EDU 531 MODULE 2

1990- American Psychological Association(APA) appointed a special Task Force on

Psychology in Education. Resign and reform. (12 fundamental principles about learning
and learners.
1997- Document was revised, now includes 14 principles essentially the same as the
original 12 principles.
McCombs and Whisler (1997)- Research and theory that was reviewed in developing the
Principles.
Alexander and Murphy (1998) and Lambert- Research support.
Defining “Learner-Centered”- Focus on individual learner. ----- inform and drives
educational decision making.----reflection in practice of the Learner-Centered
Psychological Principles.— related to the belief, characteristics, disposition, and
practices of teachers.
14 PRINCIPLES
•Cognitive and Metacognitive
1.Nature of Learning Process
-Process of constructing meaning from information and experience.
2. Goals of the Learning Process
-Create meaningful, coherent representations of knowledge.
3. Construction of Knowledge
-Build links between new information and experience and their existing knowledge base.
4. Strategic Thinking
-Learning reasoning, problem solving, and concept learning.
5. Thinking about thinking
-How they think and learn, set reasonable learning or performances
6. Context of Learning
-Learning is influenced by environmental factors
•Motivational and Effective Factors
7. Motivational and emotional influences on learning.
-Internal world of thoughts, beliefs, goals, and expectations
8.Intrinsic motivation to learn
-Novelty and difficulty, relevant to personal interest and providing for personal choice and
control
9.Effect of motivation on effort
-Indicator of motivation to learn. Acquisition of complex knowledge and skills
MODULE 3
•Developmental and Social Factor
10. Developmental influence on Learning
-Physical intellectual, emotional, and social domains
-Presented in an enjoyable and interesting way.
11. Social influences on Learning
-Opportunity to interact and to collaborate with others on instructional task.
•Individual Differences Factors
12. Individual differences in learning
-Born with their own capabilities and talents
13.Learning and Diversity
-Principles of learning, motivation and effective instruction
14. Standards and Assessment
-Provides important information to both learners and teachers.

Alexander and Murphy gave a summary of the 14 principles and distilled them into five
areas:
1.The knowledge base
Serves as the foundation of all future learning.
2. Strategic processing and control
Learners can develop skills to reflect and regulate their thoughts and behaviors.
3. Motivation and affect
Reasons for wanting to learn, personal goals and enjoyment of learning tasks all have a
crucial role in the learning process.
4. Development and Individual Differences
Learner has his own unique combination of genetic and environmental factors that
influence him.
5. Situation or context
Learning happens in the context of a society as well as within an individual.
MODULE 4
DEFINITION OF METACOGNITION
-Attributed to Flavell
-Simply stated, metacognition is "knowledge and cognition about cognitive phenomena"
(Flavell, 1979). The meaning metamorphosed into "thinking about thinking," "knowing
about knowing," and "cognition about cognition."
COMPONENTS OF METACOGNITION
-What individuals know about their cognition or cognition in general" (Schraw, 2002).
Three kinds of metacognitive
Declarative knowledge (Personal knowledge)
-Learner’s knowledge about things.
-Knowledge about one’s abilities
-Knowledge about factors affecting one’s own performance.
Procedural knowledge (Task knowledge)
-Knowledge on how to do things
-Knowledge on how to execute skills
Conditional knowledge (Strategy knowledge)
-Knowledge on when and why to apply cognitive acts.
-Knowledge on when a strategy is appropriate.
Metacognitive knowledge
-Individual’s metacognitive experiences. Flavell(1979)
MODULE 5
Metacognition is often considered to have two dimensions: metacognitive knowledge
and metacognitive regulation. Metacognitive knowledge refers to what learners know
about learning. This includes:
•knowledge of their own cognitive abilities (e.g. 'I have trouble remembering dates in
history')
•knowledge of particular tasks (e.g. 'The ideas in this chapter that I'm going to read are
complex')
•knowledge of different strategies (e.g. 'If I scan the text first it will help me to understand
the overall meaning').
PLANNING
-Think about their goal
"What am I being asked to do?”
MONITORING
-Implement their plan and monitor the progress
“Do I need to try something different?”
EVALUATING
-Determine how successful the strategy.
“How well did I do?”
MODULE 6
Principles of Metacognitive Instruction
Veenman, Van Hout-Wolters, and Afflerbach (2006), while metacognitive development
can be learnt implicitly, it can be enhanced through explicit instruction. Veenman et al.
(2006)
Three key principles for fruitful
1. The first was to mix metacognitive instruction with the subject matter to foster
connectivity.
2. The second was to notify the leaners of the usefulness of metacognitive activities to
have them make extra effort.
3. The third was to provide the learners with extensive prolonged instruction to ensure
the maintenance of the metacognitive activities.
—Metacognitive Strategies
-“Learn to learn”
-Pierre Paul Gagné et al. (2009):
"Metacognition enables students to be more active in their learning,
—Implementing metacognitive Strategies
-Inclusive Schools Network (2014). "Metacognitive strategies refers to methods used to
help students understand the way they learn; in other words, it means processes designed
for students to 'think' about their 'thinking."

