Part 1: INTRODUCTION

MODULE 1: METACOGNITION

Lesson Outcomes

1. Explained metacognition in your own words, and

2. Applied metacognition strategies in your own quest for learning as a novice or an
expert.

Introduction

This higher-level cognition was given the label metacognition by American

developmental psychologist John H. Flavell (1976).
The term metacognition literally means 'above cognition', and is used to indicate
cognition about cognition, or more informally, thinking about thinking. Flavell defined
metacognition as knowledge about cognition and control of cognition.
Flavell said that metacognition is the knowledge you have of your own ... They search
for, and derive meaning from, cultural interactions and situations, and they ... It is your ability to
control your thinking processes through various strategies, such as organizing, monitoring, and
adapting. Additionally, it is your ability to reflect upon the tasks or processes you undertake and
to select and utilize the appropriate strategies necessary in your intercultural interactions.
Metacognition is considered a critical component of successful learning. It involves self-
regulation and self-reflection of strengths, weaknesses, and the types of strategies you create. It
is a necessary foundation in culturally intelligent leadership because it underlines how you think
through a problem or situation and the strategies you create to address the situation or problem.

Activity – Answer the following questionnaires. Put a check in the column that best
describes what is true to you.
PART 1
Always Sometimes Never Your
(10) (5) (0) 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 do not
let my mind “drift away.”
5 I have ways of dealing with distractions.
6 I am willing to do my work I do not enjoy
because I see it as important.
7 I seek clarification from the teacher about her
expectations and standards.
8 I go to tutorials to improve my school work.
PART II
Always Sometimes Never Your
(10) (5) (0) 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 &
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 &
relaxation as well as studying.
7 I prioritize tasks which should be done first,
second and so on.
8 I make lists of thing to do.
9 I make a list of valuable references with
bibliographic details, page numbers of quotes
and so on.
1 I review my work before submitting it.
0
PART III
Always Sometimes Never Your
(10) (5) (0) Score
1 I discuss work assignments with other
students.
2 I share resources with other students.
3 I keep cutting 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 discussions.
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.
PART IV
Always Sometimes Never Your
(10) (5) (0) Score
1 I get so worried about assignments that they
make me fill 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.
PART V
Always Sometimes Never Your
(10) (5) (0) 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 letter schemes.
6 I have a short hand technique of my own.
7 I underline or highlight key ideas so they stand
out.
8 I decide before reading a book whether it is
vital or background reading.
9 I go over a book before diving into chapter
one.
1 I check the contents page for relevance before
0 reading a book.
1 I look for summaries at the end of chapters.
1
PART VI
Always Sometimes Never Your
(10) (5) (0) 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 check for my 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 essay/research paper has a full set of
references and a bibliography.
9 I review project/assignment before submitting
it.
1 I request someone else to look at/read my
0 project/assignment before submitting it.
Use the scoring guide below
Score: 10 for Always
5 for Sometimes
0 for Never
Analysis – Let’s Analyse
Based on the answered questionnaires:
1. What did you discover about yourself using this questionnaire?
2. What aspects are you in?
3. What aspects do you need to improve?

Abstraction – Let’s Conceptualize

Metacognition is "cognition about cognition", "thinking about thinking", "knowing about

knowing", becoming "aware of one's awareness" and higher-order thinking skills. The term
comes from the root word meta, meaning "beyond", or "on top of". Metacognition can take many
forms; it includes knowledge about when and how to use particular strategies for learning or
problem-solving. There are generally two components of metacognition: (1) knowledge about
cognition and (2) regulation of cognition.
Metacognition refers to “thinking about thinking” and was introduced as a concept in by John
Flavell, who is typically seen as a founding scholar of the field. Flavell said that metacognition is
the knowledge you have of your own cognitive processes (your thinking).Flavell (1979). It is
your ability to control your thinking processes through various strategies, such as organizing,
monitoring, and adapting. Additionally, it is your ability to reflect upon the tasks or processes
you undertake and to select and utilize the appropriate strategies necessary in your intercultural
interactions.

Metacognition is considered a critical component of successful learning. It involves self-

regulation and self-reflection of strengths, weaknesses, and the types of strategies you create. It
is a necessary foundation in culturally intelligent leadership because it underlines how you think
through a problem or situation and the strategies you create to address the situation or problem.

