Module Title

Module T Module in ED 105- Facilitating Learner- Centered

Module in ED 105 Education

Facilitating Learner- Centered Education

Course Title

Course Number ED 105

Course Description This course explores the fundamental principles, processes and
practices anchored on learner – centeredness and other
educational psychologies as these apply to facilitate various
teaching learning delivery modes to enhance learning.

Total Learning Time (3 hrs./week=1 week)

Pre-requisite None

Course/Subject Outcomes:
During and upon the completion of the course, the students
should have
1. Created a physical and psychological environment that
facilitates learning for all kinds of learners.
2. Demonstrated understanding of various learning and
development motivation theories and the 14 learner-
centered psychological principles
3. Applied various theories of learning and motivation to
help students become highly motivated and self- directed
learners
4. Demonstrated learning skills that facilitate and maximize
self-directed learning
 Most Essential Learning Outcomes

At the end of the module the students must have

MODULE 1 1. Discussed the concept of metacognition
Facilitating Learner- 2. Applied metacognitive strategies
Centered Education
3. Identified and explained specific examples of teaching strategies
that develop metacognition
4. Explained the 14 principles in teaching learning process
5. Advocate the use of the 14 principles in teaching learning process

Module 1
I.1 Metacognition
1.2.Learner-centered Psychological
Principles ( LCP)
1.2.1. Cognitive and Metacognitive Factors
1.2.2. Motivational and Affective Factors
1.2.3. Developmental and Social Factors
Individual Differences Factors

Overview

Advances in our in our understanding of thinking, memory, and cognitive and

motivational processes can contribute directly to improvements in teaching, learning, and the
whole enterprise of schooling. At the same time, educators concerned with the growing problems
of school dropout, low levels of academic achievement, and other indicators of school failure are
arguing for more learner-centered models of schooling. Such models attend to the diversity
among students, and use this diversity to enrich learning and to produce results within the
context of current school reform.

Metacognition
The most important goal of education is to teach students how to learn on their own. The
quotation on the side margin stresses this. It is vital that student acquire the skills of how to
learn; and that these skills enable them to learn not just while they are in school but for a
lifetime. This entails a deeper awareness of how one processes information, the ability to
evaluate his own thinking and to think of ways to make his own learning process more effective.
All these involve metacognition.
What is metacognition?

The term “metacognition” was coined by John Flavell. According to flavell (1979, 1987),
metacognition consist of both metacognitive knowledge and metacognitive experience are
regulation. Metacognition, simply put,is ”thinking about thinking” or “learning how to learn”. It
refers to higher order thinking which involves active awareness and control over the cognitive
process engaged in learning. Metacognitive knowledge refers to acquired knowledge about
cognitive process, knowledge that can be used to control cognitive process. Flavell further
divides metacognitive knowledge into three categories: knowledge of person variables, task
variables and strategy variables.
Person Variable. This includes how one views himself as a learning and thinker. Knowledge of
a person variables refers to knowledge about how human beings learn and process information,
as well as individual knowledge of one’s own learning processes. For example, you may be
aware that you study more effectively if you study very early in the morning than late in the
evening, and that you work better in a quit library rather than at home where there are a lot of
things that make it hard for you to focus and concentrate.
Task Variables. Knowledge of task variable includes knowledge about the nature of the task as
well as the type of processing demands that it will place upon the individual. 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, you may be aware that it takes more time for you to read and
comprehend a book in educational philosophy than it is for you to read and comprehend a novel.
Strategy Variables. Knowledge of strategy variables involves awareness of the strategy you are
using to learn a topic and evaluating whether this strategy is effective. If you think your strategy
is not working, then you may think of various strategies and try out one to see if it will help you
learn better. Terms like meta- attention and meta- memory are related to strategy variables.
Meta-attention is the awareness of the specific strategies so that you can keep your attention
focused on the topic or task at hand. Meta-memory is your awareness of memory strategies that
work best for you

Metacognitive Strategies to
Facilitate Learning

Researches such as that of fang and Cox showed that metacognitive awareness was
evident in preschoolers and in students as young as eight years old. Children already have the
capacity to be more aware and reflective of their own learning. However, not many have been
taught and encouraged to apply metacognition.
The challenge then for the future teacher like you is to integrate more activities that
would build your student’s capacity to reflect on their own characteristics as learner’s (self-
knowledge), the tasks they are to do (task knowledge)and the strategies that they can use to learn
(strategic knowledge).remember, metacognition is like any other thing you will teach
metacognition involves knowledge and skills which you and your students can learn and master.
Here are some examples of teaching strategies to develop metacognition: (work hard on
applying these strategies now in your role as a student. It will surely be rewarding learning
experience for you.)

