Republic of the Philippines

COTABATO FOUNDATION COLLEGE OF SCIENCE AND TECHNOLOGY

Barangay Doroluman, Arakan, Cotabato
Telefax No. (064) 577-1343
Email Address: [email protected]: www.cfcst.edu.ph

Modular Lesson

FACILITATING
LEARNER-CENTERED
TEACHING
OBE

Prepared by:

BAINORIE AKMAD-MANTAWIL, EdD

Associate Professor V/Course Professor

GRIEGO ROXAS LAGAMON

Instructor 1/Course instructor

Authors:
Ferdinand Bulusan
Marcelo r. Raquepo
Marilyn L. Balmeo
Joselito c. Gutierrez
Course Outline

Module 1: Learner-Centered Psychological Principles

Lesson 1: Learning Principles Associated to Cognitive, Metacognitive,
Motivational, and Affective Factors
Lesson 2: Learning Principles on development, Social, and Individual Differences
Summary…….
Assessment……

Module 2: Metacognition: Thinking About Thinking

Lesson1: Metacognition and Metacognitive Knowledge
Lesson 2: Metacognitive Regulation and Control
Lesson 3: Metacognitive Instruction
Summary……
Assessment……

Module 3: Cognitive Learning Theories

Lesson 1: Piaget’s Cognitive Development Theory
Lesson 2: Vygotsky’s Sociocultural Theory of Cognitive Development
Lesson 3: Information processing theory
Lesson 4: Problem Solving Theory
Summary……..
Assessment……..

Module 4: Behavioral Learning Theories

Lesson 1: Pavlov’s Classical Conditioning
Lesson 2: Thorndike’s Connectionism
Lesson 3: Skinner’s Operant Conditioning
Lesson 4: Neo-Behaviorism
Summary………
Assessment……..

Module 5: Constructivist Learning Theories

Lesson 1: Jerome Bruner’s Constructivist Theory, Gestalt Theory,
and David Ausubel’s Subsumption Theory
Lesson 2: Cooperative and Experiential Learning
Summary……
Assessment…….

Module 6: Psychosocial, Psychosexual, and Humanist Theories of Learning

Lesson 1: Erikson’s Psychosocial Theory and Freud’s Psychosexual Theory
Lesson 2: Kohlberg’s Moral Development Theory
Summary…….
Assessment…….

Module 7: Student Diversity

Lesson 1: Learning Style
Lesson 2: Multiple Intelligences
Summary……
Assessment……

Course Outcome
At the end of semester, the students are expected to:
1. Demonstrate the different theories of learning and motivation to real life situation of the learners;
2. Apply the different learning strategies in teaching learning process; and
3. Make a lesson plan integrating learning theories for continuous transfer of learning.
Preface

As a subject, Facilitating Learner-centered Teaching deals with fundamental principles, processes,

and practices that are anchored on learner-centeredness and other educational psychologies, as they
apply to facilitate the delivery of teaching and learning. This book strictly follows this description. Hence,
each lesson highlights not only the educational psychologies upon which teaching-learning principles are
anchored, but also the practical applications of such psychological theories in the 21st Century
classrooms. The implications of these theories are likewise underscored.

This course discipline addresses multi-standards for teacher education institutions. For instance, it is
aligned to the Philippine Professional Standards for Teachers (PPST), primarily targeting domains 1, 2, 3, 4,
and 6 under the Beginning Teacher Indicators. It also aids in realizing the level 6 descriptors of the
Philippine Qualifications Framework (PQF). Moreover, this course discipline has widened its ambit by
focusing on the ASEAN context of teaching, as an offshoot of the ASEAN integration. It primarily follows the
tenets of Outcomes-Based Education, as stipulated in the CMO 46, series of 2012.

The complementation of the standards mentioned above is seen in all parts of each lesson. Thus,
this subject I heavy on content but written in the most understandable manner. Teaching implications,
applications, and examples are expounded in this subject so that pre-service teachers can easily see the
bridge of the theoretical side and the practical context applied to the 21st Century classrooms. The level
of independence in this discipline addresses the PQF descriptor, but this material also promotes
collaboration and communication with other learners. These features can be seen in the activities and
tasks in this textbook.

With seven chapters, this textbook carefully unpacked the generic course description from the
latest Policies, Standards, and Guidelines (PSGs) of Teacher Education courses (CMOs 74, and 76, series of
2017). These chapters are as follows:

1. Learner-Centered Psychological Principles

2. Metacognition: Thinking about thinking
3. Cognitive Learning Theories
4. Behavioral Learning Theories
5. Constructivist Learning Theories
6. Psychological, Psychosexual, and Humanist Theories of Learning
7. Student Diversity

Each lesson, meanwhile, is composed of five parts. The components of each lesson form the acronym
“TEACH” which spells out the expected mission and vocation of each student upon completing the
teacher education program. These components are as follows:

1. Think

This is the input part, where content is presented and packed with practical applications in today’s
classrooms. This module uses the “we” and “you” voices to point out that the principles are
addressed to the learners, and the practices are ideally applied by all practitioners in the
profession, to which the learners will soon belong. This part of the module is also grounded on
studies from international peer-reviewed journals on educational psychology and pedagogy.
Hence, current trends and issues on facilitating learning are richly covered.

2. Experience
This part of the module highlights the specific experience of teachers applying the discussed
principles and theories under the “Think” part. Included are suggestions to teaching, other
guidelines for using the theories, and best practices taken from research journals.

3. Assess
Discussions on objective and performance-based activities were also incorporated in this module.
Some activities under this part require individual treatment, whereas others entail the learners to
 collaborate. This part targets alignment with lesson outcomes. In addition, some exercises are
provided to enhance the research skills of the learners.

4. Challenge
Issues for discourse requiring critical thinking are written in this part of the lesson. This part guides the
learners to reflect judiciously and think critically on current problems akin to the topic being
discussed in each lesson. Furthermore, students’ answers, when verbalized in class, will help the
learners to develop their communication skills.

5. Harness
Service learning, fieldwork, or outside-the-classroom activities are all suggest ways for curriculum
delivery under the latest PSGs of Teacher Education courses (CMOs 74, 75, and 76, series of 2017).
This art of the lesson provides some activities that enhance the creativity, innovation, and
application of the concepts learned by students.

Module 1: Learner-Centered Psychological Principles

It is not about what teachers cover;
It is about what students discover.

-anonymous

Introduction
Psychology plays a vital role in understanding the teaching and learning process. Many innovations in
the learning process have been made possible because of the contributions of psychology. Psychology is
a branch of science that studies human behavior, and helps educators and teachers to understand the
nature of diversity of learners. Teachers are now more confident and competent to teach because of a
deep understanding of their learners. They can facilitate learning according to the learners’ needs. History
has been witnessed as to how concepts, information, and studies in psychology have helped immensely
in understanding the nature of human being. They are bases for innovations and reforms in teaching.
Teaching strategies are made interesting because of the application of knowledge obtained from
psychology. Studies are continuously undertaken to enhance knowledge about teaching and learning
process. In this chapter, you are expected to:

 Explain learner-centered psychological principles;

 discuss implications of the learner-centered psychological principles to teachers and educators;
 analyse specific classroom situations where the 14 learner-centered psychological principles are
used; and
 suggest teaching strategies that could further enhance the 14 learner-centered psychological
principles.

