical, or intellectual
disabilities, can facilitate the creation of optimal learning contexts.
11. Social influences on learning.

Learning is influenced by social interactions, interpersonal relations, and communication with
others.
 Learning can be enhanced when the learner has an opportunity to interact and to collaborate
with others on instructional tasks. Learning settings that allow for social interactions, and that
respect diversity, encourage flexible thinking and social competence. In interactive and
collaborative instructional contexts, individuals have an opportunity for perspective taking and
reflective thinking that may lead to higher levels of cognitive, social, and moral development,
as well as self-esteem. Quality personal relationships that provide stability, trust, and caring
can increase learners' sense of belonging, self-respect and self -acceptance, and provide a
positive climate for learning. Family influences, positive interpersonal support and instruction
in self-motivation strategies can offset factors that interfere with optimal learning such as
negative beliefs about competence in a particular subject, high levels of test anxiety, negative
sex role expectations, and undue pressure to perform well. Positive learning climates can also
help to establish the context for healthier levels of thinking, feeling, and behaving. Such
contexts help learners feel safe to share ideas, actively participate in the learning process, and
create a learning community.
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.
 Individuals are born with and develop their own capabilities and talents. In addition, through
learning and social acculturation, they have acquired their own preferences for how they like to
learn and the pace at which they learn. However, these preferences are not always useful in

helping learners reach their learning goals. Educators need to help students examine their
learning preferences and expand or modify them, if necessary. The interaction between learner
differences and curricular and environmental conditions is another key factor affecting learning
outcomes. Educators need to be sensitive to individual differences, in general. They also need
to attend to learner perceptions of the degree to which these differences are accepted and
adapted to by varying instructional methods and materials
13. Learning and diversity.

Learning is most effective when differences in learners' linguistic, cultural, and social backgrounds
are taken into account.
 The same basic principles of learning, motivation, and effective instruction apply to all
learners. However, language, ethnicity, race, beliefs, and socioeconomic status all can
influence learning. Careful attention to these factors in the instructional setting enhances the
possibilities for designing and implementing appropriate learning environments. When learners
perceive that their individual differences in abilities, backgrounds, cultures, and experiences
are valued, respected, and accommodated in learning tasks and contexts, levels of motivation
and achievement are enhanced.
14. 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.
 Assessment provides important information to both the learner and teacher at all stages of the
learning process. Effective learning takes place when learners feel challenged to work towards
appropriately high goals; therefore, appraisal of the learner's cognitive strengths and
weaknesses, as well as current knowledge and skills, is important for the selection of
instructional materials of an optimal degree of difficulty. Ongoing assessment of the learner's
understanding of the curricular material can provide valuable feedback to both learners and
teachers about progress toward the learning goals. Standardized assessment of learner
progress and outcomes assessment provides one type of information about achievement
levels both within and across individuals that can inform various types of programmatic
decisions. Performance assessments

We will now try to interact with each other in a two-way process in the least possible way! I will post a
question/s and try to answer it on your own.
1. How will metacognition help you become a better learner? (Minimum of 5 sentences.)
2. Are you a novie or an expert learner? Justify your answer. (Minimum of 5 sentences.)
POST-COMPETENCY CHECKLIST
Prepare a reflection paper from this chapter.
DISCUSSION BOARD
INSTRUCTION(S): Create a speech with a minimum of 200 words that advocates the use of the 14
learning principles.


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Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE- PASACAO CAMPUS

Figure 1 Pre-Competency Checklist Activity.

EDUC3 Facilitating Learner-Centered Teaching ( W e e k 1 - 2 ) P a g e 1 | 12

For further readings, you may refer to the following references:

How do children gain a deeper understanding of how they think,

Most teachers know that if students reflect on how they learn,

EDUC3 Facilitating Learner-Centered Teaching ( W e e k 1 - 2 ) P a g e 2 | 12

• includes how one views himself as a learner and

• includes knowledge about the nature of the task as well

• involves awareness if the strategy you are using to

 Knowing the limits of one‟s own learning and memory capacities

EDUC3 Facilitating Learner-Centered Teaching ( W e e k 1 - 2 ) P a g e 3 | 12

Metacognitive Regulation/Experience refers to

Metacognitive Strategies to Facilitate Learning

general organization and major topics and subtopics. Pay

Novice and Expert Learners

Differences Between Novice and Expert Learners

not be appropriate to the task at

Learner-Centered Psychological Principles

A. COGNITIVE AND METACOGNITIVE FACTORS

1. Nature of the learning process.

2. Goals of the learning process.

5. Thinking about thinking.

EDUC3 Facilitating Learner-Centered Teaching ( W e e k 1 - 2 ) P a g e 7 | 12

B. MOTIVATIONAL AND AFFECTIVE FACTORS

7. Motivational and emotional influences on learning.

8. Intrinsic motivation to learn.

9. Effects of motivation on effort.

C. DEVELOPMENTAL AND SOCIAL FACTORS

10. Developmental influences on learning.

11. Social influences on learning.

D. INDIVIDUAL DIFFERENCES FACTORS

12. Individual differences in learning.

EDUC3 Facilitating Learner-Centered Teaching ( W e e k 1 - 2 ) P a g e 9 | 12

13. Learning and diversity.

14. Standards and assessment.

EDUC3 Facilitating Learner-Centered Teaching ( W e e k 1 - 2 ) P a g e 10 | 12

Prepare a reflection paper from this chapter.

EDUC3 Facilitating Learner-Centered Teaching ( W e e k 1 - 2 ) P a g e 11 | 12

EDUC3 Facilitating Learner-Centered Teaching ( W e e k 1 - 2 ) P a g e 12 | 12

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