Prof Ed6 Intro To Metacognition

Living … Loving … and…
Learning:
Principles Underlying
Teaching
Abe G. Belleza,
PhD Facilitator
1
Overview of the Principles
of Teaching and Learning
2
•
Good Mastery OfGood
Content
Practice Of Teac
Good
= +
Learning
3
Effective
Clearly Applicatio Good
Identified n of Practice
+ Principles =
Learning of
Outcomes of Good Teachin
Teaching g
4
FACILITATING
LEARNING:
A Metacognitive
Process
ENVIRONMENT TEACHER
STUDENTS
6
Let’s think about your teachers -
what was good, and not so good?
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Christa McAuliffe
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The mediocre teacher tells…
The good teacher explains…
The superior teacher demonstrates…
The excellent teacher inspires….
William Arthur Ward
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Metacognition
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11
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What is metacognition?
John Flavell coined metacognition
It is simply “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.
.
13
We do metacognitive activities often in
our daily lives.
When you sense that you are
experiencing some difficulty with a topic
you are studying, and you try out
different strategies to learn better, you
are practicing metacognition.
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Division of Metacognitive
knowledge:
 Knowledge of Person variables
 Task variables
 Strategy variables
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knowledge:
Knowledge of Person variables –
how human beings learn and process
information, as well as individual
knowledge of one’s own learning processes.
E.g. one can effectively study in the
morning than late in the evening.
16
knowledge:
Task variables – knowing what exactly
needs to be accomplished, gauging the
difficulty and knowing the kind of effort it
will demand from you. E.g. awareness that
reading and comprehending a philosophy
book takes more time than reading a novel.
17
knowledge:
Strategy variables – awareness of
the strategy used in learning a topic and
whether this strategy is effective.
1) Meta-attention, 2) Meta-memory
.
18
Huitt believes that metacognition includes
the ability to ask and answer the following
types of question:
What do I know about this subject, topic, issue?
Do I know where I can go to get some
information, knowledge?
How much time will I need to learn this?
.
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Huitt believes that metacognition includes the
ability to ask and answer the following types
of question:
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?
.
20
Metacognitive strategies to
Facilitate Learning
Have students monitor their own learning
and thinking
TQLR – this can be taught to younger

students (primary grades). It is a
metacognitive strategy used before
listening to a story or a presentation.
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Facilitate Learning
TQLR
T is for Tune in – important to pay attention and
ready to learn
Q is for Question – give or think of questions
about to learn
L is for Listen – intentionally exerts effort to listen
R is for Remember – use ways or strategies to
remember what was learned
.
22
Facilitate Learning
PQ4R – this is usually for older

students in the intermediate levels and
onwards. This strategy is used to study a unit
or chapter.
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Facilitate Learning
PQ4R
P – Preview – scan the whole chapter before
delving on each paragraph. Check out the
objectives. Look for outlines, advance
organizers or summary of the chapter first
before reading the whole chapter.
Q – Question – read the guide questions
provided or think of your own questions about
the topic
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Facilitate Learning
PQ4R
R – Read – check out the 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
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Facilitate Learning
PQ4R
R – Review – pinpoint topics you may need
to go back to and read in order to understand
better.
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?
.
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Metacognitive strategies to Facilitate
Learning
 Have students make predictions about
information to be presented next
 Have students relate ideas to existing
knowledge structures
 Have students develop questions
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Learning
 Help students to know when to ask for help
 Show students how to transfer knowledge,
attitudes, values and skills to other situations or
tasks
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Learning
 Based on the principle of metacognition, prepare
your own metacognitive game plan on how you
can apply metacognition to improve your study
skills
 10-minute non-stop writing
From the module on metacognition, I realized
that
.
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Questions?
LEARNER-CENTERED PSYCHOLOGICAL
PRINCIPLES
Characteristics
Nature of the The learning of a complex Construction of
Learning Process subject matter is most meaning
effective when it is an Connectedness
intentional process of to their
constructing meaning from experiences
Cognitive and
information and experience
Metacognitive
Factors Goals of the learning The successful learner, over Creation of
process time and with support and meaningful and
instructional guidance, can coherent
create meaningful, coherent knowledge
representation of knowledge representation
Construction of The successful learner can Meaningful
Knowledge link new information with connectedness
existing knowledge in
meaningful ways 31
Characteristics
Strategic Thinking The successful learner can Development of
create and use repertoire of strategies for
thinking and reasoning thinking and
strategies to achieve reasoning
complex learning goals
Cognitive and
Metacognitive Thinking about Higher order strategies for Higher order
Factors thinking selecting and monitoring strategies for
mental operations facilitate selecting and
creative and critical thinking monitoring
operations
Context of Learning Learning is influences by The

