FACILITATING LEARNING

PART 1 ( FACILITATING LEARNING)

INTRODUCTION
MODULE 1 METACOGNITION
 METACOGNITION
Awareness or analysis of one’s own
learning or thinking process
“Thinking about thinking” or “
Learning how to learn”
Acquired knowledge about cognitive
process.
This term was coined by John Flavell
( 1979-1987)
 John Flavell (1979-1987)
Is a founder of social cognitive
DEVELOPMENT PSYCHOLOGY.

“A field of psychology which examines how

human behavior changes as a person matures
through focusing on biological, emotional,
physical, cognitive and social change that are
age-related, sequential, and long lasting”
Three Categories of METACOGNITIVE
KNOWLEDGE
KNOWLEDGE OF PERSON
VARIABLES
KNOWLEDGE OF TASK
VARIABLES
KNOWLEDGE OF
STRATEGY VARIABLES
KNOWLEDGE OF PERSON VARIABLES
Knowledge about human beings learn and
process information
For example, studying early in the
morning and late at night
Working better in a quiet library rather
than at home where there are lot of things
that make it hard for you to focus and
concentrate.
KNOWLEDGE OF TASK
VARIABLES
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 I reading a book in educational
philosophy than reading a novel.
KNOWLEDGE OF STRATEGY VARIABLES
Involves awareness of the strategy you are
using to learn a topic.
Meta-attention is the awareness of specific
strategies that you can keep your attention
focused on the topic or task at hand.
Meta-memory is your awareness of specific
strategies that work best for you.
 Jeanne Ellis Omrod
 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
material.
 Monitoring one’s own knowledge and comprehension
 Using effective strategies for retrieval of previously stored
information
 Knowledge is said to be metacognitive if it I keenly used in a
purposely manner to ensure that a goal is met.
HUITT believes that metacognition includes the
ability to ask and answer the following types of
question.
What do I know about this subject, topic and issue?
Do I know what I need to know?
Do I know where I can go to get some information,
knowledge?
How mush time will I need to learn this?
What are some strategies and tactics that I can use to learn
this?
Did I understand what I just heard, read or saw.
How will I know if I am learning at an appropriate topic?
How ca I spot error if I make one?
How should I revise my plan if it is not?
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 of learning strategies.
TQLR and PQ4R
3. Have students make predictions about information to be presented
next based on what they have learned.
4. Have students relate ideas to existing knowledge structures.
5. Have students develop question; ask questions of themselves about
what’s going ob around them.
6. Help students to know when to ask for help.
7. Show students how to know when to transfer knowledge, attitudes,
values, skills to other situations of tasks.
 TQLR- it is metacognitive strategy before
listening a story or a presentation.
T- Tune in- it is first important of the learner himself
to be aware that he/she is paying attention, and that he
is ready to learn.
Q- question- the learner is given a question of he/she
thinks of questions about what he/she will learn soon.
L-listen- the learner exerts effort to learn.
R-remember- the learner uses ways or strategies to
remember what was learned.
PQ4R- this strategy is used in a study of a
unit or chapter.
P-preview- scan the whole chapter before delving in
each paragraph.
Q-question- read the guide question provided, or think
or you own questions about the topic.
R-read- check out sub headings as you read. Find out
the meaning of words that are not clear to you.
R- recite- work on answering the questions you had
earlier.
R-review- pinpoint topics you may need to go back and
read in order to understand better.
R-reflect- think about what you read.
Novice and Expert Learners

 Novice Learner’s
-A person who has just started learning doing
something.

 Expert Learner’s
-Employed metacognitive strategies in learning
-Monitored their learning and consequently adjusted
their strategies to make learning more effective.
 Difference between NOVICE and EXPERT
LEARNER
 NOVICE LEARNER
Have limited knowledge on the different
subject areas.
Are satisfied at just scratching the surface;
hurriedly gives a solution to the problem.
Employ rigid strategies that may not be
appropriate to the task at hand.
Attempt to process all information they
receive.
 EXPERT LEARNERS
Have deeper knowledge in different subject
areas because they look for interrelationships in
the things they learn.
Try to understand first the problems, look for
boundaries and create mental picture of the
problem.
Design new strategies that would appropriate to
that task at.
Select important information to process.
MODULE 2: LEARNER CENTERED
PSYCHOLOGICAL PRINCIPLES (LSP)
The LCP were put together by an American
Psychological Association. The following 14
psychological principles pertain to the learner and the
earning process.

The 14 principles are divided into those referring to:

 Cognitive and Metacognitive
 Motivational and Affective
 Developmental and Social
 Individual Difference Factors
 Cognitive and Metacognitive Factors
1. Nature or Learning Process
 The learning of complex subject matter is most effective
when it is an international process of constructing meaning
from information and process.
2. Goals of the Learning Process
 The successful learner, overtime and with support
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 repertoire of
thinking and reasoning strategies to achieve complex
learning goals.
 Successful learners use their approach to learning
reasoning, problem solving and concept learning.
5. Thinking about thinking
 successful learner can reflect on how they think and
learn, set reasonable learning or performances goals,
select potentially appropriate learning strategies or
methods and monitor progress towards these goals.
6. Context of learning
 Learning is influenced by environmental factors,
including culture , technology and instructional practices.
MOTIVATIONAL AND AFFECTIVE FACTORS
7. Motivational and emotional influences on learning
 The rich internal world of thoughts, beliefs, goals, and
expectation for success r failure can enhance or interfere with
the learner’s quality of thinking and information process.
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 of 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 overtime.
DEVELOPMENT AND SOCIAL FACTORS
10. Development influences 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 influence on learning
 learning can be enhanced when the learner has an
opportunity to interact and to collaborate with others on
instructional tasks.
 INDIVIDUAL DIFFERENCES FACTORS
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 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
learner and teacher at all stages of the learning process.