CPC (1).pptx

Jason B. Vista
Reporter:
METACOGNITION
Module 1
Facilitating Learner-
Centered Teaching
Dr. Sammy B. Begas
Professor:

• the term "metacognition" was
coined by John Flavell(1979, 1987).
According to him, metacognition
consist of both metacognitive
knowledge and metacognitive
experiences or regulation.
• simply put "thinking about thinking"
or "learning how to learn". It refers to
higher order thinking which involves
active awareness and control over
the cognitive processes engaged in
learning.
• Metacognitive knowledge refers to
acquired knowledge about
cognitive processes, knowledge that
can be used to control cognitive
processes.
• Metacognitive regulation is the
regulation of cognition and learning
experiences through a set of
activities that help people control
their learning.
• Metacognitive experiences are
those experiences that have
something to do with the current,
on-going cognitive endeavor.
WhatisMetacognition?
• involves awareness of the strategy you are
using to learn the topic and evaluating
whether this strategy is effective
Terms like Meta-attention - awareness of
specific strategies so that you can keep your
attention focused on the topic or task at hand.
and Meta-memory - awareness of memory
strategies that work best for you, is related to
Strategy Variables
• knowledge about the nature of the task as
well as type of processing demands that it
will place upon individual
• knowing what exactly needs to be
accomplished, gauging its difficulty and
knowing the kind of effort it will demand
from you
• how one views himself as a learner and
thinker
• how human beings learn and process
information
• individual knowledge of one's own
learning process
Knowledgeof StrategyVariables
Knowledgeof TaskVariables
Knowledgeof PersonVariables
3CATEGORIES OFMETACOGNITIVE KNOWLEDGE
"If you teach
a person
what to
learn, you
are
preparing
that person
for the past.
If you teach
a person
how to
learn, you
are
preparing
that person
for the
future."
-Cyril Houle

Metacognitive Strategies to
Facilitate Learning
• metacognition involves knowledge and skills which
you and your students can learn and master.
Some examples of teaching strategies to develop
metacognition:
• Have students monitor their own learning and
thinking.
• Teach students study or learning strategies.
(TQLR,PQ4R)
• Have students make predictions about information
to be presented next based on what they have read.
• Have students relate ideas to existing knowledge
structures.
• Have students develop questions; ask questions of
themselves, about what's going on around them.
• Have students know when to ask for help.
• Show students how to transfer knowledge, attitudes,
values, skills to other situations or tasks.

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

Jason B. Vista
Reporter:
LCP
Module 2
Centered Teaching
Dr. Sammy B. Begas
Professor:
Learner-Centered
Psychological
Principles

• put together by the
American
Psychological
Association (APA)
• there are 14
psychological
principles pertaining
to the learner and
learning process.
Learner-Centered
Psychological
Principles
The14 PsychologicalPrincipleshave the
followingaspects:
• 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.
• intended to deal holistically with learners in the
context of real-world learning situation. Thus they are
best understood as an organized set of principles; no
principle should be viewed in isolation.
• divided into those referring to (1) cognitive and
metacognitive, (2) motivational and affective, (3)
developmental and social, and (4) individual
differences factors influencing learners and learning.
• are intended to apply to all learners - from children, to
teachers, to administrators, to parents, and to
community members involved in our educational
system.

I. Cognitive and Metacognitive
Factors
• Nature of the learning process - the learning of
complex subject matter is most effective when it is
an intentional process of constructing meaning
from information and experiences.
• Goals of the learning process - the succesful
learner, over time and with support and
instructional guidance, can create meaningful,
coherent representations of knowledge.
• Construction of knowledge - the successful
learner can link new information with existing
knowledge in meaningful ways.
• Strategic thinking - the successful learner can
create and use a repertoire of thinking and
reasoning strategies to achieve complex learning
goals.
• Thinking about thinking - higher order strategies
for selecting and monitoring mental operations
facilitate creative and critical thinking.
• Context of learning - learning is influenced by
environmental factors, including culture,
technology and instructional practices.