Lesson 1: learning Principles Associated to Cognitive,

Metacognitive, Motivational, and Affective Factors

At the end of the lesson, you will be able to:

 explain the cognitive, metacognitive, motivational, and affective factors of teaching and learning;
 summarized learning using graphic organizers; and
 cites classroom situations that manifest applications of the principles

THINK

In the early 1990s, the American Psychological Association (APA) appointed a group, a Task force on
Psychology in Education, to conduct further studies in both psychology and education.

The purpose of this group was to conduct studies that could further enhance the current
understanding of educators on the nature of the learners about the teaching and learning process. The
end goal was to improve the existing school practices so that learning becomes more meaningful to all
kinds of learners.
 The 14 Learner-Centered Psychological Principles are categorized as follows: (1) cognitive and
metacognitive factors; (2) motivational and affective; (3) developmental and social; and (4) individual
difference factors. All these principles influence the teaching and learning process (APA, 1997). In this
lesson, the cognitive, metacognitive, motivational, and affective factors of learning are discussed.

Cognitive and Metacognitive Factors

Cognitive factors refer to the mental processes the learners undergo as they process information. The
way learners think about their thinking as they engage in mental task is the concern of the metacognitive
factors.
1. The learning of complicated subject matter is most effective when it is an intentional process of
constructing meaning from information and experience.
Teachers play a significant role in guiding their learners to become active, goal-directed, and self-
regulating, and to assume personal responsibility for their learning. The learning activities and opportunities
provided by the teacher are very important situations where learners can integrate knowledge and
concepts to their experiences. Whenever teachers plan their lessons and topics, they always need to
consider how they can bring reality in the classroom. Learners need to have a clear and concrete
understanding of knowledge and concepts presented so that they would also know in what particular
situations they have to apply them. Learning through experience is the most effective way of teaching.
An intentional learning environment is one that fosters activity and feedback and creates a culture that
promotes metacognition, that is, one in which the learner becomes aware of his or her learning process
and can use tools to enhance this learning process (Bereiter & Scardamalia, 1989).
2. The successful learner, over time and with support and instructional guidance, can create
meaningful, coherent representations of knowledge.
Learners need to be goal-directed. Teachers have to guide learners in terms of determining their
personal goals. They need to set their goals, not dictated by others, to ensure their willingness to achieve
them. Meaningful learning takes place when what is presented to learners is very much related to their
needs and interests. When learners have good understanding of the concepts discussed in school, they
can reach long-term goals most likely. Indeed, it is challenging to motivate learners to succeed.
3. The successful learner can link new information with existing knowledge in meaningful ways.
In planning a new lesson to be presented, teachers would usually find it more effective when they
connect the learners’ existing knowledge to new information. The integration of prior experiences to new
concept to be learned is a way of making connections between what is new and what is already known.
That new knowledge is created from old knowledge is the very heart of constructivism. Teachers should
initiate more opportunities for learners to share ideas, experiences, observations, and readings as the
need arises. Sharing prior knowledge can be done in creative strategies like concept mapping, group
activities, and other collaborative techniques where learners are also able to learn from each other’s
experiences.

4. The successful learner can create and use a repertoire of thinking and reasoning strategies to
achieve complex learning goals.
Strategic thinking is a person’s ability to use knowledge in different ways to solve problems, address
concerns and issues, decrease difficulties in certain situations, and make sound decisions and judgments
in varied conditions. Strategic thinkers do not easily give up even difficult situations. They are more
challenged to find ways to solve a problem no matter how many times they failed. They are not afraid to
commit mistakes because they perceive them as meaningful learning experience to continuously
discover other ways of arriving at solutions. Teachers are supposed to give them as many opportunities to
learn. Experiment, solve, and explore new ideas and concepts. Thus to motivate and encourage the
learners to be more creative and innovative in their ideas, opinion, and responses are must for teachers.

5. Higher-order strategies for selecting and monitoring mental operations facilitate creative and
critical thinking.
One of the most challenging roles of the teachers is to develop among their learners’ higher order
thinking skills (HOTS). It means that their learners can do evaluation, synthesis, analysis and interpretation of
varied concepts, information, and knowledge. As previously mentioned, learners develop their thinking
skills when they are provided with opportunities and learning experiences to process varied events and
situations, specifically if given real problems. This context means that aside from mastering information,
discovery, problem-solving, creation, and evaluation should also be integrated into their learning
experiences. Assessment tools in school should be authentic. Students can make inferences, sound
judgments, and relevant conclusions, and use their learned knowledge to varied situations. HOTS are very
much needed in this fast-changing world.

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

practices.
Learning does not only take place inside the classroom. Much of what learners learn in the classroom
with their teachers can only have meaning once they see them concretely in their everyday life.
Examples given in the classroom should be a reflection of their actual life experiences. The digital tools
and instructional practices must be carefully selected to facilitate a motivating, stimulating, and
encouraging learning environment geared toward effective acquisition of knowledge, concepts and skills
among learners.

Motivational and Affective Factors

How the learners push themselves to learn and how they value learning are the concerns of the
motivational factors. Meanwhile, the affective factors relate to the feelings, and emotions that learners
put into the learning task.

1. What and how much are learned are influenced by the learner’s emotion.
Motivation to learn is influenced by the individual’s emotional states, beliefs, interests and goals, and
habits of thinking. Motivation plays a very important role in learning. It pertains to an individual’s inner drive
to do something, accomplish something, pursue a goal, learn, and master a skill, or just discover without
necessary being forced or pushed by anyone. The level of one’s motivation would also determine the
extent of his or her ability to accomplish desires tasks. The way teachers motivate their learners is then
crucial to make them actively engage in the process.

In lesson planning, the motivation part of the lesson sets the positive mind set of the learners. No matter
how new, challenging and technical a topics is, if the level of their motivation is high, they would always
find the interest to participate and get themselves engaged. Meanwhile, if there were no efforts to
motivate learners, then, there would also be no engagement to learning.

Teachers and parents’ encouragements, praises, and rewards can boost the learners’ confidence.
They can also establish positive emotional states and good habits of learning. Teachers should also use
learning materials and strategies that would eradicate learners’ anxiety, panic, and even insecurities.

2. The learner’s creativity, higher-order thinking, and natural curiosity all contribute to the motivation
to learn.
There are two kinds of motivation-intrinsic and extrinsic. Intrinsic motivation is manifested when an
individual engages in an activity or task that is personally rewarding, and there is no expectation for
any external or tangible reward. Extrinsic motivation, meanwhile, is its direct opposite. A person
engages in a task or activity to earn external rewards or to avoid punishments in some situations.
Intrinsic motivation is stimulated by task of optimal novelty and difficulty, relevant to personal interests,
and providing for personal choice and control.

As teachers and mentors, the most important way to motivate the students to learn is to present
the value of that knowledge or concept to their life. Learning is not only about getting good grades or
complying with requirements, but it is more of knowing why they need to learn such and to what
specific instances in their lives that they would be able to use them. When what is being taught to the
students is presented creatively, it stimulates their HOTS, enhances their curiosity, and heightens their
interest to learn more about it. Teaching strategies that allow personal choice and control,
collaboration, and creation for learners contribute to a more heightened intrinsic motivation for
learning.