1. Have students monitor their own learning and thinking.(example: have a student
monitor a peer’s learning/thinking/behaving in dyad)
2. Teach students study or learning strategies.
 TQLR= This can be thaught to younger students (primary grades). It’s is a
metacognitive strategy before listening to a story or presentation.

T is for Tune in. It is first important for the learner himself to be aware that he is
paying attention, and that he is ready to learn.

Q is for Question. The learner is given questions or he thinks of questions about

what he will soon learn.

L is for Listen. The learner then intentionally exerts effort to listen. HE becomes
aware if he is momentarily detracted and goes back to listen again.

R is for Remember, the learner uses ways or strategies to remember what was
learned.

PQ4R- This is usually for older students in the intermediate levels and onwards.
This strategy is used to study a unit or chapter.

P- Preview. Scan the whole chapter before delving on each paragraph. Check out
the objectives. Look for outlines or advance organizers that will give you an idea
about the important topics and ideas in the chapter.

Q- Question. Read the guide questions provided, or think of your own questions
about the topic.

R- Read. Check out sub headings as you read. Pay attention on words that are
printed in bold or italicized. Find out the meaning of words that are not clear to
you.

R- Recite. Work on answering the questions you had earlier.

R- Review. Pinpoints topics you may need to go back to and read in order to
understand better.

R- Reflect. Think about what you read. Is everything clear to you? What are the
main points you learned? How is this relevant or useful to you?

3. Have Students make predictions about information to be presented next based on

what they have read.
4. Have students relate ideas to existing knowledge structures. (it is important to
have relevant knowledge structures well learned.)
5. Have students develop questions; ask questions of themselves, about what’s
going on around them (have you asked a good question today?)
 6. Help Students to know when to ask for help. ( he/she must be able to self-
monitor; require students to show how they have attempted to deal with the
problem of their own.)
7. Show students how to transfer knowledge, attitudes, values, skills to others
situation or tasks.

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 are able to differentiate expert
learners from novice learners. A very important factor that separates these two types of learners
mentioned is metacognition. Experts learners employ metacognitive strategies in learning. They
are more aware of their learning process as they read, study and do problem solving. Expert
learners monitor their learning and consequently adjust their strategies to make learning more
effective.
The table below shows difference between a novice learner and an expert learner.
Differences Between Novice learner and expert learners
Aspect of Learning Novice Learners Expert Learners

Knowledge in different subject .Have limited knowledge in the Have deeper knowledge in different
areas different subjects subject areas because they look for
interrelationship in the things they
learn
Problem solving .Satisfied at just scratching the First try to understand the problem,
surface; hurriedly gives a solution look for boundaries, and create a
to a problem mental problem
Learning/thinking strategies .Employ rigid strategies that may .Design new strategies that would
not be appropriate to the task at be appropriate to the task at task
hand
Selectively in Processing Attempt to process all information .Select important information to
they receive process; able to breakdown
information to manageable chunks
Production of output .Do not examine the quality of their .Check their errors and redirect
work, nor stop to make revisions their efforts to maintain quality
output

Stop and pause for a while. Are you a novice learner? Or an expert one? Strive to apply
the concept of metacognition in your world of learning and for sure you will be on your way to
be an expert learner, probably an expert teacher too!
Activity 1- Video Clip/ Short Video Presentation

1. Video Clip Presentation on Metacognition

Youtube link:: https://blog.innerdrive.co.uk/what-is-metacognition

Instruction: Answer the following question after watching the video clip
a. What is metacognition?
b. Why metacognition is helpful?
c. How can you improve metacognition in your classroom?

Learner-Centered Psychological Principles ( LCP)

Advance Organizer
Cognitive and
Metacognitive Factors
( 6 Principles)

14 Learner-Centered
Principles
Individual
Developmental and
Differences Factors
Social Factors
( 3 Principles)
( 2 Principles)

LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES

The Learner-Centered psychological Principles were together by the American
Psychological Association. The following 14 psychological Principles pertain to the learer and
the learning process. The 14 principles have the following aspects:

- They focus on psychological factors that are primarily internal to and under the control
of the learner rather than conditioned habits or physiological factors. However, the
principles also attempt to acknowledge external environment or contextual factors that
interact with these internal factors

- The principles are intended to deal holistically with learners in the context of real-world
learning situations. Thus, they are best understood as an organized set principles; no
principle should be viewed in isolation.

