College of Education

CPE 104

FACILITATING
LEARNER-
CENTERED
TEACHING

A Course Module for Facilitating Learner-Centered Teaching 1

 Republic of the Philippines
MINDANAO STATE UNIVERSITY – MAGUINDANAO
Dalican, Datu Odin Sinsuat, Maguindanao

COLLEGE OF EDUCATION
e-mail: collegeofeducation@msumaguindanao.edu.ph

CPE 104

FACILITATING
LEARNER-
CENTERED
TEACHING

Linang Basar-Monir, Ed.D.

First Semester
2021-2022

A Course Module for Facilitating Learner-Centered Teaching 2

 LESSON 1
METACOGNITION

Overview:
In this lesson, students are aware of one’s own thought processes and
understanding of the patterns behind them. It leads them to process the plan,
monitor and assess the teaching-learning process.

Learning Outcomes:

At the end of the lesson, students can:

 Explain metacognition in your own words;

 Apply metacognitive strategies in your own quest for learning as a
novice or an expert learner; and
 Conduct an interview based on the metacognitive observation.

Duration: 9 hours

Materials Needed: electronic modules, laptop, Android phones

LMS Moodle, Google classroom, Google Meet

A Course Module for Facilitating Learner-Centered Teaching 1

Lesson Proper:

Metacognition

Metacognition is such a long word. What does it mean? You will find this
in this lesson.

Metacognition
“Thinking about Thinking”

Metacognition Metacognition Application of Learners who do

And Knowledge Metacognition not use
Development Variables leads one to be metacognition
an expert Remain to be
learner novice learners

Person
Variables
Teaching
Strategies to
Task
Develop
Variables Characteristics Characteristics of
Metacognition
of Expert Novice Learners
Strategy Learners
Variables

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 to future teachers like you is to integrate more activities
that would build the students’ capacity to reflect on their own characteristics as
learners (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.

A Course Module for Facilitating Learner-Centered Teaching 2

 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 a 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 taught to younger student (primary grades). It
is a metacognitive strategy before listening to a story or presentation.
T is for True 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. Read the summary
of the chapter first. (But please don’t stop at the summary
alone. No. No. No. This is not a good idea at all.
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. Use a marker or
colored pencil to highlight important words or phrases. (Do not
highlight the whole paragraph!)
R – Recite. Work on answering the questions you had earlier.
R – Review. Pinpoint topics you may need to go back to and read in
order to understand better.

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 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 other
situations or tasks.

Novice and Expert Learners

In the last twenty years, cognitive psychologists have studied the
distinctions among learner 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.
Expert 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 the difference between a novice learner and an
expert learner.

Difference Between Novice and Expert Learners

Aspect of Novice Learners Expert Learners

Learning
Knowledge in  Have limited  Have deeper
different subject knowledge in the knowledge in different
areas different subject subject areas because
areas they look for
interrelationships in the
things they learn

A Course Module for Facilitating Learner-Centered Teaching 4

 Problem solving  Satisfied at just
scratching the
surface; hurriedly
gives a solution to
the problem
Learning/thinking  Employ rigid
Strategies strategies that may
not be appropriate
to the task at hand
Selectivity in  Attempt to process
Processing all information they
receive
Production of  Do not examine the
output quality of their work,
nor stop to make
revisions
 First try to understand
the problem, look for
boundaries, and create
a mental picture of the
problem
 Design new strategies
that would be
appropriate to the task
at hand
 Select important
information to process;
able to breakdown
information to
manageable chunks
 Check their errors and
redirect their efforts to
maintain quality output

Stop and pause a while. Are you a novice learner? Or an expert one? Strive
to apply the concepts 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

Reference:

Lucas, Maria Rita D. & Corpuz, Brenda B. (2014). Facilitating Learning: A

Metacognitive Process (4th ed.). Quezon City: Lorimar Publishing, Inc.

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