3. Acquisition of sophisticated knowledge and skills requires extensive learner’s effort and guided
practice
The learners’ motivation to learn is also patterned by their extended efforts. Teachers facilitate
learning opportunities and experience that encourage learners to exert time and effort and at the
same time commitment and enthusiasm towards a task they have to do and a concept they have to
 learn. It is through the teachers’ encourages that they will have to do tasks with quality and not just for
compliance’s sake.
Teachers can praise works that have been done well. They can also acknowledge every little
achievement of a person. Teachers can use the students’ error or mistakes as opportunities for
mentoring. All these raise a person’s motivation to learn. Positive emotions established in the classroom
as well as with others make learning interesting for everybody in general. The learning environment
can also foster positive emotions when there is no competition between and among learners, and
numeric grades are just secondary considerations as pieces of evidence of learning.

EXPERIENCE

Learners acquire knowledge and skills from the experiences that they actively engage in. this scenario
demands the teachers to be in an active role as well to effect the intended positive changes to the
learners. Initially, teachers’ awareness of students’ background or characteristics is vital input in
instructional design. Common experiences shared by teachers in seminars and trainings reveal the varied
methodologies and strategies they have proven in their action researches to be effective. Cognition is
triggered by the varied types of motivation used by teachers and the strategies they use to build a more
positive effect among learners. Likewise, prior knowledge has been found useful in the learners’
metacognitive thinking. The stock knowledge and skills have developed greater confidence for the
learners to hurdle the task-in the planning of the strategies to solve a task, in their monitoring of their
solving processes, and in evaluating their output. Based on common experienced by teachers, learners
achieve more if they exert effort in the task given to them.

The teachers should consider all the major elements of the cognitive and metacognitive factors of
learning as follows: nature of the learning process, goals of the learning process, construction of
knowledge, strategic thinking about thinking, and the context of learning. Each teacher’s learning plan
should be carefully checked as to its appropriateness and effectiveness in lesson delivery. Mentoring of
new teachers by the seasoned teachers should also be a good practice that needs to be observed in
schools. Teachers have best practices in motivating and stimulating their learners depending on their age
and grade levels. Sometimes, extrinsic motivation works effectively among those in the lower grades, like
giving tokens, stars, or any tangible reward. As they progress from one grade level to the other, teachers
also modify motivation from being extrinsic because they are now becoming more matured learners. Their
interests as well as the commitment to finish their task are now more critical rather than just the concrete
rewards.

ASSESS

Activity 1: read and analyse the statements. If true, write YES before the item; if false write No.
___1. Differentiated instruction attempts to resolve diversity of learners in the classroom.
___2. The motivation of a learner from the urban community is similar to that from the rural area.
___3. The development of higher-order thinking skills is attainable among the lower years.
___4. Making learning alive and active initiates students’ positive love for the subject.
___5. Verbal reinforcements, as they seem fitted for the elementary level, are avoided in the senior high
school level.
___6. The practice of unlocking difficulties for a difficult lesson provides scaffold to the learners.
____7. The assistance of a more advanced student to a slow learner in explaining the lesson is defeating
the purpose of active engagement of the learner.
____8. Praising a slow learner for a little effort exerted is a stepping stone for his or her progress.
____9. Using new technologies in the classroom has more disadvantages and advantages, as learners are
overwhelmed.
____10. A teacher who facilitates learning becomes the main source of knowledge in every lesson in class.

Activity 2: in a three-paragraph essay, explain the cognitive, metacognitive, motivation, and affective
factors of psychological learner-centered principle of learning in your own words. Cite at least two
classroom situation that apply two principles of these factors.
CHALLENCE

1. “Variety is a spice of life.” How is this statement applicable in the selection of instructional
strategies, motivational strategies, and effective strategies?
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2. “This subject is my Waterloo”- a statement most learners attribute to subjects they find difficult.
If you were a teacher, what motivation and effective strategies would you use to alter this
perception and attitude?
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HARNESS

1. Complete the graphic organizer by filling in with novel classroom practices that address the
psychological principles of learner-centered learning.

Classroom
Practice

Classroom Classroom
Practice Cognitive and Practice
Metacognitive
Factors

Classroom
Practice
 2. Make a similar graphic organizer to address the same task, this time for motivation and effective
factors.

Lesson 1: learning Principles on Development, Social, and Individual Differences

THE LESSON IN A CAPSULE

Teachers’ comprehensive understanding of the cognitive and metacognitive factor of learning is

very much needed. The potentials, skills, talents, and abilities of learners would not be enhanced well if
learning opportunities and experience are minimal. The teachers’ strategies and techniques is delivering
information and concepts would highly determine the extent of how these potentials, skills talents, and
abilities of learners can be fully developed.

Lesson 2: Learning Principles on Development, Social, and Individual Differences

At the end of the lesson, you will be able to:
 explain the development and social factors and individual differences that influence learning;
 recognizes classroom instances that apply the learning principles related to development and
social factors and individual differences; and
 apply the principles learned in classroom-specific situations.

THINK

Development and social factors as well as individual differences are considered critical factors in the
capacity of learners to engage in learning. These principles include the following:

1. 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. Knowledge on the physical, intellectual,
emotional, and social domains of the learners is an excellent springboard for planning learning
activities, materials, and assessment. Often, some learners are not learning well because there is
mismatch between the learning activity and the learner’s developmental stage.
Teachers are person and professionals who should be knowledgeable of the various
developmental milestones of learners. They should not working alone instructional planning. They
should always collaborative with the school administrators, guidance councillors, learners’ parents,
guardians, and even family. Specially, teachers should always look into the readiness of the learners
through keen observations, diagnostic tools, authentic assessments, and the like. All of these will help
to create optimal learning contexts and environment.

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

others.
Collaboration is a 21st century skill. All learners should learn the skill of working with others in an
instructional setting. This ability will prepare them for the real world where they are expected to
interact effectively to a community of diverse people. Collaborative skills encompass social
interactions, interpersonal relations, and communication. Learning activities in the classroom should
offer opportunities for such collaborative skill. Group works, group dynamics, as well as group tasks are
examples of situations where such can be developed.
When learners work with their peers and classmates, they learn to appreciate and respect diversity.
They practice their listening skills and the same time consider each other’s perspectives and
contributions on the task to be completed. When adequately facilitated by the teacher, this ability
contributes to a positive and healthy learning such as respect for each other’s opinions, give-and-take
relationships, and taking responsibility for assigned tasks to develop the interpersonal relationships of
the learners.

3. Learners have different strategies, approaches, and capabilities for learning that are a function to
prior experience and heredity.
Diversity is a natural part of life. The learning environment is the best example where diversity is
manifested between and among learners. Each learner has his or her learning style, intelligence,
potential, skills, talents, learning preferences, as well as cognitive abilities, which are the effects of both
experience and heredity. Theories on multiple intelligence, learning styles, and differentiated
instructions are all to be considered when planning the delivery of lessons. Teachers assist and support
their learners in identifying their most effective learning style, dominant intelligence, skills, and
potentials, and help them identify the ways and means on how they can use them to maximize
learning.
Current trend in teaching encourage teachers to apply concepts on multicultural teaching,
differentiated instruction (DI), and the Universal Design for Learning (UDL). All these principles support
the premise that teachers should be creative, innovative, and supportive of the individual differences
of their learners. These trends in teaching offer various ideas, options, and ways by which diversity can
best be used for meaningful teaching and learning.