Many people become accustomed to having trainers and consultants provide them with
knowledge about cultures to the point where they are dependent on the coach, mentor, trainer,
or consultant. However, they need to learn to be experts in cultural situations themselves
through metacognitive strategies such as adapting, monitoring, self-regulation, and self-
reflection. Culturally intelligent leaders can use metacognition to help themselves and to train
themselves to think through their thinking.

Metacognition is broken down into three components: metacognitive knowledge, metacognitive

experience, and metacognitive strategies.

Metacognitive Knowledge

Metacognitive knowledge involves (a) learning processes and your beliefs about how you learn
and how you think others learn, (b) the task of learning and how you process information, and
(c) the strategies you develop and when you will use them. Let us say you have to learn a new
language in 6 months. Here is how you would think about it, using metacognitive knowledge:
 Learning Process: I am good at learning new languages and I think I can do this in the
time period I have been given.
 Task of Learning: To complete this task, I will need to think about the following:
o How soon can I get information to start learning the language?
o How long will it take me to learn the language?
o What information is available to me to learn this new language?
o Is this language similar to a language I have learned before?
o Will I be able to learn the language in time?
o How hard will it be for me to learn this language?
o What do I need to do to learn the language?
 The Strategies: I think learning this new language is going to take me 12 months, but I
only have 6 months to prepare. I better find other ways to me meet this goal. I think I will
find out if there is an accelerated language class that I can take. Maybe I should
consider hiring a private tutor, or maybe I will just focus on learning the basics of the
language.

Metacognitive Experience

Arnold Bennett, a British writer, said that one cannot have knowledge without having emotions.
Bennett (1933). In metacognition, there are feelings and emotions present that are related to the
goals and tasks of learning. These components of metacognition speak to metacognitive
experience, which is your internal response to learning. Your feelings and emotions serve as a
feedback system to help you understand your progress and expectations, and your
comprehension and connection of new information to the old, among other things.

When you learn a new language, for example, you may recall memories, information, and
earlier experiences in your life to help you solve the task of learning a new language. In doing
this, your internal responses (metacognitive experience) could be frustration, disappointment,
happiness, or satisfaction. Each of these internal responses can affect the task of learning a
new language and determine your willingness to continue. Critical to metacognition is the ability
to deliberately foster a positive attitude and positive feelings toward your learning.

Metacognitive Strategies

Metacognitive strategies are what you design to monitor your progress related to your learning
and the tasks at hand. It is a mechanism for controlling your thinking activities and to ensure you
are meeting your goals. Metacognitive strategies for learning a new language can include the
following:
 monitoring whether you understand the language lessons;
 recognizing when you fail to comprehend information communicated to you in the new
language;
 identifying strategies that help you to improve your comprehension;
 adjusting your pace for learning the information (for example, studying for 2 hours, rather
than 1 hour, every day);
 maintaining the attitude necessary to ensure you complete the lessons in a timely
manner;
 creating a check-in system at the end of each week to make certain you understand
what you have learned.
Metacognition

The word "metacognition" was first coined by John Flavell. Accordingly, it consists of
metacognitive knowledge and experiences or regulation. It also means “thinking about thinking”,
“learning how to learn" and thinking which involves active awareness and control over cognitive
processes engaged in learning.

Metacognitive knowledge refers to acquired knowledge about cognitive processes, knowledge

that can be used to control processes. Flavell divides metacognitive knowledge into three
categories:
1. Person variable – knowledge about how human beings learn and process
information and individual’s knowledge of one’s own learning process
2. Task variables – knowledge about nature of tasks and type of processing demands
that it will place upon the individual.
3. Strategy variables – awareness of the strategy one is using to learn a topic and
evaluating whether this strategy is effective. There are two terms related to Strategy
Variables:
1. Meta-attention – awareness of specific strategies so that you can keep your
attention focused on the topic or task at hand
2. Meta-memory – awareness of memory strategies that work best for you

