EDU 531: FACILITATING LEARNER-CENTERED TEACHING REVIEWER (PUTANGINA EDITION)

*Learner-Centered Teaching
- An approach that places the learner at the center of the learning.
- Views learners as active agents. Students bring their own ideas, give their own thoughts and past
experiences to lead the learning process.

Characteristics of Learner-Centered Classroom

1. Learner -centered teaching encourages collaboration.
2. Learner -centered teaching encourages students to reflect on what they are learning and how they
are learning it.
3. Learner-centered teaching has differentiated instruction.
4. Teachers are facilitators of learning.
5. Learner-centered teaching is inquiry-based and learns through discovery approach.

LEARNER-CENTERED APPROACH
1. Foster collaboration with group projects
2. Let learners develop content
3. Stage Presentations
4. Hold a competition
5. Apply games

*Learner-Centered Psychological Principles

Learner centered – is the perspective that couples a focus on individual learners – their heredity,
experiences, perspectives, backgrounds, talents, interest, capacities and needs.

The Learning-Centered Psychological Principles by American Psychological Association (APA), 1990

14 principles are divided into 4

a. Cognitive and Metacognitive Factors (5)

1. Nature and Learning Process
- Learning of complex subject matters is most effective when it is an international process of
constructing meaning from information and experience.
2. Goals of the Learning Process
- The successful learner, over time and with support and instructional guidance, can create a
meaningful, coherent representations of knowledge
3. Construction of Knowledge
- Successful learner can link new information with existing knowledge in meaningful ways.
4. Strategic Thinking
- The successful learner can create and use repertoire of thinking and reasoning strategies to achieve
complex learning goals.
5. Thinking about Thinking
- Successful learners can reflect on how they think and learn, set reasonable learning or performances
goals, select potentially appropriate learning strategies or methods, and monitor their progress towards
these goals.
6. Context of Learning
- Learning is influence by environmental factors, including culture technology and instructional practices.

b. Motivational and Affective Factors (3)

7. Motivational and emotional influence on learning
- the rich internal world of thoughts, beliefs, goals and expectations for success or failure can enhance or
interfere with the learners’ quality of thinking and information processing.
8. Intrinsic motivation to learn
- stimulated by tasks of optimal novelty and difficulty, relevant to personal interests, and providing for
personal choice and control.
Intrinsic Motivation – involves performing a task because it's personally rewarding to you.
Extrinsic Motivation – involves completing a task or exhibiting a behaviour because of outside causes
such as avoiding punishment or receiving a reward.
9. Effects on motivation and effort
- The acquisition of complex knowledge and skills demands the investment of considerable learner
energy and strategic effort, along with persistence over time.

c. Developmental and Social Factors (2)

10. Developmental influence on learning
- Learning is most effective when differential developmental within and across physical, intellectual,
emotional, and social domains is taken into account.
11. Social influences on learning
- Learning can be enhanced when the learner has an opportunity to interact and to collaborate with
others on instructional tasks.

d. Individual differences Factors (3)

12. Individual differences in learning.
- Individual are born with and develop their own capabilities and talents.
13. Learning and diversity
- The same basic principles of learning, motivation, and effective instruction apply to all learners.
14. Standard and assessment
- Assessment provides important information to both the learner and teacher at all stages of the
learning process.

Alexander and Murphy gave a summary of the 14 principles and distilled them into 5 areas.
1. The Knowledge Base
- One’s knowledge serves as the foundation of all future learning.
2. Strategic processing and control
- Learners can development skills to reflect and regulate their thoughts and behaviours in order to learn
more effectively.
3. Motivation and affect
- Factors such as intrinsic motivation, reasons for anting to learn, personal goals and enjoyment of
learning tasks all have a crucial role in the learning process.
4. Development and individual differences
- Learning is a unique journey for each person because each 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.

NOVICE LEARNER
 Have limited knowledge in the topic.
 Satisfied at just scratching the surface.
 Employ strategies that may not be appropriate to the task.
 Do not examine the quality of work before submitting.
EXPERT LEARNER
 Have deeper knowledge in the different topic because they look for interrelationship in things
they learn.
 Tries to understand the problem, look for boundaries, and create mental picture of the problem.
 Design new strategies that would be appropriate to the task.
 Check errors, double-checks, and examines the quality of their work.

*Metacognition by John H. Flavell

- Knowledge concerning one’s cognitive processes and products or anything related to them, e.g., the
learning-relevant properties of information and data.
- The action of monitoring and consequent regulation and orchestration of these processes concerning
the cognitive objects or data on which they bear, usually in the service of some concrete goal or
objective.
- Knowledge and cognition about cognitive phenomena.
- Thinking about thinking. Knowing about knowing.