4. Learning is most effective when differences in learner’s linguistic, cultural, and social backgrounds
are taken into account.
Multicultural teaching encourages teachers to consider their learners cannot express themselves
properly and when the learning material is not also related to their social context. Examples given may
be too vague or abstract because their most specific application cannot be found outside of the
school. Cases and situations should be contextualized and localized. When learners find that their
lessons re also concretely seen their places and are closely related to their environment, the more they
appreciate learning.
Culture makes one person distinct from other people. Students manifest differences in language,
values, belief systems, and way of life. An inclusive classroom is one that welcomes and respects these
differences, which are incorporated into their learning activities. They are also used as actual
examples of concepts presented during discussions. Students do not feel discriminated upon and
ridiculed because of their uniqueness as an individual. When each learner feels valued, accepted,
and appreciated for what he or she is, this affirmation contributes to a positive learning environment.

5. Setting appropriately high and challenging standards and assessing the learner as well as the
learning progress- including diagnostic, process, and outcome assessment- are integral parts of
the learning process.
 Assessment and evaluation are essential part of the teaching, and learning process. The results of
assessments conducted are used to gauge the learners’ strengths, weaknesses, limitations, and areas
of difficulties. Teachers can also determine what kind of support and scaffold the learners need. This
process also includes knowing which instructional material would best assist a learner for better school
performance.
Assessment should be an on-going process. Whether it was formative or summative, results should
be used as a means of improving the teachers’ strategies and techniques in teaching. Low results
may not always be attributed to students’ negligence and difficulties but may also be because the
teacher’s strategy was not effective during the delivery of the lesson. Assessment, therefore, is for
both the teacher and learner.

EXPERIENCE

Teaching is complex process. It can be observed that there are teachers who enter their classroom
without put much preparation on how they could make learning more interesting and engaging in
varied kind of learners. It is the very reason why institutions preparing pre-service teachers at present
have continuously introduced innovations on their teacher education program to prepare them for
this complex task. The teachers are immersed as much as possible to actual classroom situations so
that at an early stage of their training, they can already see the realities In the teaching an learning
process. Teachers learn from their experiences as teachers because they meet different kinds of
learners every day. The learners’ developmental stages are highly considered. Teachers prepare them
for more difficult task but in a meaningful and interesting way. Learners are individually different from
each other. Some are fast learners; some are quite slow, too. Teachers should then derive ways and
means on how both groups can be assisted.
A classroom is a place where diversity is appreciated and respected. it is never a place where
learners are discriminated upon or ridiculed because of their unique way of life, social background,
beliefs, value systems, and traditions.

ASSESS

Activity 1: Put a check mark (/) before each item if the teaching practice satisfies the development
and social factors, and individual differences of learning; put an X mark if not.

___1. A teacher varies the level of difficulty of the same task for bright and slow learners.
___2. A teacher allows a learner in Social Science to explain the answer to the question in the dialect
in which the learner is fluent and the class understand.
___3. Mr. Ramos asks far-sighted learners to be seated in front.
___4. Mrs. Jurado tolerates the minor misbehaviour of a learner.
___5. Miss Renante discourages the use of local materials in the Art projects of her learners.
___6. A teacher cites cultural practices of the students as examples for learning.
___7. Mr. Runa asks the fast learners to coach or mentor the learners needing assistance.
___8. Miss Pascual tells Rema, the class singer, to enrol in the Special Program for the Art track.
___9. Girlie was told by the teacher to concentrate on academics, not on the school paper
assignment.
___10. The Science teacher asks for the help of the school nurse to explain fertilization.

Activity 2: Through symbolism, present the development and social factors and individual differences
of learning creatively. In short paragraph, explain the implications of the symbolism presented.
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CHALLENGE

1. Why is it important for beginning teachers to be aware of the learner-centered psychological

principles for school reform?
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2. With your knowledge on the salient features of RA 10533 or the Enhanced Basic Education
Curriculum, what is the importance of applying the learner-centered psychological principles to
teaching?
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3. Do you think that the length of service in teaching guarantees effectiveness in implementing the
learner-centered principles? Defend your answer.
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HARNESS

Find a partner and do the following:

1. Interview a new and seasoned teacher in your school. List his or her practices in terms of
implementing the learner-centered principles of learning. Which among his or her practices, do
you believe, is the best or is most effective?
2. Search for and download an article or study on teachers’ best practices along with
conducting an assessment to a diversity of learners. Which among these practices do you
believe is very effective?

THE LESSON IN THE CAPSULE

In engaging learners to learn, development and social factors as well as individual differences are
considered. Effective classroom strategies and activities stem from these principles. These principles
highlight the need to communicate and collaborate with other learners because learning is a social
experience. They are given paramount emphasis to facilitate learners-centered teaching.
MODULE SUMMARY

Theories in learning provide a vibrant framework for understanding the teaching and learning process.
The principles provide a framework that could assist educators in improving their teaching and learning
practices. The primary goal of these principles will make teachers more reflective of their current practices
so that learning becomes more meaningful and exciting to all kind of learners. School reforms and
innovation should be a regular part of the education process.

ASSESSMENT

Instructions: Read the statement and decide which of the given choices would answer the question
correctly or complete the statement. Encircle the letter of your answer.

1. The 14 Learner-Centered psychological principles are divided along the following areas,
except___________.
a. physical and psychomotor c. developmental and social
b. cognitive and metacognitive d. individual differences
2. Which of the following best describes an intentional learning environment?
a. The school is complete with modern-day facilities and equipment.
b. Learners are aware of their learning process and use tools to enhance this learning process.
c. The teachers are experts in their fields and had finished postgraduate studies.
d. Teachers use technology in lesson presentations and activities.
3. In creating their personal goals, learners are best assisted by their teachers when they ________.
a. set time for dialogues with teachers and their administrators
b. are mandated to attend seminars, recollections, and retreats
c. are dictated upon by both their parents and teachers because they are still young
d. are guided to make their own, considering their experiences and aspirations in life
4. Which of the following is the very heart of constructivism?
a. New knowledge is created from old knowledge.
b. Social interaction creates meaningful learning experience.
c. Use of contrived experiences creates meaningful learning situations.
d. Group activities mean more active participation and engagement of everybody,
5. Which of the following is NOT a characteristic of a strategic thinker?
a. does not easily give up even in difficult situations
b. uses knowledge in different ways to solve problems and address concerns and issues
c. uses experiments and trial-and-error methods to find the best solution to a problem
d. ask others for possible solutions to problems before thinking of his or her solution
6. A person’s inner drive to do something without necessarily being forces by someone is called_____.
a. encouragement c. emotional state
b. motivation d. effective domain
7. Which of the following is NOT an intrinsic motivation?
a. to make one’s parent happy c. to attain personal gratification
b. to avoid punishment d. to prepare for one’s future
8. Which of the following is NOT a part of the diversity of learners?
a. Multiple Intelligences c. learning Styles
b. Differentiated Instruction d. Dale’s Cone of Experience
9. Which of the following is NOT a positive response in a diverse classroom?
a. Multicultural is an approach to education that promotes learning of other cultures and healthy
social skills in a multicultural setting.
b. Classrooms are melting pots of all kinds of students with diverse abilities, characteristics,
dispositions, and needs.
c. Using different activities and games in multicultural classroom is an excellent way to foster
inclusivity and encourage students to share their heritage.
d. The seating arrangements of learners are by their social status and backgrounds to establish
order and unity in the classroom.
 10. Which of the following is the best purpose assessment?
a. School leaders uses assessment results as a basis for the rehiring of teachers.
b. Assessment results improve students’ learning and teachers’ teaching strategies and
techniques.
c. Assessments results help determine the number of students to be retained and promoted in a
particular grade level.
d. Assessment results are used for school planning and teacher support system.
11. To make teaching effective for all the learners, several important factors have to be considered,
EXCEPT the___________.
a. teacher c. nature of the subject matter
b. learning materials d. school policies and rules
12. According to research, learning is best developed when the _______________.
a. learners are pressured to do their tasks
b. expectation for success is set high
c. learners compete with each other
d. teacher reprimands those with low scores
13. Which of the following the most appropriate way of supporting the unique learning needs of
preschool learners?
a. gives projects and assignments to do at home
b. show colourful reading materials
c. provides regular hands-on activities
d. integrates paly in their daily activities
14. Learners are more engaged in the teaching and learning process when the following in observed
by the teacher:
a. give complex ideas about the topic
b. topics are significant to the learners’ everyday life situations
c. topics are presented through role plays
d. topics are project-based
15. What best describes the learning environment?
a. It is totality of all the physical structure and facility that a school has.
b. It encompasses the context and the culture of the school.
c. It is diverse physical location, context, and culture in which students learn.
d. It is composed of all things the student pay for in their tuition and miscellaneous fees.

