Facilitating Learner-Centered Teaching (Report Guide)

FACILITATING LEARNER-CENTERED TEACHING REPORT GUIDE
REPORTING SCHEDULE: TUESDAY 7:30-9:00PM
FHIL
METACOGNITION
The term “metacognition” was coined by John Flavell. *according to Flavell (1979,
1987), metacognition consist of both metacognitive knowledge and metacognitive
experiences or regulation.
METACOGNITION - “ thinking about thinking” or “learning how to learn.
Refers to higher order thinking which involves active awareness and control over
the cognitive processes engaged in learning
Metacognition is, put simply, thinking about one's thinking. More precisely, it
refers to the processes used to plan, monitor, and assess one's understanding and
performance. Metacognition includes a critical awareness of a) one's thinking and
learning and b) oneself as a thinker and learner.
3 Categories of metacognitive knowledge

Person Variables
- Includes how one views himself as a learner and thinker.
- Knowledge of person variables refers to knowledge about how human beings
learn and process information, as well as individual knowledge of one’s own
learning processes.
What is person variables?
Person variables refer to what someone knows about his or her weaknesses in
learning and processing new information. Strategy variables are about the
strategies available to someone to approach problems in different ways.
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.
- Is about knowing what exactly needs to be accomplished, gauging its difficulty
and knowing the kind of effort it will demand.
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. For example, being aware that you take more time in reading a book in
educational philosophy than reading a novel.
Strategy Variables
- Involves awareness of the strategy you are using to learn a topic and evaluating
whether this strategy is effective.
Strategy variables are the strategies that a person is always ready to apply in
various ways to accomplish a task. Examples include activating prior knowledge
before studying a technical article, using a glossary to look up unfamiliar words, or
realizing that a paragraph has to be read multiple times to be understood.
*META-ATTENTION -the awareness of specific strategies so that you can keep
your attention focused on the topic or task at hand.
*METAMEMORY -is your awareness of memory strategies that work best for you.
Here are some example of teaching strategies to develop metacognition:

 Have students monitor their own learning and thinking
 Have students learn study strategies
 Have students make predictions about information to be presented next
based on what they have read
 Have students relate ideas to existing knowledge structures.
 Have students develop questions; ask questions of themselves, about
what’s going on around them.
 Help students to know when to ask for help.
 Show students how to transfer knowledge, attitudes, values, skills to other
situations or task.
===================================================================
KRISHA
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.
Expert knowledge is chunked and organized hierarchically (around basic
principles), while novice knowledge is more randomly organized (they don't have
the expertise to connect new information they learn to something they already
know).
LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES
They focus on psychological factors that are primarily internal to and under the
control of the learner rather than conditioned habits or physiological factors.
Learner-centered psychological principles provide a framework for developing
and incorporating the components of new designs for schooling. These principles
emphasize the active and reflective nature of learning and learners.
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.
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.
ATE JANET
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.
Theories Related to the learners’ Development

1. Sigmund Freud was an Austrian neurologist who developed
psychoanalysis, a method through which an analyst unpacks unconscious conflicts
based on the free associations, dreams and fantasies of the patient. His theories
on child sexuality, libido and the ego, among other topics, were some of the most
influential academic concepts of the 20th century.
“The mind is like an iceberg, it floats with one-seventh of its bulk above water.”
- This famous quote from Freud speaks strongly about psychoanalysis. You can
see the tip of the iceberg but not really know how large it is on the surface.
Psychoanalysis explains that all human beings have unconscious feelings,
thoughts, memories, and desires that strongly influence how we act, speak,
behave or feel.
2. Erik Homburger Erikson was a German-American developmental

psychologist and psychoanalyst known for his theory on psychological
development of human beings. He coined the phrase identity crisis.
“Healthy children will not fear life if their elders have integrity enough not to fear
death.”
- According to Erik Erikson, “Healthy children will not fear life if their elders have
integrity enough not to fear death.” Someone who approaches death without fear
has the strength Erikson calls wisdom. Erikson believed it was vital that people
develop close, committed relationships with other people
3. Jean William Fritz Piaget was a Swiss psychologist known for his work on
child development. Piaget's theory of cognitive development and epistemological
view are together called "genetic epistemology". Piaget placed great importance
on the education of children.
“The principal goal of education in the schools should be creating men and
women who are capable of doing new things, not simply repeating what other
generations have done.”
- The second goal of education is to form minds which can be critical, can verify,
and not accept everything they are offered. The educational implication of
Piaget's theory is the adaptation of instruction to the learner's development level.
It is important that the content of instruction needs to be consistent with the
developmental level of the learner.
4. Lawrence Kohlberg was an American psychologist best known for his

theory of stages of moral development. He served as a professor in the
Psychology Department at the University of Chicago and at the Graduate School
of Education at Harvard University.
“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.”
- There is a clear awareness of the relativism of personal values and opinions and
a corresponding emphasis upon procedural rules for reaching consensus.
5. Lev Semyonovich Vygotsky was a Russian psychologist, known for his

work on psychological development in children. He published on a diverse range
of subjects, and from multiple views as his perspective changed over the years.
Among his students was Alexander Luria and Kharkiv school of psychology.
“The teacher must orient his work not on yesterday's development in the child
but on tomorrow’s “
- Teachers teach to enhance the development and learning of all children by
providing a balance of adult-guided and child-guided experiences. Teachers plan
curriculum to achieve important learning goals through learning experiences that
include play, small group, large group, interest centers and routines.
6. Urie Bronfenbrenner was a Russian-born American psychologist who is
most known for his ecological systems theory. His work with the United States
government helped in the formation of the Head Start program in 1965.
“We as a nation need to be reeducated about the necessary and sufficient
conditions for making human beings human.”
-It means We need to be reeducated not as parents--but as workers, neighbors,
and friends; and as members of the organizations, committees, boards--and,
especially, the informal networks that control our social institutions and thereby
determine the conditions of life for our families and their children.

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FACILITATING LEARNER-CENTERED TEACHING REPORT GUIDE

REPORTING SCHEDULE: TUESDAY 7:30-9:00PM

3 Categories of metacognitive knowledge

Here are some example of teaching strategies to develop metacognition:

COGNITIVE AND METACOGNITIVE FACTOR

3. Construction of Knowledge -the successful learner can link new information

6. Context of Learning- Learning is influenced by environmental factors, including

MOTIVATIONAL AND AFFECTIVE FACTOR

7. Motivational and emotional influences on learning-the rich internal world of

9. Effects of motivation on effort-Effort is another major indicator of motivation to

DEVELOPMENTAL AND SOCIAL FACTOR

10. Developmental influences on learning -learning is most effective when

INDIVIDUAL DIFFERENCES FACTOR

1. The knowledge base-One’s knowledge serves as the foundation of all future

2. Strategic processing and control-Learners can develop skills to reflect and

3. Motivation and affect-Factors such as intrinsic motivation, reasons for wanting

4. Development and Individual Differences-Learning is a unique journey for each

5. Situation or context-Learning happens in the context of a society as well as

Theories Related to the learners’ Development

2. Erik Homburger Erikson was a German-American developmental

4. Lawrence Kohlberg was an American psychologist best known for his

5. Lev Semyonovich Vygotsky was a Russian psychologist, known for his

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