II. Motivational and Affective
Factors
7. Motivational 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.
8. Intrinsic motivation to learn - the learner's
creativity, higher order thinking, and natural curiosity
all contribute to motivation to learn. Intrinsic
motivation is stimulated by tasks of optimal novelty
and difficulty, relevant to personal interests, and
providing for personal choice and control.
9. Effects of motivation on effort - acquisition of
complex knowledge and skills require extended
learner effort and guided practice. Without learner's
motivation to learn, the willingness to exert this effort is
unlikely without coercion.

IV. Developmental and Social
Factors
10. Developmental 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.
11. Social influences on learning - learning is
influenced by social interactions, interpersonal
relations and communications with others.

V. 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.
13. Learning and diversity - learning is most effective
when differences in learner's linguistic, cultural and
social backgrounds are taken into account
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.

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
Learner's can develop
skills to reflect and
regulate their thoughts
and behaviors in order to
learn more
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. Developmental and
Individual Differences
Learning is a unique
journey for each person
because each learner has
his own combination of
genetic and
environmental factors
that influence him.
5. Situation or context
Learning happens in the
context of society as well
Patricia Alexander an
Educational Psychologist
and Dr. P. Karen Murphy a
Distinguished Professor of
Education (Alexander and
Murphy) gave a summary of
the 14 principles and distilled
them into five areas:
5 Areas of Learner-Centered Psychological
Principles (Alexander andMurphy)

Jason B. Vista
Reporter:
Module 3
Centered Teaching
Dr. Sammy B. Begas
Professor:
Review of the Theories Related
to the Learner's Development

- (born May 6, 1856, Freiberg,
Moravia, Austrian Empire [now
Příbor, Czech Republic]—died
September 23, 1939, London,
England), Austrian neurologist
and the founder of
psychoanalysis.
SIGMUNDFREUD
Freud emphasized the 3 components that
make up one's personality, the id, ego and
the superego.
3 components of personality
id - pleasure-centered
ego - reality-centered
super-ego - the ego related to the ideal or
conscience.
- he also believed that an individual goes
through five psychosexual stages of
development. This includes the oral, anal,
phallic, latency, and genital stages.

and the founder of
psychoanalysis.
SIGMUNDFREUD The id is the only component of personality that is present from birth.
This aspect of personality is entirely unconscious and includes of the
instinctive and primitive behaviors. According to Freud, the id is the
source of all psychic energy, making it the primary component of
personality.
The ego is the component of personality that is responsible for dealing
with reality. According to Freud, the ego develops from the id and
ensures that the impulses of the id can be expressed in a manner
acceptable in the real world. The ego functions in both the conscious,
preconscious, and unconscious mind.
The last component of personality to develop is the superego. The
superego is the aspect of personality that holds all of our internalized
moral standards and ideals that we acquire from both parents and
society--our sense of right and wrong. The superego provides
guidelines for making judgments. According to Freud, the superego
begins to emerge at around age five.
There are two parts of the superego:
- The ego ideal includes the rules and standards for good behaviors.
These behaviors include those which are approved of by parental and
other authority figures. Obeying these rules leads to feelings of pride,
value and accomplishment.
- The conscience includes information about things that are viewed
as bad by parents and society. These behaviors are often forbidden
and lead to bad consequences, punishments or feelings of guilt and
remorse.
3 COMPONENTSOF PERSONALITY

and the founder of
psychoanalysis.
SIGMUNDFREUD
1. ORAL STAGE
during this first stage of development, a human’s libido is
located in their mouth. Meaning the mouth is the primary source
of pleasure. Example: breastfeeding, biting, sucking and
exploring the world by putting things in the mouth.
Age range: Birth to 1 year Erogenous zone: The mouth
2. ANAL STAGE
during this stage, potty training and learning to control your
bowel movements and bladder are a major source of pleasure
and tension.
Age range: 1 to 3 years old Erogenous zone: anus and bladder
3. PHALLIC STAGE
he proposed that for young boys, this meant obsession with
their own penis. For young girls, this meant fixation on the fact
that they don’t have a penis, an experience he called “penis
envy.” Age range: 3 to 6 yrs old E. zone: genitals, specifically the
penis
4. LATENCY STAGE
During the latency stage, the libido is in “do not disturb
mode.” Freud argued that this is when sexual energy was
channeled into industrious, asexual activities like learning,
hobbies, and social relationships. Age range: 7 to 10 yrs
old
5. GENITAL STAGE
this is when an individual begins to have strong sexual
interest in the opposite sex
• Age range: 12 and up, or puberty until death
5 PSYCHOSEXUALTHEORYOF
DEVELOPMENT