REFERENCES

American Psychological Association (1997). Learner-centered Psychological Principles: A Framework for

School reform and Redesign. Retrieved from https://www.apa.org/ed/governance/bea/learner-
centered.pdf

Bereiter, C., Scardamalia, M., (1989). Intentional Learning as a Goal of Instruction. Ontario Institute for
Studies in Education.

Engle, R.W., Cantor, J., & Carullo, J.J. (1993). Individual differences in working memory and
comprehension: A test of four hypotheses. Journal of Experimental Psychology: Learning, Memory, and
Cognition, 19, 972-992.

Harasim, L. (2017) Learning Theory and Online Technology. 2nd edition. New York: Routledge.

Teacher Development Trust. (2015). Developing Great Teaching – Lessons from the international reviews
into effective professional development.
 Chapter 2: Metacognition: Thinking About Thinking
Children must be taught how to think, not what to think.

-Margaret Mead

Introduction

Today, facilitating learning is aimed to assisting learners in acquiring expected competencies. In

addition, the facilitation of learning addresses the expected competencies to help them understand their
learning and thinking. Research findings have shown that metacognitive thinking operates as a vital skill to
other skill like problem-solving, creative thinking, and critical thinking. The good news is that metacognition
can be taught. In this chapter, you will discover the nature of metacognition, its components, and how
metacognitive processes work in the classroom. In this chapter, you are expected to:
 Ex
 plain metacognition and its components;
 delineate the relationship between metacognitive knowledge and metacognitive processes; and
 identify effective metacognitive teaching strategies to facilitate learning.

AM I UNDERSTANDING THE
MESSAGE THE AUTHOR
HAS WRITTEN?

WHAT DO I KNOW ABOUT THE STORY? I AM SURE MY ANSWER IS CORRECT.

Lesson 1: Metacognition and Metacognitive Knowledge

After completing this lesson, you will be able to:

 explain the meaning of metacognition and metacognitive knowledge;
 determine metacognitive knowledge required in a specific competency; and
 apply concepts learned in assessing your work and other’s output.

THINK

Definition of Metacognition
The term metacognition is attributed to Flavell. He described it as “knowledge concerning one’s
cognitive processes and products or anything related to them, e.g., the learning-relevant properties of
information and data.” Furthermore, he referred to it as “the active monitoring and consequent regulation
and orchestration of these processes concerning the cognitive objects or data on which they bear,
usually in the service of some concrete goal or object” (Fravell, 1979). The meaning metamorphosed into
”thinking about thinking,” “knowing about knowing,” and “ cognition about cognition.

Components of Metacognition
The elements of metacognition are metacognitive knowledge and metacognitive regulation (Flavell,
2004). These two elements are interrelated; the presence of the first one enhances the second element.
Metacognitive knowledge (also called knowledge of cognition) refers to “what individuals know
about their cognition or cognition in general” (Schaw, 2002). It involves three kinds of metacognitive
awareness, namely: declarative knowledge, procedural knowledge, and conditional knowledge (see
Figure 1)
 Conditional
Knowledge
Declarative Knowledge
Knowledge on when
Procedural and why to apply
Knowledge about
Knowledge cognitive act
things
Knowledge on how Knowledge on when a
Knowledge about one’s
to do things strategy is
own abilities
Knowledge on how appropriate
Knowledge about
to execute skills
factors affecting one’s
own performance

Figure1. Components of metacognitive knowledge.

Declarative knowledge or personal knowledge is the learner’s knowledge about things. It also
refers the learner’s understanding of own abilities, and the knowledge about oneself as a learner and of
the factors that moderate one’s performance. This type of knowledge is not always accurate as the
learner’s evaluation of his or her capabilities may be unreliable. For instance, that Manila is the capital of
the Philippines and that oases is the plural form of oasis are examples of declarative knowledge. That a
learner has limited information as to the semantic rules is also a declarative knowledge.

Procedural knowledge or task knowledge involves the knowledge of how to do things and how
skills or competencies are executed. The assessment on the learner’s task knowledge includes what
knowledge is needed (content) and the space available to communicate what is known (length). A
learner given a problem-solving task, for instance, knows the prerequisite information and prior skills are
necessary to be recalled and readily executed at the given time to solve the problem. Such knowledge
gives confidence in working with the problem.

Conditional knowledge or strategy knowledge refers to the ability to know when and why various
cognitive acts should be applied. In involves using strategies to learn information (knowing how to
know)as well as adapting them to novel contexts ( knowing when strategy is appropriate). This knowledge
is evident in a learner who seeks the help of the school nurse to make a report on the communicable
diseases prevalent in the community as well as this learner’s knowledge that the best way to gather the
information is to interview a nurse and to go over the health records of the Municipal Health Office of the
town.

Metacognitive knowledge is the result of an individual’s metacognitive experiences. Flavell (1979)

explained them as experiences that “an individual has through which knowledge and skills test becomes
aware that he or she has low declarative and procedural knowledge. In contrast, a learner who has
always scored highest in both the content and skills test has strong confidence in his adequacy of
knowledge in the subject.

Similarly, metacognitive knowledge depends so much on the learner’s metamemory, the

knowledge of what memory is, how it works, and how to remember things. Through instruction and
individual effort, metamemory develops over time. For instance, learners who have been taught how to
organize information and use rehearsal strategies have richer metamemory. They can retrieve
declarative, procedural, and conditional knowledge when required by the task.

EXPERIENCE

Metacognitive thinking among learners provides avenues for them to learn more. Two aspects of
metacognitive instruction is content knowledge (concepts, facts, procedures) and strategic knowledge
(heuristic, metacognitive, learning). It is essential that to think through a process, learners must have the
content knowledge to think about something. One also needs to have a heuristic (shortcut) or algorithm
(formula) to follow on developing the skill (Medina et al., 2017). Instruction should have a content
component and direct instruction on how to work through a process.

Another consideration is the potential of cooperative learning in teaching metacognition.