- The 14 principles are divided into those referring to ( 1 ) cognitive and metacognitive (
2 ) motivational and affective, ( 3 ) developmental and social, and ( 4 ) individual
differences factors influencing learners learning
 - Finally, the principles are intended to apply to all learners from children, to teachers, to
administrators, to parents, and to community members involved in our educational
system.

Cognitive and Metacognitive Factors

1. Nature of the Learning process
The learning of a complex subject matter is most
effective when it is an intentional process of
14 Learner-Centered constructing meaning from information and
Principles 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.

4. Strategic thinking
The successful learner can create and use a repertoire of thinking and reasoning
strategies to achieve complex learning goals.

5. Thinking about thinking

Higher order strategies for selecting and monitoring mental operations facilitate creative
and critical thinking

6. Context of learning
Learning is influenced by environmental factors, including culture, technology and
instructional practices.

Motivational and Affective Factors

7. Motivation and emotional influences on learning
What and how much is learned is influenced by the learner’s motivation. Motivation to
learn, in turn, is influenced by the individual’s emotional states, beliefs, interest and goals, and
habits of thinking.
- Students’ belief about themselves as learners and the nature of learning have a marked
influence on motivation. Motivation and emotional factors also influence both the
quality of thinking and information processing as well as an individual’s motivation to
learn.
- Positive emotions, such as curiosity, generally enhance motivation and facilitate learning
and performance. Mild anxiety can also enhance learning and performance by focusing
 the learners attention on a particular task. However, intense negative emotion ( e.g.
anxiety, panic, rage, insecurity) and related thoughts ( e. g. worrying about competence ,
renumerating about failure, fearing punishment, ridicule, orstigmatizing labels) generally
detract from motivation, interfere with learning and contribute to low performance.

8. What is Intrinsic Motivation & How Does it Work?

In psychology, intrinsic motivation is known as the best type of motivation. Read on to

learn about what it is, why it is the best type, and how to use this knowledge to motivate someone
(or yourself!) intrinsically.

Defining “Intrinsic”
To understand intrinsic motivation, we first have to understand what exactly it means for
something to be intrinsic.
The word “intrinsic” means that something is inherent by nature. It is sometimes referred to
as “inner”, which refers to something coming from within.

Intrinsic motivation is an inner drive that propels a person to pursue an activity, not for
external rewards, but because the action itself is enjoyable.

The learners creativity, higher order thinking, and natural curiosity all contribute to
motivation to learn. Intrinsic motivation is simulated by tasks of optimal novelty and difficulty,
relevant to personal interest, and providing for personal choice and control.
- Curiosity, flexible and insightful thinking, and creativity are major indicators of the
learners intrinsic motivation to learn, which is in large part of function of meeting basic
needs to be competent and to exercise personal control.
- Intrinsic motivation is facilitated on tasks that learners perceive as interesting and
personally relevant and meaningful, appropriate in complexity and difficulty to the
learners abilities and on which they believe they can succeed.
- Intrinsic motivation is also facilitated on tasks that are comparable to real-world
situations and meet needs for choice and control.
- Educators can encourage and support learners natural curiosity and motivation to learn by
attending to individual differences in learners perceptions of optimal novelty and
difficulty, relevance and personal choice and control.

9. Effects of motivation on efforts

Acquisition of complex knowledge and skills requires extended learner effort and guided
practice. Without learners motivation to learn, the willingness to exert this effort is unlikely
without coercion.

- Effort is another major indicator of motivation to learn. The acquisition of complex

knowledge and skills demands the investment of considerable learner energy and
strategic effort, along with persistence over time.
 - Educators need to be concerned with facilitating motivation by strategies and enhance
learner effort and commitment to learning and to achieving high standards of
comprehension and understanding.
- Effective strategies include purposeful learning activities, guided by practices that
enhance positive emotions and intrinsic motivation to learn, and methods that increase
learners perceptions that a task is interesting and personally relevant.

Developmental and Social Factors

10. Development influences on learning

As individuals develop, there are different opportunities and constraints for learning.
Learning is most effective when differential development within and across physical, intellectual,
emotional and social domains is taken into account.

