SAINT JOSEPH INSTITUTE OF TECHNOLOGY

BUTUAN CITY

EDUCATION 5- FACILITATING LEARNER CENTERED TEACHING

PART 1

MODULE 2

TERESITA PEREZ TRANQUILAN, PH.D., CESO 5

LEARNER CENTERED PSYCHOLOGICAL PRINCIPLES

LESSON ONE

PRINCIPLES ASSOCIATED TO COGNITIVE, METACOGNITIVE, MOTIVATIONAL, AND

AFFECTIVE FACTORS

OBJECTIVES/ LEARNING OUTCOMES:

AT THE END OF THE LESSON ,95% OF THE STUDENTS ARE EXPECTED TO:

1. DIFFERENTIATE COGNITION FROM METACOGNITION AS FACTORS OF TEACHING AND

LEARNING .

2. EXPLAIN THE IMPORTANCE OF METACOGNITION ;

3. CITE CLASSROOM SITUATIONS THAT MANIFEST APPLICATIONS OF THE PRINCIPLES OF

METACOGNITION.

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CONTENT/ SUBJECT MATTER:

COGNITIVE, METACOGNITIVE FACTORS OF TEACHING AND LEARNING

BULUSAN, ET AL. 2019, FACILITATING LEARNER –CENTERED TEACHING. MLA: REX BOOKSTORE.

LUCAS, ET AL. 2014. FACILITATING LEARNING. MLA: LORIMAR PUBLISHING.

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PROCEDURES:

ACTIVITY A

PRETEST:

DIRECTION: ANSWER THE FOLLOWING QUESTIONS:

1. CITE THE DIFFERENCE BETWEEN COGNITION AND META COGNITION. EXEMPLIFY.

2. WHAT ARE THE THREE VARIABLES OF META COGNITIVE KNOWLEDGE?

3. WHAT ARE THE METACOGNITVE STRATEGIES TO FACILITATE LEARNING?

4. HOW DOES A NOVICE LEARNER DIFFER FROM AN EXPERT LEARNER?

LESSON PROPER:

1. THE DIFFERENCE BETWEEN COGNITION AND METACOGNITION:

COGNITION IS DEFINED AS ALL METAL PROCESSES AND ABILITIES IN WHICH PEOPLE ENGAGE
ON A DAILY BASIS SUCH AS: MEMORY, LEARNING, PROBLEM SOLVING, EVALUATION,
REASONING ANDF DECISION MAKING. WHILE METACOGNITION IS DEFINED AS THINKING
ABOUT THINKING, IT ALLOWS THE LEARNER TO COMPLETE A GIVEN TASK WELL THROUGH
PLANNING, MONITORING, EVALUATION, AND COMPREHENDING.THIS MEANS THAT WHILE
COGNITIVE PROCESSES ALLOW NORMAL FUNCTIONING OF LEARNERS, META COGNITION TAKES
LEARNING TO THE LEVEL HIGHER, MAKING MORE AWARE OF THEIR OWN COGNITIVE
PROCESSES.

2. THE THREE VARIABLES IN METACOGNITIVE KNOWLEDGE:

2.1. KNOWLEDGE OF PERSON VARIABLES – KNOWLEDGE ABOUT HOW YOU LEARN AND
PROCESS INFORMATION AND ONES OWN LEARNING PROCESSES. EXAMPLE: WHEN YOU BEGIN
TO REALIZE THAT YOU WORK WELL EARLY IN THE MORNING, YOU UNDERSTAND CONCEPTS
BETTER WHEN NOBODY IS AROUND AND YOU WORK IN SILENCE. THIS IS SELF REALIZATION.

2.2.TASK VARIABLES-IT IS A KNOWLEDGE OF WHAT ACTUALLY ARE TO BE DONE TO

ACCOMPLISH A TASK BASED ON ITS DIFFICULTY AND THE EFFRORT DEMANDED FROM THE
LEARNER. EXAMPLE: THE REALIZATION THAT IT WILL TAKE MORE TIME AND MORE FOOCUS TO
UNDERSTAND A BOOK ON EDUCATIONAL PHILOSOPHY THAN THAT OF A KOREAN NOVEL.