Engaging learners in collaborative discussion of the learning task enables them to enhance their learning.
During the discussion, learners think about their way of thinking and their reflection after the lesson
demonstrates a metacognitive way of thinking. The learners identify the main components of the learning
strategy and realized how the strategy helps them to learned (Eldar et al., 2012). Collaborative teaching
strategies are, therefore, useful tools to enhanced learners; reflective thinking.

ASSESS

Activity 1. Use the Frayer vocabulary definition model to explain the three metacognitive knowledge(e.g.,
declarative knowledge as shown below). With this as a guide, explain your definition to the class.

Definition: Characteristics:

Declarative
Examples: Knowledge Non-examples:

Activity 2. Identify if the following thoughts are more a declarative, procedural, or conditional knowledge.
Write your answers on a separate sheet of paper.

1. I know that the context of this problem is not suited to the theory.
2. There are three ways to solve this problem.
3. This fact is essential to recall for the situation presented.
4. ROYGBIV makes it easy for me to remember the color of the rainbow.
5. This is an irregular verb, thus, adding -ed to the word to make it past tense does not apply.

CHALLENGE

1. Why is metacognition important to a teacher and a learner?

______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________

2. Is prior knowledge essential in developing metacognitive knowledge? Justify your answer.

______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
____________________________________________
 3. Using available search tools, read about organization, rehearsal, and elaboration strategies as
learner’s aid to enhance the content of the metamemory. With the diverse types of learners in
the classroom, how would you use these strategies to benefit your learners?
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
__________________________________________________________________________________________

HARNESS

1. Considering your subject specialization ,choose one competency related to a topic from a
textbook used in a particular grade level, then identify the metacognitive knowledge necessary for
you to include in teaching the desired competency. Used the matrix below as a guide.

Competency:

Subject Matter:

Metacognitive Knowledge Specific Skills to Develop in the Lesson

Declarative Knowledge

Procedural Knowledge

Conditional Knowledge

2. Scratch My Back, I’ll Scratch Yours: with your output in Activities 1 and 2, get a partner and critic
each other’s work. Explain the specifics on what needs to be refined.

THE LESSON IN THE CAPSULE

Metacognition is one’s awareness of his or her thinking and the ability to control it while processing
a task. It involves metacognitive knowledge, which comprises three component: declarative knowledge
(knowledge about things), procedural knowledge (knowledge of processes), and conditional knowledge
(knowledge of what is appropriate for the context of situation). These components of knowledge are
influenced by metacognitive experiences and metamemory.
 Lesson 2. Metacognitive Regulation and Control

After completing this lesson, you will be able to:

 explain the meaning of metacognitive regulation;

 determine your dominant approach in learning and studying;
 analyse the relationship among the three metacognitive processes: planning, monitoring, and
evaluating; and
 operationalize metacognitive processes in a given situation or context.

THINK

Metacognitive Regulation and Control

Metacognitive regulation is the second element of metacognition. Whereas metacognitive

knowledge refers to the learners’ knowledge or beliefs about the factor that affect cognitive skills,
metacognitive regulation pertains to their ability to keep track of (monitor) and assess their knowledge or
learning. It includes their ability to find out what, when, and how to use a particular skill for a given task. In
this manner, they can control their learning. Self-regulation is essential in metacognition.

To illustrate metacognitive regulation, consider a student in a Speech class; he or she knows when
a word is mispronounced as it sound unpleasant, thus, he or she consults an electronic dictionary to listen
to haw the word should be pronounced. Following the model, the pronunciation is improved.

Metacognitive regulation involves three processes: setting goals and planning, monitoring and
controlling learning, and evaluating own regulation (see Figure 2).

PLANNING

Metacognitive Experiences Metamemory

MONITORING

Metacognitive Experiences Metamemory

EVALUATING

Metacognitive Experiences Metamemory

Figure 2. Metacognitive regulation and control processes.

Planning involves the selection of appropriate strategies and the allocation of resources that affect
performance (Schaw, 2002). Together with setting goals, planning is considered a central part of students’
ability to control their learning processes and to learn outcomes through deliberate self-regulatory
decisions and actions. Goals are dichotomized as mastery goals and performance goals (Paulson &
Bauer, 2011). Mastery goals are related process, learning, and development. In contrast, performance
goals are usually associated with product orientations and demonstrating competence or social
comparison to the peer group. For example, a student who desires to get high grade (performance goal)
in a Science class portfolio determines how best to make all entries in the portfolio exemplary in all criteria
as described in the scoring rubric(mastery goal.)

At this point of metacognitive regulation, the learner’s questions include the following: What am I
asked to learn or do here? What do I already know about this lesson or task? What should be my pacing
to complete this task? What should I focus on when learning or solving this task?

Monitoring refers to one’s on going awareness of comprehension and task performance (Schaw,
2002) referred to as metacognitive monitoring and controlling learning, it also involves the monitoring of a
person’s thinking processes and the current state of knowledge. Given a task, it involves the awareness of
the person that the prerequisite knowledge and process to manage the task is sufficient to succeed in it. it
also involves the ability to consider the accuracy of the knowledge and procedure to solve the task. If
ever inadequacy is felt, the person can control the processes undertaken to still succeed in the resolution
of the task.

A student who answers a word problem in Mathematics is aware of the steps to follow to solve the
task. In the process, the person monitors from metamemory if procedural knowledge is adequate and
could be executed. Along the way, the person monitors his or her thinking and then revises the process if
found ineffective in solving the problem.

At this stage, some questions asked by the learners include the following: Do I have adequate
knowledge to solve the problem? Are my prior knowledge and skill appropriate for this task? Are my
strategies appropriate to this task? What can I do to get additional information for this task?

The last step is evaluating, assessing knowledge or learning. It refers to appraising the products and
efficiency of one’s learning (Schaw, 2002). It involves the person’s ability to evaluate how well the
strategies are used to lead to the solution of the problem or completion of the task. It tells whether or not
the procedure resulted to the correct answer or a different answer.

In the previous Mathematics word problem-solving task situation, the person comes to a realization
that the equation formulated to solve what is asked in the problem was indeed correct based on the
cross-checking process done. If the answer is wrong, the learner surmises what went wrong along the way.

Sample questions asked by the learner in this phase of metacognitive regulation are the following:
What new learning was achieved? What universal understanding should I remember? Was the correct
answer obtained? Were the goals set achieved? What could I have done to make my work better? What
should I do the next time I encounter a similar situation?

EXPERIENCE

Teaching learners to plan, monitor, and evaluate their thinking is possible. For teacher to help the
learners develop metacognitive thinking, they need to profile the ways of thinking and studying their
learners. Metacognitive learners are either novice or proficient. For instance, a reading comprehension
research observed that novice or poor readers skip the title and paragraph headings, refrain from setting
goals and select reading strategies accordingly, read linearly without noticing lack of comprehension,
and terminate reading without evaluation or reflection. In contrast, proficient readers start with orienting
reading to grasp theme or gist of the text, read the title and paragraph headings, skim through the text,
and purposefully read the concluding paragraph, while activating prior knowledge of the subject matter.
They set reading goals and plans, and monitor their comprehension, both on the level of individual words
and on the level of paragraphs or the entire text (Veenman, 2012).