METACOGNITIVE STRATEGIES TO FACILITATE LEARNING

Some examples of teaching STRATEGIES TO DEVELOP METACOGNITION:
1. Have students monitor their own learning and thinking.
2. Teach students study or learning strategies.
TQLR – it is a metacognitive strategy before listening to a story or a presentation.
.
T – TUNE 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 – QUESTION
– the learner is given questions or he thinks of questions about what he will soon
learn.
L – LISTEN
– the learner exerts effort to listen.
R – REMEMBER
– the learner uses ways or strategies to remember what was learned.
PQ4R – this strategy is used in a study of a unit or chapter
P – PREVIEW
Scan the whole chapter before delving in each paragraph
Q – QUESTION
Read the guide question provided, or think of your own questions about the topic.
R – READ
Check out sub headings as you read. Find out the meaning of words that are not
clear to you.
R – RECITE
Work on answering the questions you had earlier.
R – REVIEW
Pinpoint topics you may need to go back and read in order to understand better.
R – REFLECT
Think about what you read.
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.
5. Have students develop questions.
6. Help students to know when to ask for help.
7. Show students how to transfer knowledge; attitudes, values, skills to other situations or
tasks.
Novice and expert learners
 -Novice Learners. A person who has just started learning or doing something.
-Expert Learners. Employed metacognitive strategies in learning. Monitored their
learning and consequently adjusted their strategies to make learning more effective.
Difference between Novice and Expert Learners:
Knowledge in different subject areas
Problem Solving
Learning/thinking strategies
Selectivity in processing
Production of output

Evaluation – Let’s Apply

Answer items 1-5 in a long bond paper. Submit it on or before October 9, 2020 by dropping it in
school, BOX is provided in the guard house.

1. Based on the principles of metacognition, prepare your own metacognitive game plan on
how you can apply metacognition to improve your study skills.
2. Make your own output: a song, chant, or a poster. On any of the seven strategies
discussed. Tell about its purpose, and describe.
3. What is metacognition?
4. How to improve metacognition?
5. Compare & contrast Novice and Expert Learners.

IMPORTANT CONCEPTS TO REMEMBER

 Metacognition is "cognition about cognition", "thinking about thinking", "knowing about
knowing", becoming "aware of one's awareness" and higher-order thinking skills.
The term comes from the root word meta, meaning "beyond", or "on top of".
 This ability encourages students to understand how they learn best. It also helps them to
develop self-awareness skills that become important as they get older. People who
have developed metacognition are able to assess their thought processes and reframe
the way they think to adapt to new situations.
 Metacognition particularly assists students with additional
educational needs in understanding learning tasks, in self-organising and in regulating
their own learning. ... It allows them to become aware of their own thinking and to
become proficient in choosing appropriate thinking strategies for different learning tasks.
 With greater awareness of how they acquire knowledge, students learn to regulate their
behavior to optimize learning. They begin to see how their strengths and weaknesses
affect how they perform. The ability to think about one's thinking is what neuroscientists
call metacognition.
 Metacognitive knowledge can be divided into three categories:
o knowledge variables.
o task variables.
o strategy variables.
 Metacognition also involves thinking about one's own thinking process such as study
skills, memory capabilities, and the ability to monitor learning. This concept needs to be
explicitly taught along with content instruction.
 Metacognition has been linked to improved learning outcomes. It makes sense that
individuals who are strategic in their learning are more successful than those who do not
reflect on the learning process. For instance, metacognitive learners are more likely to
notice when what they are studying does not make sense
 Metacognition, a type of reflection, is a way of thinking about one's thinking in order to
grow. ... Often instructors and students think about reflection as one specific genre that
never changes—a letter or a note to an authority figure about what was done effectively
and what could be improved.


References: Facilitating Learning: A Metacognition Maria Rita D. Lucas, Ph.D., et.al, 2014
https://www.google.com/search?
q=metacognition+activities&oq=metacognition+acti&aqs
 MODULE 2: LEARNER- CENTERED PSYCHOLOGICAL PRINCIPLES (LCP)

Lesson Outcomes

1. Explained the 14 psychological principles in the teaching- learning process.

2. Advocated the use of the 14 principles in the teaching- learning process.

Introduction

The learners are the center of instruction. The world of instruction revolves around the learners.
This module focuses on the 14 principles that run through the twenty-five (25) modules of this
book.

Cognitive &
Metacognitive Factor (6
principles)

14 Learner-
Developmental & Social Centered Motivational & Affective
Factors (2 principles) Factors (3 principles)
Principles

Individual Differences
Factors (3 principles)

Activity – Do this before you read the lesson!

