ED 105- FACILITATING LEARNER CENTERED
Think A loud – Helps learners to think a loud
REVIEWER FOR MIDTERMS
Lesson 1 - learning principles associated to
cognitive, metacognitive, motivational, and affective
factors
What is Metacognition? - The term metacognition
was coined by John Flavell.
It refers to higher order thinking which involves
active awareness and control over the cognitive
processes engaged in learning. Flavell divides
metacognitive knowledge into three categories:
1) Person Variables. This includes how one
views himself as a learner and thinker.
2) Task Variables. Knowledge of 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.
3) Strategy Variables. Knowledge of strategy
variables involves awareness of the strategy
you are using to learn a topic and evaluating
whether this strategy is effective.
Strategic thinking is a person’s ability to use
knowledge in different ways to solve problems,
address concerns and issues, decrease
difficulties in certain situations, and make sound
decisions and judgments in varied conditions.
➢ Motivation –
• plays a very important role in learning
• to an individual's inner drive to do something,
accomplish something, pursue a goal,
• learn, and master a skill or just discover
without necessarily being forced or pushed
by anyone
• Motivation to learn is influenced by the
individual’s emotional states, beliefs,
interests, goals, and habits of thinking.
• The level of one’s motivation would
determine the extent of learner’s ability to
accomplish desired tasks.
• In lesson planning, motivation sets the
positive mindset of the learners.
• High motivation= high engagement
• Low motivation= low engagement
Two kinds of motivation
1. Intrinsic- manifested when an individual
engages in an activity or task that is
personally gratifying, personally rewarding
and there is no expectation for any external
or tangible reward.
2. Extrinsic - manifested when a person
engages in a task or activity to earn external
rewards or to avoid punishments in some
situations
METACOGNITIVE TEACHING STRATEGIES
1. Graphic Organizers – are visual illustrations
displaying the relationships between facts,
information ideas or concept.
2.
about their mind when they selected on
answers and the reasons for their choice
3. Journalizing – learners write what was in
their mind when they selected an answer
and the reasons for their choice.
4. Error Analysis – systematic approach for
using feedback metacognitively improve
one’s future performance.
5. Wrapper – is an activity that foster’s
learner’s metacognition before, during, and
after a class.
6. Peer Mentoring – is a proven metacognitive
strategy as many learners learn best when
studying with peers who are informed and
skilled than them.
COGNITIVE LEARNING THEORIES OF JEAN
PIAGET
- Piaget introduced the concepts of
Schema, assimilation, and
accommodation
- Schema- he defined as a cohesive,
repeatable action processing component
actions that are tightly interconnected
and governed by a core meaning.
- Adaption – to refer to the ability to adjust
to a piece of new information or
experience.
4 types of Schemas
1) Person schema – focused on
specific individuals
2) Social Schema – include general
knowledge about how people
behave in certain social situations
3) Self-Schemas – focused on your
own knowledge about yourself
4) Event Schemas – focused on
patterns of behavior that should
be followed for certain events.
- Assimilation – the process of taking
new information into the existing
schema
- Accommodation – involves changing
or altering existing schemas owing to
the new information provided or learned.
- The balance between Accommodation
and Assimilation is achieved through
mechanism is what we called
EQUILIBRATION
STAGES OF COGNITIVE DEVELOPMENT
1. SENSORIMOTOR STAGE (0-2)
Learns through reflexes senses, and
movements – actions in the environment.
Begins to imitate others and remember
events; shift to symbolic thinking. Comes to
understand cease to exist when they are out
of sight – object
2. PRE- OPERATIONAL STAGE (2-7)
 - Begins about the time the child
starts talking
- Develop language and begins to
use symbols to represent objects
- Has difficulty in the past and
future – thinks in the present
- Can think through operations
logically in one direction
- Has problems understanding the
point of view of others person.
CONCRETE OPERATIONAL STAGE (7 to 11)
- Begins about the first grade, to early
adolescence
- Can think logically about concrete
(hands on) problems
- Understand conversation and organized
things into categories and in series
- Can reverse thinking to mentally “Undo”
actions
- Understands the past, presents, future.
PIAGETS CONSERVATIONS
Classifications- is another skill at this
stage. It involves the ability to group similar
objects in terms of color, shape, use etc.
Seriation – the ability to arrange objectives
according to size, like a small to smallest,
far to the farthest, etc.
Formal Operational Stage (12 to…)
- Can think hypothetically and deductively
- Thinking becomes more scientific
- Solves abstract problems logically
- Can consider multiple perspectives and
develops concerns about social issues,
personal identity, and justice.
LEV VYGOTSKY THEORY
He was born in Russia, His work in the last
10 years of his life become the foundation of much
research and theory in Cognitive development.
What is Socio Cultural Theory?
Major argument is that social interaction,
mediated through language, is a key factor in the
child’s development.
THE ROLE OF SOCIAL INTERACTION
- Vygotsky emphasized the significance of social
interaction in one’s thinking.
MORE KNOWLEDGEABLE OTHERS (MKOs)
- anyone who has a higher skill level than the
learner in terms of the specific task to reform.
3 STAGES OF SPEECH DEVELOPMENT
1. SOCIAL SPEECH (external speech)
In this stage a child uses speech to control
the behavior of others. A child uses speech
to express simple thoughts and emotions
such as crying, laughter and shouting.
2. EGO CENTRIC SPEECH
1.1 This is typically the type of speech found
in a three- to seven-year-old. "It serves as a
bridge between the primitive and highly
public social speech of the first stage and
the more sophisticated and highly private
inner speech of the third stage."
1.2 In this stage, children often talk to
themselves, regardless of someone listening
to them. They things out loud in an attempt to
guide their own behavior. They may speak
about what they are doing as they do it. They
reason that language must be spoken if it is
to direct their behavior.
3. INNER SPEECH
This is the final stage of speech
development. It is inner, soundless speech.
This is the type of speech used by older
children and adults. This type of speech
allows us to direct our thinking and
behavior.
In this stage one is able to "count in one's
head, use logical memory- inherent
relationships, and inner signs." (Hanfmann,
1962).
Zone of PROXIMAL DEVELOPMENT
(ZPD)
Its goal is to help the child move from
the level of current independent performance
(the competence demonstrated to do task
alone) to the level of potential performance
(the competence achieved with the guidance
of others).
SCAFFOLDING
Vygotsky defined scaffolding instruction as
the role of teachers and others in supporting
the learner’s development and providing
support structures to get to that next stage or
level.
Serves as intervention to reach the zone of
proximal development.
INFORMATION PROCESSING THEORY
Developed by American psychologist
George A. Miller.
IPT of cognitive development
pertains to the study and analysis of what
occurs in a person’s mind as he or she
receives a bit of information (Miller, 1956)
Millers concept of Chunking.
Sensory Memory-
Is the state in which the stimuli
(heard, seen, touched, smelled, tasted)
Short term memory
Serves as temporary memory while
the information is given further processing
before it is transferred to long term memory.
 2 strategies:
Maintenance rehearsal – involves Stage 4: Verification – involves working with
repetition of the information to sustain the idea into form that can be tested
maintenance in short term memory.
When you believe in yourself! Nothing is Impossible,
Elaborative Rehearsal – is the Proud ako sayu Palagi!
process of relating new information to what
is already known and stored in the long-
term memory to make information more - Mimasaur
significant.