After knowing the metacognitive thinking of learners, teachers can provide interventions that are
appropriate to their needs. Giving scaffolds to learners, while they perform a task, helps them refine their
way of thinking and studying. In the process, they recognize their strengths and weaknesses. The next time
they engage in metacognitive thinking, they could plan, monitor, and evaluate their own thinking better.

ASSESS

Activity 1. Answer the short version of Approaches and Study Skills Inventory for Students (ASSIST) to
determine how you learn and study.

Directions: this questionnaire has been designed to allow you to describe, in a systematic way, how you
go about learning and studying. Please respond truthfully, so that your answers accurately describe your
actual ways of studying, and work your way through the questionnaire quite quickly, making sure that you
give a response to every item. Check the cell that corresponds to your agreement to the statements.

SA means Strongly Agree, A means Agree; D means Disagree; and SD means Strongly Disagree
 Statements SA A D SD
1. I often have trouble making sense of the things I have to remember.

2. When I am reading an article or book, I try to find out for myself exactly
what the author means.
3. I organize my study time carefully to make the best use of it.

4. There is not much of the work here that I find interesting or relevant.

5. I work steadily through the term of semester, rather that leave it all until
the last minute.
6. Before tackling a problem or assignment, I first try to work out what lies
behind it.
7. I am pretty good at getting down to work whenever I need to.
8. Much of what I am studying make little sense: it is like unrelated bits
and pieces.
9. I put a lot of effort into studying because I am determined to do well.
10. When I am working on a new topic, I try to see in my mind how all the
ideas fits together.
11. I do not find it all difficult to motivate myself.
12. Often I find myself questioning things I hear in lectures or read in books.
13. I think I am quite systematic and organized when it comes to revising
for exams.
14. Often I fell I am drowning in the sheer amount of material we have to
cope with.
15. Ideas in course books or articles often set me off on long chains of
thought of my own.
16. I am not sure what is important in lectures, so I try to get down all I can.
17. When I read, I examine the details carefully to see how they fit in with
what is being said.
18. I often worry about whether I will ever be able to cope with the work
properly.

Sources: Entwistle and Tait,2013. Approaches and study Skills Inventory for Students (ASSIST) (incorporating
the Revised Approaches to Studying Inventory- RASH)

Scoring Procedure: Add your scores for Deep Approach: Item 2,6,10,12,15,17; add your scores for
Strategic Approach: Item 3,5,7,9,11,13; and add your scores, for Surface Approach: Items 1,4,8,14,16,18.
The approach where you scored highest is the dominant approach you use in studying and learning.

Activity 2. Classify the following questions/statements if the learner is engaged in planning, monitoring, or
evaluating phases of metacognitive regulation and control. Write your answer on a separate sheet of
paper.

1. Is the strategy leading me to the correct answer?

2. My answer does not meet the standards in this scoring rubric.
3. What strategy is best for this type of problem?
4. What does this task expect me to produce?
5. The teacher is nodding as I speak. I am right in organizing my answer.

CHALLENGE

1. What is the importance of metacognitive experiences and metamemory in metacognitive

regulation and control?

______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
 2. How is your awareness of how you study and learn significant to thinking metecognitively?
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
3. Using your search tools, read about the differences between novice and expert learner? With this
knowledge, identify facilitating strategies to support the novice learners.

______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________

HARNESS

In group of four, fill up the needed details in the graphic organizer. Use it to explain metacognition
regulation and control to other group in class.

Metacognitive Regulation and Control

Define

Provide a situation

Planning Monitoring Evaluating

Define Define Define

Raise Questions Raise Questions Raise Questions

Recall your Output in Activity 1 in Lesson 1 of this chapter. Imagine yourself facilitating the
development of the competency. What process questions should you ask the learners to help them to
develop metacognitive regulation and control? Show your answer to the instructor.

THE LESSON IN A CAPSULE

Metacognitive process involves one’s ability to control and regulate his or her learning. It involves
planning (the use of appropriate strategies and resources), monitoring (keeping track of the progress of
learning), and evaluating (determining the result or product of learning). In every stage, asking questions
are providing answers serve as guides to the thinking process.

Lesson 3. Metacognitive Instruction

After completing this lesson, you will be able to:

 explain fundamental principles to teach metacognitive skills;

 identify metacognitive strategies for a particular lesson; and
 coperationalize metacognitive process in a given situation/context.
 THINK

Principles of Metacognitive Instruction

Developing metacognitive thinking among students needs the creativity of the teacher. Using
metacognitive strategies facilitates how learners learn. As studies have proven, metacognitive teaching
practices enhance the learners’ capabilities to transfer their competencies in learning new task in new
contexts (Palinscar & Brown, 1984;Schoenfeld,1991).

Moreover, metacognitive teaching practices make learners aware of their strength and
weaknesses as they learn. Knowing their strengths give the confidence to pursue a task. Knowing their
weaknesses lead them to strategize on how to overcome their limited knowledge and how to source out
the needed information for the task.

To effective develop metacognitive skills among learners, Veenman et al. (2012) recommend here
fundamental principles (see Figure 3).

•Metacognitive instruction should be embedded in the context of the task at hand in

order to allow for connecting task-specific condition knowledge (the IF-side) to he
procedural knowledge of "How" the skill is applied in tthe context of the task (the THEN-
1 side of production rules)

•Learners should be informed about the benefit of applying metacognitive skills in order to
make them exert the initial extra effort .
2

•Instruction and training should be stretched over time, thus allowing for the formation of
production rules and ensuring the smooth and maintained application of metacognitive
skills.
3

Figure 3. Principles for effective metacognitive instruction.

Cognizant of this principle, teachers can plan their lesson well to ensure that as a learners undergo
classroom activities, they metacognize their learning. Leading learners to think metacognitively gradually
leads them to become self-regulated learners.

Metacognitive Teaching Strategies

Varied metacognitive strategies to teach learners to undergo metacognitive thinking have been
proven effective. These include the following:

Graphic organizer is visual illustration displaying the relationship between facts, information, ideas,
or concepts. Through the visual displays, learners are guided in their thinking as they fill in the needed
information. One good example is the KWHLAQ chart, a variant of the KWL chart. It is useful during the
planning, monitoring, and evaluating phases of metacognition.

What do I What do I WANT How do I find What have I What ACTION What new
KNOW? to know? out? LEARNED? will I take? QUESTIONS do I
have?

Think aloud helps learners to think aloud about their thinking as they undertake a task. The learners
report their thoughts while they do it. With the help of a more knowledgeable learner, the errors in thinking
and the inadequacy of declarative, procedural, and conditional knowledge can be pointed out, giving
the learner increased self-awareness during learning.

Journalizing can be used together with think aloud. In a journal, learners write what was in their
mind what they selected an answer and the reasons for their choice. Later, they write about their
realization where they were wrong and what should have been considered in answering. Finally, they
resolve on what to do the next time a similar situation/problem arises.

Error analysis is a “systematic approach for using feedback metacognitively to improve one’s
future performance” (Hopeman, 2002). Asking the learners where they are correct and wrong provides
avenues for them to evaluate their thinking, it results in a learner’s metacognitive knowledge of own
mistakes and making use of them to improve future performance.

Wrapper is an activity that fosters learner’s metacognition before, during, and after a class. In a
reading class, before the selection is read, the teacher asks about the theme of the selection based on
the story title. While reading the selection, learners are asked if their assumptions were true. After reading,
the learners are asked what made them comprehend or not comprehend the story.