- Individuals learn best when material is appropriate to their developmental level and is
presented in an enjoyable and interesting way.
- Because individual development varies across intellectual, social, emotional and physical
domains, achievement in different instructional domains may also vary.
- Overemphasis on one type of development readiness such as reading readiness my
preclude learners from demonstrating that they are more capable in other areas of
performance.
- The cognitive, emotional and social development of individual learners and how they
interpret life experiences are affected by prior schooling home, culture and community
factors .
- Early and continuing parental involvement in schooling, and the quality of language
interactions and two-way communications between adults and children can influence
these developmental areas.
- Awareness and understanding of development differences among children with and
without emotional, physical or intellectual disabilities can facilitate the creation of
optimal learning contexts.

11. Social influences on learning

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

other.

- Learning can be enhanced when the learner has an opportunity to interact and to
collaborate with others on instructional tasks
- Learning settings that allow for social interactions and that respect diversity encourage
flexible thinking and social competence.
- In interactive and collaborative instructional context, individual have an opportunity for
perspective taking and reflective thinking that may lead to higher levels of cognitive,
social and moral development, as well as self-esteem.
 - Quality personal relationships that provide stability, trust and caring can increase learners
sense of belonging, self-respect and self-acceptance and provide a positive climate for
learning.
- Family influences, positive interpersonal support and instruction in self-motivation
strategies can upset factors that interfere with optimal learning such as negative beliefs
about competence in a particular subject, higher levels of test anxiety, negative sex roles
expectations and undue pressure to perform well.
- Positive learning climates can also help to establish the context for healthier levels of
thinking, feeling and behaving. Such context help learners feel safe to share ideas,
actively participate in the learning process and create a learning community.

Individual Differences Factors

12. Individual differences in learning

Learners have different strategies, approaches and capabilities for learning that are a
function of prior experience and heredity.

- Individual are born with and develop their own capabilities and talents
- In addition through learning and social acculturation they have acquired their own
preferences for how they like to learn and the pace at which they learn however this
preferences are not always useful in helping learners with learning goals.
- Educators need to help students examine their learning preferences and expand or modify
them, if necessary.
- The interaction between learner differences and circular and environmental condition is
another key factor affecting learning outcomes.
- Educators need to be sensitive to individual differences, in general. They also need to
attend to learner perceptions of the degree to which these differences are accepted and
adapted to by varying instructional methods and materials.

13. Learning and Diversity

Learning is most effective when differences in learners linguistic, cultural and social
backgrounds are taken into account.

- The same basic principles of learning, motivation and effective instruction apply to all
learners. However, language, ethnicity, race, beliefs and socio economics status all can
influence learning. Careful attention to these factors in the instructional setting enhances
the possibilities for designing and implementing appropriate learning environments.
- When learners perceive that their individual difference in abilities, background, cultures,
and experiences are valued, respected and accommodated in learning tasks and contexts,
level of motivation and achievement are enhanced.

14. Standards and assessment

 Setting appropriately high and challenging standards and assessing the learner as well as
learning progress-including diagnostic process and outcome assessment-are integral parts of the
learning process.

- Assessment provides important information to both the learner and teacher at all stages at
learning process.
- Effective learning takes place when learners feel challenged to work towards
appropriately high goals; therefore, appraisal of the learner’s cognitive strengths and
weaknesses, as well as current knowledge and skills, is important for the selection of
instructional material of optimal degree of difficulty.
- Ongoing assessment of the learner’s understanding of the curricular material can provide
valuable feedback to both learners and teacher about progress toward the learning goal.
- Standardized assessment of learner progress and outcomes assessment provides one type
of information about achievement levels both within and across individuals that can
inform various types of programmatic decisions.
- Performance assessments can provide other sources of information about the attainment
of earning outcomes.
- Self-assessments of learning progress can also improve student’s self-appraisal skills and
enhanced motivation and self-directed learning.

Alexander and Murphy gave a summary of the 14 principles and distilled them into 5
areas:

1. The knowledge base. One’s existing knowledge serves as the foundation of all future
learning. The Learner’s previous knowledge will influence new learning specifically
on how he represents new information makes associations and filters new
experiences.
2. Strategic processing and control. Learners can develop skills to reflect and regulate
their thoughts and behaviours in order to learn effectively (metacognition).
3. Motivation and affect. Factors such as intrinsic motivation (from within ), 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 contexts. Learning happens in the context of a society as well as within
an individual.

Activity 2 Reflection Activity

From the module on Learner-Centered Psychological Principles, I realized that…..