1. Examine the title “Learner- Centered Psychological Principles”. Quickly jot down at least
10 words that come to your mind.
2. Go back to each word & write phrases about why you think the word can be associated
with LCP.
Analysis – Let’s Analyze

What comes to your mind about Learner- Centered Psychological Principles? Write five
sentences about it.

Abstraction – Let’s Conceptualize

The following 14 psychological principles pertain to the learner and the learning process. 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.

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. The 14 principles are divided into those referring to cognitive and
metacognitive, motivational and affective, developmental and social, and individual difference
factors influencing learners and learning. Finally, the principles are intended to apply to all
learners -- from children, to teachers, to administrators, to parents, and to community members
involved in our educational system.

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.
 There are different types of learning processes, for example, habit formation in
motor learning; and learning that involves the generation of knowledge, or
cognitive skills and learning strategies.
 Learning in schools emphasizes the use of intentional processes that students
can use to construct meaning from information, experiences, and their own
thoughts and beliefs.
 Successful learners are active, goal-directed, self-regulating, and assume
personal responsibility for contributing to their own learning. The principles set
forth in this document focus on this type of learning.
2. Goals of the learning process. The successful learner, over time and with support
and instructional guidance, can create meaningful, coherent representations of
knowledge.
 The strategic nature of learning requires students to be goal directed.
 To construct useful representations of knowledge and to acquire the thinking and
learning strategies necessary for continued learning success across the life span,
students must generate and pursue personally relevant goals. Initially, students'
short-term goals and learning may be sketchy in an area, but over time their
understanding can be refined by filling gaps, resolving inconsistencies, and
deepening their understanding of the subject matter so that they can reach
longer-term goals.
 Educators can assist learners in creating meaningful learning goals that are
consistent with both personal and educational aspirations and interests.
3. Construction of knowledge. The successful learner can link new information with
existing knowledge in meaningful ways.
 Knowledge widens and deepens as students continue to build links between new
information and experiences and their existing knowledge base. The nature of
these links can take a variety of forms, such as adding to, modifying, or
reorganizing existing knowledge or skills. How these links are made or develop
may vary in different subject areas, and among students with varying talents,
interests, and abilities. However, unless new knowledge becomes integrated with
the learner's prior knowledge and understanding, this new knowledge remains
isolated, cannot be used most effectively in new tasks, and does not transfer
readily to new situations.
  Educators can assist learners in acquiring and integrating knowledge by a
number of strategies that have been shown to be effective with learners of
varying abilities, such as concept mapping and thematic organization or
categorizing.
4. Strategic thinking. The successful learner can create and use a repertoire of
thinking and reasoning strategies to achieve complex learning goals.
 Successful learners use strategic thinking in their approach to learning,
reasoning, problem solving, and concept learning.
 They understand and can use a variety of strategies to help them reach learning
and performance goals, and to apply their knowledge in novel situations.
 They also continue to expand their repertoire of strategies by reflecting on the
methods they use to see which work well for them, by receiving guided
instruction and feedback, and by observing or interacting with appropriate
models.
 Learning outcomes can be enhanced if educators assist learners in developing,
applying, and assessing their strategic learning skills.
5. Thinking about thinking. Higher order strategies for selecting and monitoring
mental operations facilitate creative and critical thinking.
 Successful learners can reflect on how they think and learn, set reasonable
learning or performance goals, select potentially appropriate learning strategies
or methods, and monitor their progress toward these goals.
 In addition, successful learners know what to do if a problem occurs or if they are
not making sufficient or timely progress toward a goal. They can generate
alternative methods to reach their goal (or reassess the appropriateness and
utility of the goal).
 Instructional methods that focus on helping learners develop these higher order
(metacognitive) strategies can enhance student learning and personal
responsibility for learning.
6. Context of learning. Learning is influenced by environmental factors, including
culture, technology, and instructional practices.
 Learning does not occur in a vacuum. Teachers a major interactive role with both
the learner and the learning environment.
 Cultural or group influences on students can impact many educationally relevant
variables, such as motivation, orientation toward learning, and ways of thinking.
 Technologies and instructional practices must be appropriate for learners' level of
prior knowledge, cognitive abilities, and their learning and thinking strategies.
 The classroom environment, particularly the degree to which it is nurturing or not,
can also have significant impacts on student learning.