environmental factors , environmental
including culture, technology influences
and instructional practices (culture,
technology,
and/or
instructional
practices) affect
learning
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PRINCIPLES
Motivational What and how much is Motivation is

and emotional learned is influenced of two
Motivational influences on by the learners’ types:
and learning motivation. Motivation intrinsic and
Affective to learn, in turn, is extrinsic
Factors influenced by the
individual’s emotional
states, beliefs,
interests and goals,
and habits of thinking
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PRINCIPLES
The learner’s Intrinsic
creativity, higher order motivation is
Intrinsic thinking, and natural stimulated by
motivation curiosity all contribute tasks of
Motivational to learn to motivation to learn. optimal
and Intrinsic motivation is novelty and
Affective stimulated by tasks of difficulty and
Factors optimal novelty and related to
difficulty, relevant to personal
personal interests, worth
and providing for
personal choice and
control
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PRINCIPLES
Acquisition of Learners’
complex knowledge effort
Effects of and skills requires Instructional
motivation extended learner effort scaffolds or
on effort and guided practice. guided
Without learners’ practice
Motivational motivation to learn,
and the willingness to
Affective exert this effort is
Factors unlikely without
coercion
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PRINCIPLES
As individuals Development
Development develop, there are influences
influences on different opportunities (intellectual,
Development learning and constraints for emotional,
and Social learning. Learning is and social
Factors most effective when factors) also
differential affect
development within learning
and across physical,
intellectual,
emotional, and social
domain is
taken into account
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PRINCIPLES
Social Learning is influenced Social

Development influences on by social interactions, interactions,
and Social learning interpersonal relations interpersonal
Factors and communication relations and
with others communicati
on with
others are
important in
learning
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PRINCIPLES
Individual Learners have Experiences
differences in different strategies, and heredity
learning approaches and come into
capabilities for play in the
Individual learning that are a development
difference function of prior of strategic
factors experience and learning
heredity
Learning and Learning is most Linguistic,
diversity effective when cultural and
differences in learners’ social
linguistic, cultural and backgrounds
social backgrounds are from part of
taken into account learner
differences 38
PRINCIPLES
Setting appropriately Diagnostic
high and challenging process and
Standards and standards and outcome
assessment assessing the learner assessment
Individual as well as learning are integral
difference progress – including parts of the
factors diagnostic process learning
and outcome process
assessment – are
integral parts of the
learning process
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PRINCIPLES
1. Describe what you can do to advocate the use of the

Learner-Centered Psychological Principles.
2. Advocate the use of these principles by means of:
a) powerpoint presentation consisting of 10
slides
b) a 5-minute speech
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Questions?
FOCUS
ON
THE LEARNER
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Student as Learners
Student Development and the Learning
Process – Important theorists
– Albert Bandura
– Sigmund Freud
– Erik Erikson
– Jean Piaget
– Lev Vygotsky
– Howard Gardner
– Abraham Maslow
– B.F. Skinner
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Social Learning Theory
Albert Bandura
• Stressed how
children learn by
observation and
imitation.
• Believed that
children gradually become more selective in what
they imitate.
Bandura’s Modeling/Imitation
Child Child imitates

observes behavior
someone that seems
admired rewarded
Student as Learners
• Albert Bandura
– Social learning theory: Theory that emphasizes
learning through observation of others
– Social cognitive theory: Theory that adds
concerns with cognitive factors such as beliefs,
self-perceptions, and expectation to social
learning theory
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Student as Learners
• Albert Bandura
– Social cognitive theory distinguishes between
enactive and vicarious learning
• Enactive learning is learning by doing and
experiencing the consequences of your actions (self-
regulation of behavior, goal directed behavior, self-
monitoring)
• Vicarious learning is learning by observing others
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Student as Learners
• Albert Bandura
– Four elements of observational learning
• Attention
• Retention
• Production
• Motivation and reinforcement
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Sigmund Freud
Psychosexual Theory
• Was based on his
therapy with troubled
adults.
• He emphasized that a
child's personality is
formed by the ways which
his parents managed his
sexual and aggressive
drives.
Psychoanalytic Theories:
• Freud’s Psychosexual Theory
– Personality has 3 parts
– There are 5 stages of psychosexual
development
– Oedipus complex allows child to
identify with same-sex parent
– Fixation is an
unresolved conflict during
a stage of development
Freudian Stages
Birth to 1½ to 3 to 6 6 yrs to Puberty
1½ yrs 3 yrs years puberty onward
Oral Stage Anal Stage Phallic Latency Genital

