Lesson 1 Metacognition.pdf

Facilitating Learner-Centered Teaching:
The Learner-Centered Approaches with Emphasis on
Trainers’ Methodology I
Reference:
Facilitating Learning: A Metacognitive Process 4th Edition
by Maria Rita D. Lucas and Brenda B. Corpuz

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.

Course Outline
• Metacognition
• Learner-Centered Psychological Principles
• Review of the Theories Related to the Learners’
Developmental
• Individual Differences
• Learning/Thinking Styles and Multiple Intelligences
• Learners with Exceptionalities
• Behaviorism: Pavlov, Thorndike, Skinner
• Neo-Behaviorism: Tolman and Bandura
• Gestalt Psychology
• Information Processing
• Gagne’s Conditions of Learning
• Ausubel’s Meaningful Verbal Learning/Subsumption Theory

• Bruner’s Constructivist Theory
• Constructivism: Knowledge Construction/Concept Learning
• Transfer of Learning
• Bloom’s Taxonomy of Educational Objectives-Revised
• Sternberg’s Successful Intelligence Theory and WICS Model
• Problem Solving and Creativity
• Meaning and Types of Motivation
• Theories on Factors Affecting Motivation
• Students’ Diversity in Motivation
• Human Environmental Factors Affecting Motivation
• The Classroom Climate
• The Physical Learning Environment
• Assessment Strategies that can Increase Motivation

• explain metacognition to a friend.
• apply metacognitive strategies in your
own quest for learning as a novice or an
expert learner.

Metacognition
Metacognition
and
Development
Metacognition
Knowledge
Variables
Application of
Metacognition
leads one to be
an expert learner
Learners who
do not use
metacognition
remain to be
novice
learners
Person
Variables
Teaching
Strategies to
Develop
Metacognition
Characteristics
of expert
Learners Characteristics
of Novice
Learners
Task
Variables
Strategy
Variables

Part I Always
(10)
Some
times
(5)
Never
(0)
Your
Score
1. I exert effort to find out why I need to do
a particular task.
2. I reward myself when I work.
3. I see to it that I give myself regular
breaks from work.
4. I am able to keep my concentration and
does not let my mind “drift away.”
5. I have ways of dealing with distractions.
6. I am willing to do the work I do not enjoy
because I see it as important.
7. I seek clarification from the teacher
about his/her expectations and standards.
8. I go to tutorials to improve my school work.
TOTAL:

Part II Always
(10)
Some
times
(5)
Never
(0)
Your
Score
1. I make a weekly timetable for the school work I need
to accomplish.
2. I make a review schedule for examinations.
3. I plan to get the necessary resources and equipment
prior to starting work.
4. I submit all my assignments on time.
5. I have a place to work where I won’t be disturbed.
6. I have time for family commitments and relaxation as
well as studying.
7. I prioritize tasks which should be done first, second,
and so on.
8. I make lists of things to do.
9. I make a list of valuable references with bibliographic
details, page numbers of quotes, and so on.
10. I review my work before submitting it.
TOTAL:

Part III Always
(10)
Some
times
(5)
Never
(0)
Your
Score
1. I discuss work assignments with other
students.
2. I share resources with other students.
3. I keep cuttings from newspapers and
magazines which may be of help to me.
4. I make sure I see TV programs which may be
useful.
5. I read the topic assigned before a session.
6. I ask questions and generally take part in
group discussion.
7. I listen out for key ideas when someone is
talking.
8. When I am listening to someone, I try to
anticipate what they will say next.
TOTAL:

Part IV Always
(10)
Some
times
(5)
Never
(0)
Your
Score
1. I get so worried about assignments that they
make me feel ill.
2. This worry about assignments makes me feel
depressed.
3. I feel miserable about doing assignments.
4. I let these concerns about the work get on
top of me.
5. When I need to work, others always succeed
in persuading me to go out.
6. I have difficulty in talking to others about my
worries.
7. I ignore my personal fitness through worrying
about assignments.
8. The stress of assignments causes me to get
behind and I never seem to catch up.
TOTAL:

Part V Always
(10)
Some
times
(5)
Never
(0)
Your
Score
1. My notes indicate the main ideas, rather than merely
repeat what has been said.
2. I listen for key ideas when listening to a speaker.
3. I approach tutors for help.
4. I organize or file my notes regularly.
5. I re-write my notes under key ideas, headings, using
numbering or lettering schemes.
6. I have a shorthand technique of my own.
7. I underline or highlight key ideas so they stand out.
8. I decide, before reading book, whether it is vital or
background reading.
9. I go over a book before diving into chapter one.
10. I check the contents page for relevance before
reading a book.
11. I look for summaries at the end of chapters.
TOTAL:

Part VI Always
(10)
Some
times
(5)
Never
(0)
Your
Score
1. I see to it that I understand what is really being asked
for in the assignment/project.
2. I read other references and read about the topic.
3. I make an outline/plan before doing my assignment /
project.
4. I spell-check for spelling mistakes.
5. My essays have clear introductions.
6. My essays have a conclusion.
7. I frequently check back to the title during the writing
of an essay.
8. My essays/research paper has a full set of references
and a bibliography.
9. I review projects/assignment before submitting it.
10. I request someone else to look at/read my
project/assignment before submitting it.
TOTAL:

Scoring:
The six parts of the questionnaire pertain to the
following aspects of study habits:
Part 1: Motivation
Part 2: Organizing and planning your work
Part 3: Working with others; utilizing resources
and feedback
Part 4: Managing school work stress
Part 5: Note-taking and reading
Part 6: Preparing an assignment/project

Scores from 55 to 80: you do not
appear to have many problems in
getting down to work and keeping
to it.
Scores from 35 to 50: you
sometimes get down to work but you
can be distracted, you might not
always be certain why you are
having to work.
Scores of 30 and below: you really
do have problems in getting down to
work.