Motivational and Affective Factors

7. Motivational and emotional influences on learning. What and how much is learned
is influenced by the motivation. Motivation to learn, in turn, is influenced by the
individual's emotional states, beliefs, interests and goals, and habits of thinking.
 The rich internal world of thoughts, beliefs, goals, and expectations for success
or failure can enhance or interfere the learner's quality of thinking and information
processing.
 Students' beliefs about themselves as learners and the nature of learning have a
marked influence on motivation. Motivational and emotional factors also influence
both the quality of thinking and information processing as well as an individual's
motivation to learn.
 Positive emotions, such as curiosity, generally enhance motivation and facilitate
learning and performance. Mild anxiety can also enhance learning and
performance by focusing the learner's attention on a particular task. However,
intense negative emotions (e.g., anxiety, panic, rage, insecurity) and related
thoughts (e.g., worrying about competence, ruminating about failure, fearing
punishment, ridicule, or stigmatizing labels) generally detract from motivation,
interfere with learning, and contribute to low performance.
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.
 Curiosity, flexible and insightful thinking, and creativity are major indicators of the
learners' intrinsic motivation to learn, which is in large part a function of meeting
basic needs to be competent and to exercise personal control.
 Intrinsic motivation is facilitated on tasks that learners perceive as interesting
and personally relevant and meaningful, appropriate in complexity and difficulty
to the learners' abilities, and on which they believe they can succeed.
 Intrinsic motivation is also facilitated on tasks that are comparable to real-world
situations and meet needs for choice and control.
 Educators can encourage and support learners' natural curiosity and motivation
to learn by attending to individual differences in learners' perceptions of optimal
novelty and difficulty, relevance, and personal choice and control.
9. Effects of motivation on effort. Acquisition of complex knowledge and skills
requires extended learner effort and guided practice. Without learners' motivation
to learn, the willingness to exert this effort is unlikely without coercion.
 Effort is another major indicator of motivation to learn. The acquisition of complex
knowledge and skills demands the investment of considerable learner energy
and strategic effort, along with persistence over time.
 Educators need to be concerned with facilitating motivation by strategies that
enhance learner effort and commitment to learning and to achieving high
standards of comprehension and understanding.
 Effective strategies include purposeful learning activities, guided by practices that
enhance positive emotions and intrinsic motivation to learn, and methods that
increase learners' perceptions that a task is interesting and personally relevant.

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.
 Individuals learn best when material is appropriate to their developmental level
and is presented in an enjoyable and interesting way.
 Because individual development varies across intellectual, social, emotional, and
physical domains, achievement in different instructional domains may also vary.
 Overemphasis on one type of developmental readiness--such as reading
readiness, for example--may preclude learners from demonstrating that they are
more capable in other areas of performance.
 The cognitive, emotional, and social development of individual learners and how
they interpret life experiences are affected by prior schooling, home, culture, and
community factors.
 Early and continuing parental involvement in schooling, and the quality of
language interactions and two-way communications between adults and children
can influence these developmental areas.
 Awareness and understanding of developmental differences among children with
and without emotional, physical, or intellectual disabilities, can facilitate the
creation of optimal learning contexts.
11. Social influences on learning. Learning is influenced by social interactions,
interpersonal relations, and communication with others.
 Learning can be enhanced when the learner has an opportunity to interact and
to collaborate with others on instructional tasks.
 Learning settings that allow for social interactions, and that respect diversity,
encourage flexible thinking and social competence.
 In interactive and collaborative instructional contexts, individuals have an
opportunity for perspective taking and reflective thinking that may lead to higher
levels of cognitive, social, and moral development, as well as self-esteem.
 Quality personal relationships that provide stability, trust, and caring can
increase learners' sense of belonging, self-respect and self-acceptance, and
provide a positive climate for learning.
  Family influences, positive interpersonal support and instruction in self-
motivation strategies can offset factors that interfere with optimal learning such
as negative beliefs about competence in a particular subject, high levels of test
anxiety, negative sex role expectations, and undue pressure to perform well.
 Positive learning climates can also help to establish the context for healthier
levels of thinking, feeling, and behaving. Such contexts help learners feel safe to
share ideas, actively participate in the learning process, and create a learning
community.

