Module 1

Metacognition- It refers to the high 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 knowledge 3 categories

1. Person variables- how one views himself as learner and thinker. It refers to knowledge about how human beings learn and process
information, as well as individual knowledge of one’s own learning processes.
2. Task Variables- Includes knowledge about the nature of the task as well as the type of processing demands that it will place upon the
individual. Is about knowing what exactly needs to be accomplished, gauging its difficulty and knowing the kind of effort it will demand.
3. Strategy Variables - Involves awareness of the strategy you are using to learn a topic and evaluating whether this strategy is effective
a. META-ATTENTION -the awareness of specific strategies so that you can keep your attention focused on the topic or task
at hand.
b. METAMEMORY -is your awareness of memory strategies that work best for you

TQLR- Metacognitive strategy before listening to a story or presentation. (Younger)

Tune in- learner himself to be aware that he is paying attention, and that he is ready to learn

Question- learner is given question or he thinks of questions about what he will soon learn

Listen- learner intentionally exerts effort to listen. He becomes aware if he momentarily detracted and goes back to listen again.

Remember- learner uses ways or strategies to remember what was learned

PQ4R- used to study for a unit or chapter (Older)

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

Question- read the guide question provided, or think of your own question about the topic

Read- Check our sub headings as you read. Pay attention on words that are printed in bold or italicized.

Recite- Work on answering the questions you had earlier

Review- Pinpoint on topics you may need to go back to and read in order to understand better

Reflect- Think about what you read.

Expert learners employed metacognitive strategies in learning. They were more aware of their learning process as they read, studied and did
problem solving. Experts learners monitored their learning and consequently adjusted their strategies to make learning more effective.
Module 2

Learner Centered Psychological Principles

-Focus on psychological factors that are primarily internal to and under the control of the learner rather than conditioned habits of physiological
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 of principles; no principle should be viewed in isolation.

A. Cognitive and Metacognitive Factors

1. 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 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

B. 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, interests 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 learners’ motivation to learn, the willingness to exert this effort is unlikely without coercion

C. 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 influences by social interactions, interpersonal relations and communication with others.

D. Individual Differences factors

 12. Individual differences in Learning- Learners have different strategies, approaches and capabilities for learning that are a function of
prior experiences and heredity.
13. Learning and diversity- Learning is most effective when differences in learner’s linguistic, cultural and social background 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 learning process.

Module 3 Review of theories related to Learner’s Development

Sigmund Freud- The mind is like an iceberg, it floats with one-seventh of its bulk above water.

3 components of personality

1. Id- pleasured centered

2. Ego- reality centered
3. Superego- idea or conscience
Five psychosexual stages of development
1. Oral
2. Anal
3. Phallic
4. Latency
5. Genital

Eric Erikson- Healthy children will not fear life if their elders have integrity enough not to fear death.

8 psychosocial stages of development- maladaptation and malignancies that result from failure to effective resolve the crisis and the virtue that
emerges when balance and resolution of the crisis is attained.

Jean Piaget- The principle 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.

4 stages of cognitive development

1. Sensory motor
2. Pre-operational
3. Concrete operational
4. Formal operational stages

Lawrence Kohlberg- Right actions tend to be defined in terms of general individual rights and standards that have been critically examined and
agreed upon by the whole society.

3 levels of moral development

1. Preconventional
2. Conventional
3. Post conventional

Lev Vygotsky- The teacher must orient his work not on yesterday’s development In the child but on tomorrows.

Scaffolding is the systematic manner of providing assistance to the learner that helps the learner to effectively acquire a skill.

Zone of proximal development- He believed that a guidance from a MKO would lead a learner to a higher level of performance that if he were
alone. It becomes the learner’s actual performance when he works independently in the future.

Urie Bronfenbrenner- Biological System Theory presents child development within the context of relationship systems that comprise the child’s
environment.

1. Microsystem
2. Mesosystem
3. Exosystem
4. Macrosystem
5. Chronosystem

Module 4 Individual Differences

Factors that Bring about Student Diversity

 1. Socio Economic Status- The millionaires’ lifestyle differs from that of the middle income or lower income group.
2. Thinking/Learning Style Some of you learn better by seeing something; others by just listening; and still others by manipulating
something.
3. Exceptionalities In class there maybe one who has difficulty in spoken language comprehension or in seeing, hearing, etc.

Module 5 Learning/ Thinking Styles and Multiple Intelligences

Learning and Thinking Styles- refer to the preferred way an individual processes information. They describe a person’s typical mode of thinking,
remembering or problem solving.

Sensory Preferences- individuals tend to gravitate toward one or two types of sensory inputs and maintain a dominance in one of the following
types

 Visual Learners -This learner must see their teachers actions and facial expression to fully understand the content of a lesson. They
may think in pictures and learn best from visual aids.
1. Visual iconic- those who prefer this form of input are more interested in visual imagery such as film,graphic displays,or
pictures in order to solidify learning.
2. Visual Symbolic This who prefer this form of input feel comfortable with abstract symbolism such as mathematical
formulae or the written word.

 Auditory Learners- learn best through verbal lectures, discussions, talking things through and listening to what others have to say.
They interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances.
1. Listeners- Remember things said to them and make the information their own.
2. Talkers- prefer to talk and discuss

 Tactile/ Kinesthetic Learners- prefer “learning by doing”, benefit much from hands-on approach, actively exploring the physical world
around them

Global- Analytic Continuum

 Analytic- tend toward the linear, step-by-step processes of learning and see finite elements of patterns rather than the whole. They
are the “tree seers”. They are more comfortable in a world of details and hierarchies of information
 Global- lean towards non-linear and tend to see the whole pattern rather than particle elements. They are the “forest seers” who give
attention only to the overall structure and sometimes ignore the details.