Stage Stage Stage
Infant’s Child’s
pleasure pleasure Child’s Child A time of
centers focuses pleasure represses sexual
on mouth on anus focuses sexual reawakening
on interest ; source of
genitals and develops sexual
social and pleasure
intellectual becomes
skills someone
outside of the
family
Figure 2.1
Erik Erikson
Psychosocial Theory
• Expanded on Freud's theories.
• Believed that development is
life-long.
• Emphasized that at each stage, the
child acquires attitudes and skills
resulting from the successful
negotiation of the psychological
conflict.
Life is a series of stages. Each
individual must pass through each
stage. The way in which a person
handles each of these stages
affects the person’s identity and
self- concept.
Psychosocial Theory of Human

Development – Erik Erikson
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55
Piaget’s Theory of Cognitive
Development
• Piaget was a Swiss psychologist with a

background in biology.
• He noticed age-related similarities in how

children attempted to solve certain tasks.
– He saw that within specific age ranges there
were specific types of deficits and specific types
of strengths in problem-solving skills.
Jeanne Ellis Ormrod Copyright © 2008 by Pearson Education, Inc.

Educational Psychology: Developing Upper Saddle River, New Jersey 07458
Learners, sixth edition All rights reserved.
Basic Assumptions of Piaget’s
Theory
• Children are active and motivated learners.
• Children construct knowledge from their
experiences.
• Children learn through assimilation and
accommodation.
• Interaction with one’s physical and social
environments is essential for cognitive
development.
• The process of equilibration promotes progression
toward increasingly complex thought.
• Cognitive development is stage-like in nature.
Assimilation and
Accommodation
• Assimilation entails dealing with a new
object or event in a way that is consistent
with a currently existing scheme.
• Accommodation occurs when new

information doesn’t fit into existing
schemes; the schemes must be adjusted or
accommodated.
Jeanne Ellis Ormrod
Copyright © 2008 by Pearson Education, Inc.
Equilibration
• Equilibration is the movement from
equilibrium to disequilibrium and back to
equilibrium, a process that promotes
development of more complex thought and
understanding.
– Students move back and forth between a
state of balance and imbalance.
– It is the desire for balance that forces students to
construct new schemes or accommodate existing
schemes.
Piaget’s Stages of Cognitive Development
• Piaget proposed that
children move through
four stages.
• Periods of time are

consistent in age and
developmental
sequence.
– Age ranges are
averages.
– Some children are in
transition from one
stage to the next.
Learners, sixth edition

Jeanne Ellis Ormrod
Educational Psychology: Developing
Copyright © 2008 by Pearson Education,
Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
Piaget
Children pass through specific stages
as they develop their Cognitive
Development skills:
•Sensorimotor – birth - 2 years – infants
develop their intellect
•Preoperational – 2-7 years – children begin to
think symbolically and imaginatively
•Concrete operational – 7-12 years – children
learn to think logically
•Formal operational – 12 years – adulthood –
adults develop critical thinking skills
Sensorimotor Stage
(Birth – 2 Years)
• Characterized by infants using senses and
motor skills to explore world
– Begins with reflexes and ends with a complex
combination of sensory and motor skill
combinations
– Major cognitive developmental milestones
include object permanence and an
understanding of cause-effect relationships
– Symbolic thought, the ability to represent and
think about external objects and events, emerges
toward the end of second year.
Preoperational Stage (2
Years – 6 or 7 Years)
• Characterized by the rapid development of language
which allows for more social interaction
• Limitations of preoperational thought include:
– Egocentrism: Inability to view situations from
another’s perspective
– Lack of conservation: Inability to realize that if
nothing is added or taken away, the amount stays the
same regardless of alterations in shape or appearance
– Transductive reasoning (lack of logic): Inference of a
cause-effect relationship simply because two events
occur close together in time and space
Concrete Operations
(6 or 7 Years – 11 or 12 Years)
• Children begin to think more logically and
demonstrate deductive reasoning.
• Conservation of liquid is evident by 7;
conservation of substance is evident by 8;
conservation of area is mastered by 9 or 10.
• Children are able to learn classification, seriation, and
are able to reverse operations which allows for the
teaching of mathematics.
• However, children cannot apply newfound logic to
non-concrete items (abstract concepts).
Formal Operations (11
or 12 and Beyond)
• Children are now able to reason
logically about abstract and
hypothetical ideas.
– Can formulate and test multiple hypothesis
• Limitations include excessive idealism.
– May reflect formal operational egocentrism,
the inability to separate one’s own logical
abstractions from the perspectives of others
and from practical considerations
Current Perspectives
on Piaget’s Theory
• Sequence of the stages is supported, but the
ages coinciding with each stage is debated.
• Piaget may have underestimated young
children’s cognitive capabilities, but
overestimated those of adolescents.
• Piaget may have overemphasized the
importance of interaction with the physical
environment.
• Social interaction may be more influential than
realized.
Applying Piaget’s Theory
• Provide hands-on experience with physical objects,
particularly at the elementary level
• When students show signs of egocentric thought,
express confusion or explain that others think
differently
• Ask students to explain their reasoning and challenge
illogical explanations
• Be sure that students have adequate knowledge and
skills before moving on to more complex topics
and activities
• Relate abstract and hypothetical ideas to concrete
objects and/or observable events
Lev Vygotsky - 1896-1934
The cultures in which children are raised and
the ways in which they interact with people
influence their intellectual development.
From their cultural environments, children