- (born June 15, 1902, Frankfurt
am Main, Germany—died May 12,
1994, Harwich, Massachusetts,
U.S.), German-born American
psychoanalyst whose writings on
social psychology, individual
identity, and the interactions of
psychology with history, politics,
and culture influenced
professional approaches to
psychosocial problems and
attracted much popular interest.
ERIK ERIKSON
• he said "Healthy children will not fear life if their elders have
integrity enough not to fear death." He believed in the impact
of the significant others in the development of one's view of
himself; life and of the world. He presented a very
comprehensive framework of eight psycho-social stages of
development. He describe the crisis(expressed in opposite
polarities) that a person goes through; the maladaptations and
malignancies that result from failure to effectively resolve the
crisis; and the virtue that emerges when balance and
resoluttion of the crisis is attained.
EIGHT PSYCHO-SOCIAL STAGES OF
DEVELOPMENT

- (born August 9, 1896, Neuchâtel,
Switzerland—died September 16, 1980,
Geneva), Swiss psychologist who was the
first to make a systematic study of the
acquisition of understanding in children.
He is thought by many to have been the
major figure in 20th-century
developmental psychology.
He said "the principal goal of education in
the schools should be creating men and
women who are capable of doing new
things, not simply repeating what other
generations have done."
JEAN PIAGET
The Sensorimotor Stage
The sensorimotor stage is the first phase of children’s cognitive development.
During this stage, children primarily learn about their environment through their
senses and motor activities.
The Preoperational Stage
where their ability to use mental representations, rather than the physical
appearance of objects or people, improves greatly. Examples of abstract
representations include engaging in pretend play and talking about events that
happened in the past or people who are not currently in the room.
The Concrete Operational Stage
During this stage, children are more capable of solving problems because they
can consider numerous outcomes and perspectives. All of their cognitive abilities
are better developed in this stage. During this stage, children understand the
concept of conservation better and, as a result, are better at solving conservation
problems. Conservation refers to the idea that things can be the same, even if
they look different.
The Formal Operational Stage
Abstract thought characterizes this stage. Children can think about abstract
concepts and are not limited to a current time, person, or situation. They can think
about hypothetical situations and various possibilities, like situations that don’t
exist yet, may never exist, or might be unrealistic and fantastical. During this
stage, children are capable of hypothetical-deductive reasoning, which allows
them to test hypotheses and draw conclusions from the results. Unlike younger
children who haphazardly approach problems, children in the formal operational
stage can apply their reasoning skills to apply more complicated problems in a
systematic, logical manner.
PIAGET’S COGNITIVE DEVELOPMENT THEORY

- (born October 25, 1927,
Bronxville, New York, U.S.—died
January 17, 1987, Boston,
Massachusetts), American
psychologist and educator
known for his theory of moral
development.
LAWRENCE
KOHLBERG
• he said "Right actions tends to be defined in terms of
general individual rights and standards that have
been critically examined and agreed upon by the
whole society."
• influenced by Piaget, Kholberg believed that one's
cognitive development influenced the development
of one's moral reasoning.