Peer mentoring is a proven metacognitive strategy as many learners learn best when studying with
peers who are more informed and skilled than them. Novice learners, by observing their more skilled
peers, can learn from the metacognitive strategies of their peer mentors. The use of cooperative learning
strategies is helpful toward this goal.

EXPERIENCE

Teaching metacognitive thinking strategies to learners is a must if teachers want them to be self-
regulated learners. Several studies have shown the benefits of metacognitive instruction. Goh 92008) cites
her study (Liu &Goh, 2006) that proved metacognitive knowledge can be increased through classroom
instruction. The work of Goh and Hu (2013) demonstrated a causal relationship between metacognitive
instruction and a statistically significant improvement in listening performance. In another study, student’s
use of metacognitive skills in in problem solving- with five main processes that encompass an emerging
substantive theory, namely: understanding the problem through sense-making; organizing and
constructing useful information from the problem; planning solution strategies by identifying, conjecturing,
and selecting strategies; executing the plan; checking the process and strategies undertaken, and
reflecting and extending the problem-has facilitated the development of Filipino students’ problem-
solving heuristics (Tan & Limjap, 2018).

ASSESS

Activity 1. Identify the metacognitive teaching strategy used based on the descriptive given.

1. Mrs. Cruz asks her Mathematics learners, “Give me one significant learning you derived from this
lesson.:
2. Mr. Ravena groups his learners into two, with each member inquiring how the other has arrived at
the measures to combat air pollution.
3. At the beginning of the Social Study class, Miss Agulay uses a matrix to elicit learners’ prior
knowledge about the topic for discussion.
4. Miss Tomas assigns the EPP learners to reflect on the learning in class, and what these meant to
them as a member of the family.
5. To process their thinking, Mr. Paraiso asks learners who failed to get the answer correctly to identify
the reason how and why they went wrong.
Activity 2. Write a two-paragraph essay explaining one of the principles of effective metacognitive
instruction. Cite a classroom situation to illustrate your argument.

________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________

CHALLENGE

1. Why should any instructional plan abide with the three fundamental principles for
metacognitive skills development?

______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________

2. Why should teachers adapt, not adopt, the existing metacognitive teaching strategies?

______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
3. How should teachers handle novice and expert learners in the classroom so that they both
develop metacognitive thinking skills?

______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________

HARNESS

1. Get a peer mentor and discuss the three fundamental principles to develop metacognitive
skills. Provide classroom situations to enrich your discussions.
 2. Considering your outputs in the Activity in Lesson 1 and Activity 2 in Lesson 2, identify
metacognitive strategies ( before, during, and after the lesson ) to be used in teaching. Show
the outputs to your instructor.

3. Using the Exit Ticket graphic organizer, reflect on your learning from this chapter by filling in the
boxes to reflect your metacognitive thinking.

Today, my learning Today, I considered Today, I am certain

was disrupted a new idea or that I learned
because concept

THE LESSON IN A CAPSULE

Metacognitive instruction aims at helping learners to be self – regulated. In the process,

teachers can assist the learners to monitor and regulate their learning. Metacognitive teaching strategies
enhance learners’ achievement. Learners benefit much from metacognition as the skills could be
transferred in learning other skills and content.

CHAPTER SUMMARY

Simply referred to as thinking about thinking, metacognition is recognized as a regulatory

system that makes a learner fully aware of his or her cognitive performance. Through the help of the
teachers, learners can be assisted in monitoring and controlling their learning. As a learner undertakes a
task, he or she is made aware of his/her metacognitive knowledge, which I essential during the
metacognitive processing. The joint of these two significant components of metacognition differentiates a
novice from an expert learner.

CHAPTER ASSESSMENT

Directions: Read the statements and decide which of the given choices would answer the question
correctly or complete the statement. Encircle the letter of your answer.

1. Procedural knowledge is also known as_____________________

a. Person knowledge c. strategic knowledge
b. Task knowledge d. conditional knowledge

2. When Mary ponders on whether or not she knows the answer to the teacher’s questions, she then
realizes that she has no idea on the question at all. She is the process of ____________.
a. Strategic thinking c. problem solving
b. metacognition d. creative thinking
3. Which of the following metacognitive knowledge operates when the learner has his/her own way
of learning information?
a. Procedural knowledge c. conditional knowledge
b. Declarative knowledge d. specific knowledge

4. Which of the following metacognitive teaching strategies is used when the teacher asks the
following to the students at the end of the lesson: “Give me three things that you learned and one
thing that you still need to learn more?”
a. Summarizing c. wrapper
b. Reflective thinking d. assessment

5. Which of the following statements best fits the concept of metacognition?

a. Knowing how to solve problems presented in novel ways.
b. The awareness of what is known and how to use it appropriately.
c. The ability to manipulate knowledge to arrive at the correct answer.
d. Sufficient knowledge about facts, procedures, and conditions to use them.

6. Kenneth is aware that he is hard up in Math, but he motivates himself to strive by not going out at
.night to have enough time to read his lessons. Such action demonstrates the concept
of__________.
a. Self – regulation c. metamemory
b. Meta – attention d. metacomprehension

7. Cognition is involved in metacognition. In what way does cognition work during metacognition?
a. Memorizing concepts and rules c. solving the problem cautiously
b. Monitoring the process of work d. recalling rules to apply

8. Bert knows that he has to develop more techniques to memorize concepts and terms in Science.
Which component of metacognition does he display?
a. Metacognitive knowledge c. metacognitive experience
b. Metacognitive regulation d. metacognitive restriction

9. Who among the students is a novice learner?

a. Rose tries out a strategy then revises it when it does not fit the problem.
b. Jose reads through the difficult problem and solves it right away.
c. Edna tries to recall information and procedures related to the problem.
d. Dexter recalls the procedure he used previously to a similar problem.

10. Which of the following teacher prompts indicates that the learner is engaged in the planning
stage of metacognition process?
a. Is my classification of the plants corrects?
b. Do I have to take this plant out of this group?
c. Do I know the differences of all these plants to classify them?
d. Am I consistent in using the same criteria to classify all these plants?

11. Martha asks herself: “Should I try a different approach to arrive at the cause and effect of the
problem?” In what stage of the metacognitive process is she in?
a. Planning c. evaluating
b. Monitoring d. both planning and monitoring

12. Indira could identify the uses of baking tools and equipment. She knows how to bake. One time,
she lacked one ingredient, but realized that she could use another similar ingredient to replace
the recommended one. What type of knowledge is Indira demonstrating in this situation?
a. Declarative c. conditional
b. Procedural d. contextual
13. Susan has a limited knowledge on how to attack a problem presented. However, after some time,
she was able to come up with a strategy to solve it. this situation illustrates that learning is_________.
a. Goal – directed c. integrative
b. Consistent d. speculative

14. Ruben is reading a selection. He fined some words that he does not understand, which hinders his
comprehension of the story. If you were Ruben, how would you find a way to get the meaning of
ambiguous words?
a. Uses contextual clues to the meaning c. call a friend to help clarify
b. Read the word aloud repeatedly d. look for configuration clues

15. As Kenneth multiples a binomial term, he was initially confused. Suddenly, he remembers the
acronym FOIL (First Outer – Inner Last). What was in operating at that instance?
a. Declarative c. conditional
b. Procedural d. contextual

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