learn values, beliefs, skills, and traditions that
they will eventually pass on to their own
children.. Learning is an active process.
Learning is constructed.
Main points
• Development is primarily driven by
language, social context and adult
guidance.
Vygotsky’s Basic Assumptions
• Children can perform more challenging
tasks when assisted.
– Actual developmental level vs. level of
potential development
• Challenging tasks promote maximum
cognitive growth.
– Zone of proximal development
• Play allows children to stretch themselves
cognitively.
The Zone of Proximal
Development
• The range of tasks that a child can
perform with the help and guidance of
others but cannot yet perform
independently.
• Students working on challenging tasks in

collaboration with a more competent
partner.
What is Zone of Proximal Development?
It is a range of tasks that a child cannot yet do
alone but can accomplish when assisted by a more
skilled partner.
What is: Scaffolding
Assistance that allows students to complete
tasks that they are not able to complete
independently.
Effective scaffolding is responsive to students’

needs. In classroom, teachers’ provide scaffolding
by:
• Breaking content into manageable pieces

• Modeling skills
• Provide practice and examples with prompts
• Letting go when students are ready
76
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Current Perspectives on
Vygotsky’s Theory
• Educators embrace Vygotsky’s ideas on the
role of culture in cognitive development.
• Research supports Vygotsky’s beliefs
about the importance of language in
cognitive development.
• Vygotsky’s theory introduces the well-
supported concepts of mediated learning,
scaffolding, and cognitive tools.
Jeanne Ellis Ormrod

Applying Vygotsky’s Theory
• Encourage students to talk themselves through
difficult tasks
• Provide cognitive tools that students can use to make
difficult tasks easier
• Present some tasks that students can perform
successfully only with assistance
• Provide sufficient scaffolding to enable students to
attempt to perform challenging tasks
• Have students work in small groups on complex tasks
• Provide opportunities to engage in adult-like activities
• Give young children time to practice adult roles and
behaviors through play
Jeanne Ellis Ormrod
Maslow’s Theory
Maslow’s theory maintains that a person

does not feel a higher need until the
needs of the current level have been
satisfied. Maslow's basic
needs are as follows:

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Living … Loving … and…

William Arthur Ward

TQLR – this can be taught to younger

PQ4R – this is usually for older

Context of Learning Learning is influences by The

Motivational What and how much is Motivation is

Social Learning is influenced Social

1. Describe what you can do to advocate the use of the

Child Child imitates

• Vicarious learning is learning by observing others

Oral Stage Anal Stage Phallic Latency Genital

Psychosocial Theory of Human

• Piaget was a Swiss psychologist with a

• He noticed age-related similarities in how

Jeanne Ellis Ormrod Copyright © 2008 by Pearson Education, Inc.

• Accommodation occurs when new

• Periods of time are

Learners, sixth edition

From their cultural environments, children

• Students working on challenging tasks in

Effective scaffolding is responsive to students’

• Breaking content into manageable pieces

Jeanne Ellis Ormrod

Maslow’s theory maintains that a person

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