Scores from 70 to 100: you are
well-organized and plan ahead of
work.
Scores from 46 to 65: you are not
well-organized as you could be.
Score of 35 and below: you have
little organization, constantly
doing things at the least minute.

Scores from 55 to 85: you make full
use of resources available.
Scores from 35 to 50: you probably
collect resources but you need to ask
yourself how you are going to use
them more effectively.
Scores 35 and below: there are
important resources around that you
are ignoring.

Scores from 65 to 80: although you
sometimes get stressed and worried you
have the skills of knowing how to
minimize problems and look after
yourself.
Scores from 40 to 65: you handle your
anxieties and concerns moderately well
but could develop skills to manage them
more effectively.
Scores 35 and under: you are likely to
get overwhelmed with your problems.

Scores form 75 to 100: you prepare
well and read efficiently, learning as
you go.
Scores form 45 to 70: your reading
and note taking skills are adequate,
but could be improved.
Scores 40 and below: your notes
are likely to be of little use to you, if
they exist at all.

Scores form 70-100: your essays are
well thought out, researched and
clearly written.
Scores from 40-65: there is a room
for improvement although you do
demonstrate some skills.
Scores 35 and below: you probably
wonder why your essays always get
such low marks.

Goal of Education
•To teach students how to
learn on their own.
•To develop in them skills
that would enable them to
learn for a lifetime.

“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

- a way of thinking.
- a process through
which we acquire
knowledge and skills.

- it is our thought process
that is responsible for our
attention, perception,
memory, language,
reasoning, problem solving,
and other cognitive functions.

- we are capable of
learning because of
our ability to utilize
our COGNITION.

- is an awareness of our
own thought process.
- is “thinking about our
own thinking” or
“learning how to learn.”

- refers to the learners’ understanding
and control of their cognitive
processes (Kauchak & Eggan, 2007).
- learners think about their own
thinking processes and choose
learning strategies that are
appropriate for specific tasks.

- refers to acquired
knowledge about
cognitive processes,
knowledge that can be
used to control cognitive
processes.

1.Person Variables
2.Task Variables
3.Strategy Variables

- Includes how one views
himself as a learner and
thinker.
- Refers to knowledge
about how human
beings learn and
process information, as
well as individual
knowledge of one’s own
learning processes.

-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 from
you.

- involves awareness of the
strategy you are using to learn a
topic and evaluating whether this
strategy is effective.
*Meta-attention – is the
awareness of specific strategies so
that you can keep your attention
focused on the topic or task at
hand.
*Metamemory – is the knowledge
we have about how memory works
(Piper, 2003).

Metacognition (Omrod)
• Knowing the limits of one’s own
learning and memory capabilities.
• Knowing what learning tasks one can
realistically accomplish within a certain
amount of time.
• Knowing which learning strategies are
effective and which are not.

• Planning an approach to a learning task
that is likely to be successful.
• Using effective learning strategies to
process and learn new material.
• Monitoring one’s own knowledge and
comprehension.
• Using effective strategies for retrieval of
previously stored information.

• Knowledge is said to be metacognitive if it is
keenly used in a purposeful manner to ensure
that a goal is met.
Example: “I know that I (person variable) have
more difficulty with my Science assignments than
English and find Araling Panlipunan easier (task
variable), so I will do my homework in Science
first, then Language Arts, then Araling Panlipunan
(strategy variable).

Metacognition (Huitt)
Is the ability to ask and answer the ff questions:
• What do I know about this subject,
topic, issue?
• Do I know what do I need to know?
• Do I know where I can get some
information, knowledge?
• How much time will I need to learn
this?

• What are some strategies and tactics
that I can use to learn this?
• Did I understand what I just heard, read
or saw?
• How will I know if I am learning at an
appropriate rate?
• How can I spot an error if I make one?

• How should I revise my plan if it is not
working to my expectations /
satisfaction?

Metacognitive awareness is evident in preschoolers and
in students as young as eight years old. Children
already have the capacity to be more aware and
reflective of learning. The challenge is to integrate more
activities that would build students’ capacity to reflect on
their own characteristics as learners, the tasks they are
to do and the strategies that they can use to learn.
(Fang and Cox Research)

•Have students monitor their own
learning and thinking (a student may
monitors a peer’s learning).
•Have students learn study strategies
(KCAASE)
•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.
•Help students know when ask for
help.
•Show students how to transfer
knowledge, attitudes, values, skills to
other situations or tasks.

Aspect of Learning Novice Learners Expert Learners
Knowledge in different subject
areas
Have limited knowledge in the
different subject areas
Have deeper knowledge in
different subject areas
because they look for
interrelationships in the things
they learn
Problem solving Satisfied at just scratching the
surface, hurriedly gives a
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 output

Assignment
• Surf the internet for additional readings on
metacognition.
• Make a collection of metacognitive strategies
that can make learning more effective and
efficient.
• Make a collection of teaching strategies that
develop metacognition in students.
• Prepare your own metacognitive game plan on
how you can apply metacognition to improve
your study skills.

Lesson 1 Metacognition.pdf

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Lesson 1 Metacognition.pdf