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.
 Individuals are born with and develop their own capabilities and talents.
 In addition, through learning and social acculturation, they have acquired their
own preferences for how they like to learn and the pace at which they learn.
However, these preferences are not always useful in helping learners reach their
learning goals.
 Educators need to help students examine their learning preferences and expand
or modify them, if necessary.
 The interaction between learner differences and curricular and environmental
conditions is another key factor affecting learning outcomes.
 Educators need to be sensitive to individual differences, in general. They also
need to attend to learner perceptions of the degree to which these differences
are accepted and adapted to by varying instructional methods and materials.
13. Learning and diversity. Learning is most effective when differences in learners'
linguistic, cultural, and social backgrounds are taken into account.
 The same basic principles of learning, motivation, and effective instruction apply
to all learners. However, language, ethnicity, race, beliefs, and socioeconomic
status all can influence learning. Careful attention to these factors in the
instructional setting enhances the possibilities for designing and implementing
appropriate learning environments.
 When learners perceive that their individual differences in abilities,
backgrounds, cultures, and experiences are valued, respected, and
accommodated in learning tasks and contexts, levels of motivation and
achievement are enhanced.
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.
 Assessment provides important information to both the learner and teacher at all
stages of the learning process.
 Effective learning takes place when learners feel challenged to work towards
appropriately high goals; therefore, appraisal of the learner's cognitive strengths
and weaknesses, as well as current knowledge and skills, is important for the
selection of instructional materials of an optimal degree of difficulty.
 Ongoing assessment of the learner's understanding of the curricular material can
provide valuable feedback to both learners and teachers about progress toward
the learning goals.
 Standardized assessment of learner progress and outcomes assessment
provides one type of information about achievement levels both within and
across individuals that can inform various types of programmatic decisions.
 Performance assessments This historical document is derived from a 1990 APA
presidential task force (revised in 1997). can provide other sources of information
about the attainment of learning outcomes.
 Self assessments of learning progress can also improve students self appraisal
skills and enhance motivation and self-directed learning.
Alexander & Murphy gave a summary of the 14 principles & distilled into five
areas:
1. The knowledge base. One’s existing knowledge serves as the foundation of all future
learning.
 2. Strategic processing & control. Learners can develop skills to reflect & regulate their
thoughts & behaviors in order to learn more effectively (metacognition).
3. Motivation & affect. Factors such as intrinsic motivation (from within, reasons wanting
to learn, personal goals & enjoyment of learning tasks all have crucial role in the learning
process.
4. Development & Individual Differences. Learning is a unique journey for each person
because each learner has his own unique combination of genetic & environmental
factors that influence him.
5. Situation or context. Learning happens in the context of a society as well as within an
individual.

Evaluation – Let’s Apply

1. Advocate the use of the 14 principles by means of any of the following:

a. PowerPoint Presentation consisting of 5 slides or less
b. A 3- minute speech (record your voice and pass to our class GC or FBP)

Note: Submit on or before October 9, 2020

IMPORTANT CONCEPTS TO REMEMBER

Learner centered" is the perspective that couples a focus on individual learners - their
heredity, experiences, perspectives, backgrounds, talents, interests, capacities, and needs
- with a focus on leaning - the best available knowledge about learning and how it occurs
and about teaching practices that are most effective in promoting the highest levels of
motivation, learning, and achievement for all learners. This dual focus then informs and
drives educational decision making. Learner-centered is a reflection in practice of the
Learner-Centered Psychological Principles - in the programs, practices, policies, and
people that support learning for all.

This definition of learner-centered is thus based on an understanding of the Learner-

Centered Psychological Principles as a representation of the current knowledge base on
learners and learning. The Principles apply to all learners, in and outside of school, young
and old. Learner-centered is also related to the beliefs, characteristics, dispositions, and
practices of teachers - practices primarily created by the teacher. When teachers and their
practices function from an understanding of the knowledge base delineated in the
Principles, they (a) include learners in decisions about how and what they learn and how
that learning is assessed; (b) value each learner's unique perspectives; (c) respect and
accommodate individual differences in learners' backgrounds, interests, abilities, and
experiences; and (d) treat learners as co-creators and partners in the teaching and
learning process.

References: Facilitating Learning: A Metacognition Maria Rita D. Lucas, Ph.D., et.al, 2014
http://www.jodypaul.com/LCT/LCT.PsychPrinc.html
https://www.google.com/search?q=learner-+centered+psychological+principles