Facilitating Learner-Centered Teaching:

The Learner-Centered Approaches with Emphasis on

Trainers’ Methodology I

Reference:
Facilitating Learning: A Metacognitive Process 4th Edition
by Maria Rita D. Lucas and Brenda B. Corpuz
• This course explores the fundamental principles,
processes and practices anchored on the educational
philosophy of learner centeredness. It covers the
knowledge, skills and attitudes in planning a training
session which includes identifying learner's
requirements, preparing session plan, preparing
instructional materials and organizing learning and
teaching and assessment resources. It also deals with
the competencies in delivering competency-based
training session which covers preparing training
session, conducting pre-assessment, facilitating
training session, conducting competency assessment
and reviewing delivery of training session.
 Course Outline
• Metacognition
• Learner-Centered Psychological Principles
• Review of the Theories Related to the Learners’
Developmental
• Individual Differences
• Learning/Thinking Styles and Multiple Intelligences
• Learners with Exceptionalities
• Behaviorism: Pavlov, Thorndike, Skinner
• Neo-Behaviorism: Tolman and Bandura
• Gestalt Psychology
• Information Processing
• Gagne’s Conditions of Learning
• Ausubel’s Meaningful Verbal Learning/Subsumption Theory
• Bruner’s Constructivist Theory
• Constructivism: Knowledge Construction/Concept Learning
• Transfer of Learning
• Bloom’s Taxonomy of Educational Objectives-Revised
• Sternberg’s Successful Intelligence Theory and WICS Model
• Problem Solving and Creativity
• Meaning and Types of Motivation
• Theories on Factors Affecting Motivation
• Students’ Diversity in Motivation
• Human Environmental Factors Affecting Motivation
• The Classroom Climate
• The Physical Learning Environment
• Assessment Strategies that can Increase Motivation
• explain metacognition to a friend.
• apply metacognitive strategies in your
own quest for learning as a novice or an
expert learner.
 Metacognition

Metacognition Metacognition Application of

Knowledge Learners who
and Metacognition
Variables do not use
Development leads one to be metacognition
an expert learner remain to be
novice
learners
Person
Teaching Variables
Strategies to
Develop Characteristics
Metacognition of expert
Task Learners Characteristics
Variables
of Novice
Learners

Strategy
Variables
Scoring:
The six parts of the questionnaire pertain to the
following aspects of study habits:

Part 1: Motivation
Part 2: Organizing and planning your work
Part 3: Working with others; utilizing resources
and feedback
Part 4: Managing school work stress
Part 5: Note-taking and reading
Part 6: Preparing an assignment/project
 Scores from 55 to 80: you do not
appear to have many problems in
getting down to work and keeping
to it.
Scores from 35 to 50: you
sometimes get down to work but you
can be distracted, you might not
always be certain why you are
having to work.
Scores of 30 and below: you really
do have problems in getting down to
work.
Scores from 70 to 100: you are
well-organized and plan ahead of
work.
Scores from 46 to 65: you are not
well-organized as you could be.
Score of 35 and below: you have
little organization, constantly
doing things at the least minute.
Scores from 55 to 85: you make full
use of resources available.
Scores from 35 to 50: you probably
collect resources but you need to ask
yourself how you are going to use
them more effectively.
Scores 35 and below: there are
important resources around that you
are ignoring.
Scores from 65 to 80: although you
sometimes get stressed and worried you
have the skills of knowing how to
minimize problems and look after
yourself.
Scores from 40 to 65: you handle your
anxieties and concerns moderately well
but could develop skills to manage them
more effectively.
Scores 35 and under: you are likely to
get overwhelmed with your problems.
Scores form 75 to 100: you prepare
well and read efficiently, learning as
you go.
Scores form 45 to 70: your reading
and note taking skills are adequate,
but could be improved.
Scores 40 and below: your notes
are likely to be of little use to you, if
they exist at all.
Scores form 70-100: your essays are
well thought out, researched and
clearly written.
Scores from 40-65: there is a room
for improvement although you do
demonstrate some skills.
Scores 35 and below: you probably
wonder why your essays always get
such low marks.
 Goal of Education
•To teach students how to
learn on their own.
•To develop in them skills
that would enable them to
learn for a lifetime.
“If you teach a person what to learn,
you are preparing that person for the
past. If you teach a person how to
learn, you are preparing that person
for the future.”
- Cyril Houle
- a way of thinking.
- a process through
which we acquire
knowledge and skills.
- it is our thought process
that is responsible for our
attention, perception,
memory, language,
reasoning, problem solving,
and other cognitive functions.
- we are capable of
learning because of
our ability to utilize
our COGNITION.
John Flavell
- is an awareness of our
own thought process.
-is “thinking about our
own thinking” or
“learning how to learn.”
- refers to the learners’ understanding
and control of their cognitive
processes (Kauchak & Eggan, 2007).
- learners think about their own
thinking processes and choose
learning strategies that are
appropriate for specific tasks.
- refers to acquired
knowledge about
cognitive processes,
knowledge that can be
used to control cognitive
processes.
1.Person Variables
2.Task Variables
3.Strategy Variables
 Metacognition