*Components of Metacognition
 Metacognitive Regulation
 Metacognitive Knowledge (also called knowledge of cognition) – what individuals know about
their cognition or cognition in general. It involves 3 kinds of metacognitive awareness…
1. Declarative knowledge (personal knowledge)
- Knowledge about things
- Knowledge about one’s abilities
- Knowledge about factors affecting one’s own performance
2. Procedural Knowledge (task knowledge)
- Knowledge on how to do things
- Knowledge on how to execute skills
3. Conditional Knowledge (strategy knowledge)
- Knowledge on when and why to apply cognitive acts
- Knowledge on when a strategy is appropriate

*3 PRINCIPLES OF METACOGNITIVEINSTRUCTION
1. Mix metacognitive instruction with the subject matter to foster connectivity. CONNECTION
2. Notify the learners of the usefulness of metacognitive activities to have them make extra effort.
PURPOSE
3. The third was to provide the learners with extensive prolonged instruction to ensure the maintenance
of the metacognitive activities. RETENTION
*METACOGNITIVE STRATEGY
-refer to methods used to help students understand the way they learn.

1. THINK ALOUD
- Teachers read a story or problem out loud and periodically stop to verbalize their thoughts
- Students to say out loud what they are thinking about when reading, solving math problems, or simply
responding to questions.
2. JOURNALING
- Writing down your thoughts and feelings to understand them more clearly.
3. ORGANIZATIONAL TOOLS
- Such as checklists, rubrics, etc. for solving problems.
4. GRAPHIC ORGANIZER
- A pedagogical tool that uses visual symbols to express knowledge and concepts through relationships
between them.
5. EXPLICIT TEACHER MODELLING
-The purpose of explicit teacher modelling is to provide students with a clear, multi-sensory model of a
skill or concept. The teacher is the person best equipped to provide such a model.
6. ERROR ANALYSIS
- Error analysis consists of being presented a problem statement with the steps taken to reach a solution
in which one or more of the steps are incorrect, often called erroneous examples.

*Cognitive Strategies
1. Rehearsal – Reciting items to be learned from a list
2. Elaboration – Summarizing or paraphrasing
3. Organizing – Outlining
4. Analyzing – Problem-solving, critical thinking

TQLR – commonly for younger students

(Elementary)
●TUNE IN – Pay attention, be ready
It is important the learner must be ready and must be prepared. He is aware that he is ready to learn.
●QUESTION – asks questions
The learner may ask questions, or can also answer questions.
●LISTEN – intentionally listens
The learner intentionally listens.
●REMEMBER – retain/remember what was learned
Retention: The learner uses ways or methods to remember what he/she has learned.

*COGNITIVE DEVELOPMENT THEORY by Jean Piaget

- A style of learning that focuses on more effectiveness use of the brain.

Four Stages of Cognitive Development Theory

1. SENSORIMOTOR STAGE
●Birth – 2 years old
●They acquire knowledge through sensory experiences and manipulating objects.
●The infant knows the world through their movements and sensations.
● Brain processing of a child is acquired or developed through their senses.
SENSORIMOTOR STAGE
- They also develop cognition through manipulating objects, allowing them to hold or feel the objects.
Object Permanence
- Ability of a child to know that an object still exists even when out of sight.
- Object permanence means knowing that an object still exists, even if it is hidden.

2. PRE-OPERATIONAL STAGE
●2-7 Years Old
●Children begin to think symbolically and learn to use words and pictures to represent objects.
●Children at this stage tend to be egocentric and struggle to see things from the perspective of others.
Symbolic Function
- Ability of using one objects to represent another object.
Animism
- Ability to treat objects as if they have life, or life-like qualities.
Egocentrism
- Ability to think that everyone has the same viewpoint as theirs. The egocentric child assumes that
other people see, hear, and feel exactly the same as the child does.
Centration
- The child is centered or focused on only one aspect while excluding the others; Child focuses on one
aspect while excluding all other aspects.
Irreversibility
- The child is still unable to realize that some things stay the same even when they are reversed.

3. CONCRETE OPERATIONAL STAGE

●7-11 years old
●Children begin to thinking logically about concrete events.
●The egocentrism of the previous stage begins to disappear as kids become better at thinking about
how other people might view a situation.
Decentration
- Opposite of Centration; Ability of a child to perceive multiple and different aspects of object or
situation.
Seriation
- Ability to arrange objects in order according to size, shape, or any other characteristics.
Reversibility
- Opposite of Irreversibility; Child understands that numbers and objects can be changed and returned
to its original state.
Conservation
- Ability to know that certain properties of objects do not change even if they change in appearance.

4. FORMAL OPERATIONAL STAGE

●12 years old and above
●The adolescent or young adult begins to think abstractly and reason about hypothetical problems.
●Teens begin to think more about moral, philosophical, ethical, social, and political issues that require
theoretical and abstract reasoning.
Hypothetical Reasoning
-The child can now make their own hypothesis, or educated guess. They can come up logical and
hypothetical reasoning.
-Ability to come up with different ‘educated’ judgement about a problem after weighing data.
DEDUCTIVE REASONING
-General to Specific
INDUCTIVE REASONING
-Specific to General
Analogical Reasoning
-Ability to perceive relationship in one instance, and use that relationship to find possible answer to a
similar instance.

ASSIMILATION
- When a learner encounters a new idea, and must ‘fit’ that idea into what they already know.
- Process of using or transforming the environment so that it can be placed in pre-existing cognitive
structures.
ACCOMMODATION
-Process of changing cognitive structures in order to accept something from the environment.

ASSIMILATION – NO RESTRUCTURING
- The beliefs and understanding of the concept does not change because of the new information
ACCOMMODATION – WITH RESTRUCTURING
-We change or adjust the old schema so we can “accommodate” the new one.