Long term Memory

The storehouse of information transferred
from short term memory. It has unlimited
space. Lasts longer.

SEMANTIC MEMORY
Is conscious long-term memory for
meaning, understanding, and conceptual
facts about the world.

EPISODIC MEMORY
Refers to the capacity for
recollecting an autobiographical memory of
events that occurred in a particular spatial
and temporal context.

PROCEDURAL MEMORY
Accounts for the knowledge about
how to do things.

PROBLEM SOLVING
Refers to cognitive processing directed at
achieving a goal for which the problem solver
does not initially know a solution method.

Approaches to Problem Solving

1. Behaviorist Approach – reproducing a

previous behavior to solve a problem. A
person faced with a problem situation is
likely to use the same solution previously
used and was effective in the past.
2. Gestaltist approach – to problem-
solving is a productive process.
Step 1: identify the problem opportunities
Step 2. Define goals
Step 3. Explore possible strategies
Step 4: Anticipate outcome and Act
Step 5: Look back and learn
STAGES OF CREATIVE PROCESS
Stage 1: Preparation – becoming
passionate about the idea which motivates
you to gather materials

Stage 2: Incubation – the person

unconsciously continues to work on the
idea, but there is no active attempt to solve
problem

Stage 3: Illumination -sudden idea pops out

in the mind of the person