✔Think-Alouds (for reading comprehension and problem solving)

✔Journaling is to enter or record daily thoughts, experiences, etc

✔Organizational Tools (such as checklists, rubrics, etc. for solving word problems)

✔A graphic organizer, also known as a knowledge map, concept map, story map,
cognitive organizer, advance organizer, or concept diagram.
✔ Explicit Teacher Modelling (for math instruction)

✔Error analysis is a systematic process of providing constructive feedback

COGNITIVE STRATEGIES
Strategy Definition
Rehearsal Reciting items to be
learned from a list
Elaboration Summarizing or
paraphrasing
Organization Outlining
Analyzing Problem-solving, critical
thinking

MODULE 7
What is Cognitive Learning?
—style of learning that focuses on more effective use of the brain.
—mental process of gaining knowledge and understanding through the senses experience
and thought.
—Cognitive learning theory merges cognition and learning to different processes involved
in learning effectively.
How learning occurs?
—Piaget believed that children take an active role in the learning process.
—Held ideas to accommodate new information.
Concept of Assimilation and Adaptation
—Piaget’s theory
Organization
—How experiences are related to each other
According to Piaget there are two processes at work in cognitive development: assimilation
and accommodation. Cognitive growth is the result of the constant interweaving of
assimilation and accommodation.
Assimilation occurs when we modify or change new information to fit into our schemas
(what we already know).
Accommodation is when we restructure of modify what we already know so that new
information can fit in better.
The Four Stage of Cognitive Development
1. The Sensorimotor Stage (Ages: Birth to 2 Years)
—The infant knows the world through their movements and sensations
—Sucking, Grasping, Looking, and Listening
2. The Preoperational Stage (Ages: 2 to 7 Years)
—Symbolically and learn to use words and pictures to represent object.
—Kinds pretend play. Also often struggle with understanding the idea of constancy.
3. The Concrete Operational Stage (Ages: 7 to 11 Years)
—Begins thinking logically about concrete events.
—Begins using inductive Logic or reasoning from Specific information to a general
principle.
4 The Formal Operational Stage (Ages: 12and Up)
—Begins to think abstractly and reason about hypothetical problems
—Use deductive logic, or reasoning from General principle to specific information.
MODULE 8
VYGOTSKY’S SOCIOCULTURAL THEORY
ZPT— ZONE OF PROXIMAL DEVELOPMENT
CHILD’S CULTURAL DEVELOPMENT
1. INTERPSYCHOLOGICAL (between people)
2. INTRAPSYCHOLOGICAL (inside the child)
Stage 1–Social or External Speech (COMMUNICATION)
— No intellectual or thinking exercise involve
— Limited speech to express simple thoughts
Stage 2–Egocentric Speech (PRIVATE SPEECH)
—Second stage spoken as a way for the child to direct his own behavior
—Demonstrated between the ages of 3 and 7
— Used to regulate thinking: includes talking aloud or whispering
Stage 3–Inner Speech (VERBAL THOUGHTS)
— Used to guide thinking and actions