Metacognition Metacognition Application of

Knowledge Learners who
and Metacognition
Variables do not use
Development leads one to be metacognition
an expert learner remain to be
novice
learners
Person
Teaching Variables
Strategies to
Develop Characteristics
Metacognition of expert
Task Learners Characteristics
Variables
of Novice
Learners

Strategy
Variables
- Includes how one views
himself as a learner and
thinker.
- Refers to knowledge
about how human
beings learn and
process information, as
well as individual
knowledge of one’s own
learning processes.
-Includes knowledge about the
nature of the task as well as
the type of processing
demands that it will place
upon the individual.
-It is about knowing what
exactly needs to be
accomplished, gauging its
difficulty and knowing the kind
of effort it will demand from
you.
- involves awareness of the
strategy you are using to learn a
topic and evaluating whether this
strategy is effective.
*Meta-attention – is the
awareness of specific strategies so
that you can keep your attention
focused on the topic or task at
hand.
*Metamemory – is the knowledge
we have about how memory works
(Piper, 2003).
 Metacognition (Omrod)
• Knowing the limits of one’s own
learning and memory capabilities.
• Knowing what learning tasks one can
realistically accomplish within a certain
amount of time.
• Knowing which learning strategies are
effective and which are not.
 Metacognition (Omrod)
• Planning an approach to a learning task
that is likely to be successful.
• Using effective learning strategies to
process and learn new material.
• Monitoring one’s own knowledge and
comprehension.
• Using effective strategies for retrieval of
previously stored information.
 Metacognition (Omrod)
• Knowledge is said to be metacognitive if it is
keenly used in a purposeful manner to ensure
that a goal is met.
Example: “I know that I (person variable) have
more difficulty with my Science assignments than
English and find Araling Panlipunan easier (task
variable), so I will do my homework in Science
first, then Language Arts, then Araling Panlipunan
(strategy variable).
 Metacognition (Huitt)
Is the ability to ask and answer the ff questions:

• What do I know about this subject,

topic, issue?
• Do I know what do I need to know?
• Do I know where I can get some
information, knowledge?
• How much time will I need to learn
this?
 Metacognition (Huitt)
Is the ability to ask and answer the ff questions:

• 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?
• How can I spot an error if I make one?
 Metacognition (Huitt)
Is the ability to ask and answer the ff questions:

• How should I revise my plan if it is not

working to my expectations /
satisfaction?
 Metacognition

Metacognition Metacognition Application of

Knowledge Learners who
and Metacognition
Variables do not use
Development leads one to be metacognition
an expert learner remain to be
novice
learners
Person
Teaching Variables
Strategies to
Develop Characteristics
Metacognition of expert
Task Learners Characteristics
Variables
of Novice
Learners

Strategy
Variables
Metacognitive awareness is evident in preschoolers and
in students as young as eight years old. Children
already have the capacity to be more aware and
reflective of learning. The challenge is to integrate more
activities that would build students’ capacity to reflect on
their own characteristics as learners, the tasks they are
to do and the strategies that they can use to learn.
(Fang and Cox Research)
•Have students monitor their own
learning and thinking (a student may
monitors a peer’s learning).
•Have students learn study strategies
(KCAASE)
•Have students make predictions
about information to be presented
next based on what they have read.
•Have students relate ideas to
existing knowledge structures.
•Have students develop questions.
•Help students know when ask for
help.
•Show students how to transfer
knowledge, attitudes, values, skills to
other situations or tasks.
 Metacognition

Metacognition Metacognition Application of

Knowledge Learners who
and Metacognition
Variables do not use
Development leads one to be metacognition
an expert learner remain to be
novice
learners
Person
Teaching Variables
Strategies to
Develop Characteristics
Metacognition of expert
Task Learners Characteristics
Variables
of Novice
Learners

Strategy
Variables
Aspect of Learning Novice Learners Expert Learners
Knowledge in different subject Have limited knowledge in the Have deeper knowledge in
areas different subject areas different subject areas
because they look for
interrelationships in the things
they learn

Problem solving Satisfied at just scratching the First try to understand the
surface, hurriedly gives a problem, look for boundaries,
solution to the problem and create a mental picture of
the problem

Learning/thinking Strategies Employ rigid strategies that Design new strategies that
may not be appropriate to the would be appropriate to the
task at hand task at hand

Selectivity in Processing Attempt to process all Select important information

information they receive to process; able to breakdown
information to manageable
chunks

Production of output Do not examine the quality of Check their errors and redirect
their work, nor stop to make their efforts to maintain
revisions quality output
 Metacognition

Metacognition Metacognition Application of

Knowledge Learners who
and Metacognition
Variables do not use
Development leads one to be metacognition
an expert learner remain to be
novice
learners
Person
Teaching Variables
Strategies to
Develop Characteristics
Metacognition of expert
Task Learners Characteristics
Variables
of Novice
Learners

Strategy
Variables
• explain metacognition to a friend.
• apply metacognitive strategies in your
own quest for learning as a novice or an
expert learner.
 Assignment
• Surf the internet for additional readings on
metacognition.
• Make a collection of metacognitive strategies
that can make learning more effective and
efficient.
• Make a collection of teaching strategies that
develop metacognition in students.
• Prepare your own metacognitive game plan on
how you can apply metacognition to improve
your study skills.