2.3. STRATEGY VARIABLES- THIS IS AWARENESS OF THE STRATEGY THAT ONE HAS TO PUT IN
PLACE TO ACCOMPLISH THE GOAL. IF THE STRATEGY WONT WORK THEN THE LEARNER CAN
ADOPT ANOTHER STRATEGY THAT THEY FEEL WILL BE SUITABLE FOR THEM TO LEARN.

2.3.3 THERE ARE TWO VARIABLES ATTACHED TO THIS STRATEGY VARIABLE AND THESE ARE
META ATTENTION AND META MEEMORY.

2.3.4. ANOTHERM AUTHOR, OMROD, INCLUDES THE FOLLOWING IN THE PRACTICE OF META
COGNITION:

2.3.4.1. KNOWING ONES LIMITS OF OWN LEARNING AND MEMORY CAPACITIES;

2.3.4.2. KNOWING WHAT LEARNING TASK ON HAND CAN BE LEARNED IN AGIVEN PERIOD OF
TIME.

2.3.4.3. KNOWING WHICH STRATEGIES WILL WORK WELL AND THOSE WHICH WONT WORK.

2.3.4.4. PANNING AN APPROACH TO A LEARNING TASK THAT IS LIKELY TO BE SUCCESSFUL.

2.3.4.5. USING EFFECTIVE LEARNING STRATEGIES TO PROCESS AND LEARN NEW MATERIALS.

2.3 4 6 MONITPORING ONES OWN KNOWLEDSGE AND COMPREHENSION. KNOWING WHEN

INFORMATION HAS BEEN SUCCESSFULLY LEARNED AND WHEN ITS NOT.

2.3.4.7. USING EFFECTIVE STRATEGIES FOR RETRIEVAL OF PREVIOUSLY STORED

INFORMATION.

2.3.4.8. USE KNOWLEDGE IN A PURPOSEFUL MANNER TO ENSURE THAT A GOAL IS ACHIEVED.

EXAMPLE: USING ONES COGNITIVE STRENGTH AND WEAKNESSES IN PLANNING LEARNING
STRATEGIES. SUCH THAT IF HE HAS ASSIGNMENT IN THREE SUBJECT AREAS, ARALPAN,
ENGLISH AND SCIENCE. HE CAN PLAN IT OUT, TO DO ARALPAN FIRST BECAUSE HE FINDS ARAL
PAN EASIER, THEN ENGLISH NEXT AND SCIENCE LAST BECAUSE HE FINDS SCIENCE DIFFICULT
OR VICE VERSA. IF THE LEARNER DOES NOT REALIZE HIS COGNITIVE STRENGTH AND
WEAKNESSES AND USE IT INPLANNING LEARNING THEN HE HAS NOT LEARNED
METACOGNITION.

3. METACOGNITIVE STRATEGIES TO FACILITATE LEARNING:

3.1. DYADIC ENCOUNTER- TO MONITOR LEARNING AND THINKING OF PEERS AND SELF.

3.2. TQLR STRATEGY—CAN BE USED IN THE PRIMARY GRADES:

3,2.1. TUNE IN- MAKE SURE THE STUDENT IS PAYING ATTENTION AND READY TO LEARN.
3.2.2. QUESTIONS ARE POSITED TO THE LEARNERS ABOUT THE TOPIC.
3.2.3. LISTEN IF DISTRACTED, GET THE STUDENT TO LISTEN AGAIN.
3.3.4. REMEMBER LEARNER MUST EVOLVE STRATEGIES TO REMEMBER WHAT WAS LEARNED
LIKE COMI9NG UP WITH AN ACRONYMN SO EASIER TO REMEMBER THE PROCESS.

3.3.PQ4R- FOR INTERMEDIATE STUDENTS AND ONWARDS- GRADES 5 TO 12:

3.3.1. PREVIEW:
3.3.1.1. SCAN THE WHOLE CHAPTER BEFORE STUDYING EACH PARAGRAPH. USE OUTLINES OR
GRAPHIC ORGANIZERS TO GI8VE YOU IMPORTANT IDEAS AND TOPICS OF THE CHAPTRER. READ
THE SUMMARY FIRST. THEN PROCEED TO READ THE WHOLE CHAPTER
3.3.1.2. QUESTION.- READ THE GUIDE QUESTIONS ABOUT THE TOPIC OR RAISE YOUR OWN
QUESTIONS.
3.3.1.3. READ- CHECK OUT SUB HEADINGS. PAY ATTENTION TO WORDS THAT ARE BOLD OR
ITALICIZED. LOOK FOR THE MEANING OF THE WORDS THAT ARE NOT CLEAR TO YOU.
HIGHLIGHT THEM WITH COLORED PENCILOR MARKER.
3..3.1.4. RECITE-WORK ON ANSWERING ORALLY THE QUESTIONS YOU HAD.
3.3.1.5. REVIEW- IDENTIFY THE TOPICS YOU NEED TO GO BACK TO AND READ AGAIN TO
UNDERSTAND BETTER.
3.3.1.6. REFLECT- THINK ABOUT WHAT YOU HAD READ. IS EVERYTHING CLEAR TO YOU? WHAT
ARE THE MAIN POINTS YOU LEARNED? HOW ARE THESE RELEVANT OR USEFUL TO YOU.?

3.4. MAKE STUDENTS TO COME UP WITH PREDICTIONS OR FORETELLING BASED ON DATA

READ.

3.5. LET STUDENTS RELATE CURRENT KNOWLEDGEOF WHAT WAS READ TO EARLIER
KNOWLEDGE THEY HAVE LEARNED. (INTERCONNECTIVITY OF PAST LESSONS TO CURRENT
LESSON)

3.6. CHALLENGE STUDENTS TO ASK QUESTIONS ABOUT THE TOPIC.

3.7. TEACH STUDENTS TRANSFER OF KNOWLEDGE , ATTITUDES, SKILLS, VALUES TO OTHER

SITUATIONS OR TASKS.

4.DIFFERENCES BETWEEN NOVICE AND EXPERT LEARNERS:

ASPECT OF LEARNING NOVICE LEARNERS EXPERT LEARNERS

KNOWLEDGE IN DIFFERENT HAVE LIMITED KNOWLEDGE HAVE DEEPER KNOWLEDGE IN

SUBJECT AREAS IN THE DIFFERENT SUBJECT THE DIFFERENT SUBJECT
AREAS AREAS BECAUSE THEY LOOK
FOR INTERRELATIONSHIPS IN
 THE THINGS THEY LEARN

PROBLEM SOLVING SATISFIED AT JUST FIRST TRY TO UNDERSTAND

SCRATCHING THE SURFACE; THE PROBLEM, LOOK FOR
HURRIEDLY GIVES A BOUNDARIES, AND CREATE A
SOLUTION TO A PROBLEM MENTAL PICTURE OF THE
PROBLEM

LEARNING THINKING EMPLOY RIGID STRATEGIES DESIGN NEW STRATEGIES

STRATEGIES THAT MAY NOT BE THAT WOULD BE
APPROPRIATE TO THE TASK APPROPRIATE TO THE TASK
AT HAND AT HAND.

SELECTIVITY IN PROCESSING ATTEMPT TO PROCESS ALL SELECT IMPORTANT

INFORMATION THEY INFORMATION TO PROCESS;
RECEIVED ABLE TO BREAKDOWN
INFORMATION TO
MANAGEABLE CHUNKS

PRODUCTION OF OUTPUT DO OT EXAMINE THE QUALITY CHECK THEIR ERRORS AND

OF THEIR WORK, NOR STOP REDIRECT THEIR EFFORTS TO
TO MAKE REVISIONS MAINTAIN QUALITY OUTPUT.

ACTIVITY B

POST TEST

DIRECTION: ANSWER THE FOLLOWING QUESTIONS AND NOPTE IF THERE ARE SIGNIFICANT
CHANGES IN YOUR LEARNING WHEN YOU COMPARE THE ANSWER OF YOUR PRETEST WITH THE
POST TEST. EXPLAIN.

1. CITE THE DIFFERENCE BETWEEN COGNITION AND META COGNITION. EXEMPLIFY.

2. WHAT ARE THE THREE VARIABLES OF META COGNITIVE KNOWLEDGE?

3. WHAT ARE THE META COGNITIVE STRATEGIES TO FACILITATE LEARNING?

4.HOW DOES A NOVICE LEARNER DIFFERE FROM AN EXPERT LEARNER?

5. WHAT SIGNIFICANT LEARNING HAVE YOU ACUIRED COMPARING YOUR ANSWER IN THE
PRETEST WITH THAT OF YOUR POST TEST. EXPLAIN.