- (born October 25, 1927,
Bronxville, New York, U.S.—died
January 17, 1987, Boston,
Massachusetts), American
psychologist and educator
known for his theory of moral
development.
LAWRENCE
KOHLBERG
1. Pre-conventional
Morality
get in trouble or they want to get
a reward. This level of morality is
mostly based on what authority
figures like parents or teachers
tell you to do rather than what
you think is right or wrong.
Stage 1. Obedience and
Punishment Orientation. The
child/individual is good to avoid
being punished. If a person is
punished, they must have done
wrong.
Stage 2. Individualism and
Exchange. At this stage, children
recognize that there is not just
one right view handed down by
the authorities. Different
individuals have different
viewpoints.
2. Conventional Morality
is the second level of moral
development (8 years old to
early adolescence),
characterized by accepting
social rules and the
expectations of others
concerning right and wrong.
Stage 3. Good Interpersonal
Relationships. The
child/individual is good to be
seen as being a good person
by others. Therefore, answers
relate to the approval of
others.
Stage 4. Law and Order
Morality. The child/individual
becomes aware of the wider
rules of society, so judgments
concern obeying the rules to
uphold the law and avoid
guilt.
3. Post-conventional
Morality
is the third level of moral
development and is
characterized by an
individual’s understanding of
universal ethical principles.
Postconventional morality is
when people decide based on
what they think is right rather
than just following the rules.
Stage 5. Social Contract and
Individual Rights. The
child/individual becomes
aware that while rules/laws
might exist for the good of the
greatest number, there are
times when they will work
against the interest of
particular individuals. The
issues are not always clear-
cut. For example, in Heinz’s
dilemma, the protection of life
is more important than
breaking the law against

- born November 17, 1896, in
Orsha, a city in the western
Russian Empire. A seminal
Russian psychologist best known
for his sociocultural theory.
He said "The Teacher must
orient his work not on
yesterday's development in
the child but on tomorrow's."
He emphasized the role of
social interaction in learning
and development.
LEV VYGOTSKY ON LANGUAGE
Vygotsky viewed language as an essential tool for communication
and that culture and behaviour was understood through
language. Vygotsky also highlighted the critical role that language
plays in cognitive development. Vygotsky's theory says that social
interactions help children develop their ability to use language.
ZONE OF PROXIMAL DEVELOPMENT
The concept of the zone of proximal development, also known
as the zone of potential development, is used to explain a child's
potential for cognitive development and ability when they are
guided through a task, rather than asked to do it in isolation.
If a child is presented with a task that is slightly above their
ability level, the zone of proximal development (ZPD) refers to
their ability to do it with the assistance of a more
knowledgeable person. This theory explains why some skills
present themselves in a more social context when the child is
unable to display them by themselves.
The zone of proximal development can be described as the
distance between the actual developmental level when
assessed independently and the level of potential development
when assessed in collaboration with peers or mentors or under
the guidance of a teacher.

- (born April 29, 1917, Moscow,
Russia, U.S.S.R.—died
September 25, 2005, Ithaca,
New York, U.S.), Russian-born
American psychologist best
known for having developed
Bioecological Systems Theory.
URIE
BRONFENBRENNER
BIOECOLOGICAL SYSTEMS THEORY
-presents child development within the context of
relationship systems that comprise the child's
environment. The model is composed of:
• microsystem
• mesosystem
• exosystem
• macrosystem
• chronosystem
-the term "bioecological" points out that the
child's own biological make-up impacts on
his/her development.

The Microsystem
The microsystem is the ﬁrst level of Bronfenbrenner’s theory and are the things
that have direct contact with the child in their immediate environment, such as
parents, siblings, teachers, and school peers.
Relationships in a microsystem are bi-directional, meaning other people can
influence the child in their environment and can also change the beliefs and
actions of other people.
Furthermore, the child’s reactions to individuals in their microsystem can
influence how they treat them in return.
The interactions within microsystems are often very personal and are crucial
for fostering and supporting the child’s development.
If a child has a strong nurturing relationship with their parents, this is said to
have a positive effect on the child. Whereas distant and unaffectionate
parents may have a harmful effect on the child.

The Mesosystem
The mesosystem encompasses the interactions between the child’s
microsystems, such as the interactions between the child’s parents and
teachers or between school peers and siblings.
The mesosystem is where a person’s individual microsystems do not function
independently, but are interconnected and assert inﬂuence upon one another.
For instance, if a child’s parents communicate with the child’s teachers, this
interaction may influence the child’s development. Essentially, a mesosystem
is a system of microsystems.
According to the ecological systems theory, if the child’s parents and teachers
get along and have a good relationship, this should have positive effects on
the child’s development, compared to negative effects on development if the
teachers and parents do not get along.

The Exosystem
The exosystem is a component of the ecological systems theory developed by
Urie Bronfenbrenner in the 1970s.
It incorporates other formal and informal social structures, which do not
themselves contain the child but indirectly influence them as these social
structures affect one of the microsystems.
Examples of exosystems include the neighborhood, parents’ workplaces,
parents’ friends, and the mass media. These are environments in which the
child is not involved and are external to their experience but nonetheless affect
them anyway.
An instance of exosystems affecting the child’s development could be if one of
the parents had a dispute with their boss at work.
The parent may come home and have a short temper with the child as a result
of something which happened in the workplace, which may result in a
negative effect on development.

The Macrosystem
The macrosystem is a component of Bronfenbrenner’s ecological systems
theory that focuses on how cultural elements affect a child’s development,
such as socioeconomic status, wealth, poverty, and ethnicity.
Thus, the culture that individuals are immersed within may influence their
beliefs and perceptions about events that transpire in life.
The macrosystem differs from the previous ecosystems as it does not refer to
the specific environments of one developing child, but the already established
society and culture in which the child is developing in.
This can also include the socioeconomic status, ethnicity, geographic location,
and ideologies of the culture.
For example, a child living in a third-world country would experience a different
development than a child living in a wealthier country.

The Chronosystem
The fifth and final level of Bronfenbrenner’s ecological systems theory is known
as the chronosystem.
This system consists of all the environmental changes that occur over the
lifetime that influence development, including major life transitions and
historical events.
These can include normal life transitions, such as starting school, and non-
normative life transitions, such as parents getting divorced or having to move
to a new house.

Jason B. Vista
Reporter:
Module 4
Centered Teaching
Dr. Sammy B. Begas
Professor:
INDIVIDUAL DIFFERENCES

FACTORS THAT BRING ABOUT STUDENT DIVERSITY
In all learning environments, individuals interact with others who
are in some way different from them like physical characteristics
and abilities, gender, race, spiritual beliefs, age, etc.
This diversity also comes from other factors like the following:
• Socioeconomic status - The millionaires' lifestyle differs from
that of the middle income or lower income group.
• Thinking/Learning Style - some learn better by seeing
something; others by just listening; and still others by
manipulating something.
• Exceptionalities - in class there maybe one who has difficulty in
spoken language comprehension or in seeing, hearing, etc.

HOW DIVERSITY ENRICHES THE LEARNING ENVIRONMENT
A teacher may be challenged to handle a class so diverse. There
may be students with different cultural background, different
language abilities, different attitudes and aptitudes and behaviors.
Yet a more reflective teacher may see a diverse classroom as an
exciting place to learn not just for her students, but for herself as well.
This diversity also comes from other factors like the following:
• Socioeconomic status - The millionaires' lifestyle differs from that
of the middle income or lower income group.
• Thinking/Learning Style - some learn better by seeing something;
others by just listening; and still others by manipulating
something.
• Exceptionalities - in class there maybe one who has difficulty in
spoken language comprehension or in seeing, hearing, etc.

Some of the benefits and learning opportunities that student
diversity can bring:
• Student's self-awareness is enhanced by diversity
• Student diversity contributes to cognitive development
• Student diversity prepares learners for their role as a responsible
members of society
• Student diversity can promote harmony

Some tips on Student Diversity
• Encourage learners to share their personal history and experiences.
• Integrate learning experiences and activities which promote student's multicultural
and cross-cultural awareness
• Aside from highlighting diversity, identify patterns of unity that transcend group
differences
• Communicate high expectations to students from all subgroups
• Use valid instructional methods to accommodate student diversity in learning style
• Vary examples you use to illustrate concepts in order to provide multiple context
that are relevant to students from diverse backgrounds
• Adapt to the student's diverse background and learning styles by allowing them
personal choice and decision-making opportunities concerning what they will learn
and how the will learn it.
• Diversify your methods in assessing and evaluating student learning.
• Purposely, form small-discussion group of students form diverse backgrounds. You
can form groups of students with different learning styles, different cultural
background etc.

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