PROFESSIONAL EDUCATION 6

Facilitating Learner-centered
Teaching

JOEM CERIO PERIÑA

Instructor
 PART I
COGNITIVE AND
METACOGNITIVE FACTORS IN
LEARNING
 CHAPTER 1
COGNITIVE PROCESS
Learning Outcomes:
Upon successful completion of all the lessons in this chapter, students
should be able to:
1. monitor their though process so that in the end they may
become very good problem solvers;
2. use their expert systems to engage in productive thinking;
3. explain how cognitive process is influenced by their heredity,
maturation, and environment;
4. apply the psychological principles in seeking for creative ways of
thinking; and
5. strengthen prior knowledge so that they may develop deep
transfer of information.
Activity
1. Form 5 groups.
2. By group, think of words or phrases that is related to the word
COGNITIVE. The words or the phrases must start with the letters
in the COGNITIVE. (T is done for you as an example)
C-
O-
G-
N-
I-
T - Thinking
I-
V-
E-
3. Choose one reporter by group and share your answer in the class.
Cognition refers to our mental abilities
such as perceiving, attending,
remembering, memorizing, and
problem solving. It is a way of
thinking.
Cognition is a mental process that
takes care of the development of
abstract concepts, reasoning,
perception, intelligence, learning, and
many other functions of human brain.
Also it focuses on understanding
human perception, thought, and
memory.
Cognition is an active process and, therefore,
specific knowledge is:
• acquired through senses;
• transformed through perception, encoding,
and interpretation;
• stored through the process of memory;
• retrieved through the process of recall; and
• used in problem-solving activities.
Cognitive Process

Our everyday experiences are replete

with simple to complex events that
call for cognitive process.
Activity/Scene:

You were able to smell something nice in

the kitchen. You saw a pot in the stove. You
opened it and you felt in your hand that
the cover is hot. Yet you opened it and
tasted it. It was delicious.
PERCEPTION
Activity/Scene:

You want to know how your mother cooked

such delicious a delicious meal. So you
watch her as she, step-by-step,
demonstrate to you the process how the
meal is cooked. You are all ears listening
and attending to her.
ATTENTION
Activity/Scene:

You want to cook the same meal but your

mother is not home, Good thing is that you
listened well while she was demonstrating
to you the process how that particular meal
is cooked. You can recall every steps and
secrets for the meal to become delicious.
MEMORY
Activity/Scene:
You told you younger brother that the meal was
really delicious. You also shared to him the steps
and the secrets in cooking the meal. You also told
him that is would be best if you will put more
vinegar because you like it to become a bit sour. You
even told him that other ingredients are soy sauce,
pork cut into cubes, garlic, black pepper, and a bit of
oil. You were so excited telling this to your brother.
LANGUAGE
Activity/Scene:

What specific “ulam” (viand) is being

referred to in the scenes? Why do you say
so?
REASONING
Activity/Scene:

You do not have pork in the fridge. Can you

use sliced chicken wings and legs instead of
pork? Because it is the only available meat
in the fridge.
DECISION MAKING
Activity/Scene:

You ran out of gas at home. You and

your brother might get hungry. What
will you do?
PROBLEM SOLVING
Cite some instances or scenes in the
classroom which tell that cognitive
process is evident.
Cognition is influenced by:
Heredity
Maturation
Environment
How many times did I make you
think tonight?
Basic Units of Cognition

There are five basic concepts of

cognition: concepts, propositions,
schemata, productions, and scripts.
(Bruning, et. al, 2004)
Concepts

They are the building blocks of cognition. They

are general labels that we attach to categories
of things and information that share common
characteristics. These are mental structures by
which we represent such categories. Objects,
people, and events are grouped together
according to perceived properties or
characteristics.
Concepts are arranged in hierarchy called
conceptual domains. These domains are
superordinate, basic, and subordinate.
• Superordinate concepts are those that are
abstract.
• Basic concepts are the easiest information to
learn. They are needed to acquire
knowledge in the second level of hierarchy.
• Subordinate concepts are detailed in nature.
 vehicle

car bus truck

Luxury Sports Single- Double- Tow Fire

car car deck bus deck bus truck Truck
Propositions

They are composed of related concepts. These

are units of declarative knowledge that can
stand alone as separate assertions about the
observed experiences, events, or the
relationships among concepts.
Schema is knowledge. It is an organizational
pattern of the mind. It is a mental structure
that helps us organize knowledge; it aids us to
understand all the things around us.
They are basic knowledge.
They are highly structured.
They are general categories of knowledge.
They are used in comprehension.
Productions

They are basic units of procedural knowledge.

They are things made or created which are
composed of our knowledge on how to follow
series of step-by-step procedures.
Scripts
These are knowledge representations that set the
framework for procedural knowledge. These mental
structures do not only contain specific actions but
also the outcomes of something that happen after
something else. Scripts are specific knowledge
structures that contain the sequence of events that
usually occurs in certain situations. Scripts are
commonplace occurrences; they are properly
structured so that the causality of various events
can be explained.
THOUGHT PROCESS
Our thought process is very complex. When asked
to recall the past experiences of grade school days,
some of us would declare events in a stuttered
manner. This is due to the TOT experience or tip-of-
the-tongue experience that deals with the
complexity of our mental activities.
COGNITIVE PROCESS OF EXPERTS AND EXPERT
SYSTEMS

Andrade and May (2004) identified different key

points in cognitive process of experts and expert
systems. They are as follows:
Special Knowledge
Domain Specificity
Analogical Reasoning
Expert Systems
Creativity
Special Knowledge is focused on what experts
know more about certain topic than other
people. Experts have more strategies to use to
acquire knowledge and use them meaningful
ways. With the strategies they have, experts
can easily deal with problems especially in their
area of specialization.
Domain specificity deals with the expert’s ability to
extend and advance their thinking because they
seem to produce sets where the problems are or
can be represented. Experts develop their
competence in various areas of knowledge such as
in Math or Science. They also develop a particular
knowledge is such a way that they structure specific
knowledge in solving specific problems. When they
look at their problems, they easily see patterns that
help them arrive at the correct solution.
Analogical reasoning deals with the expert’s ability
to use their domain-specific knowledge in other
situations. It means that domain specificity can also
be used or transferred in new situations. Reasoning
by analogy is another feature of human memory.
(encoding, identifying the relationship, mapping this
relationship, and application)
Expert Systems deals with the expert’s ability to
extend and advance their thinking because they
seem to produce sets where the problems are or
can be represented. Experts develop their
competence in various areas of knowledge such as
in Math or Science. They also develop a particular
knowledge is such a way that they structure specific
knowledge in solving specific problems. When they
look at their problems, they easily see patterns that
help them arrive at the correct solution.
Creativity hinges on expert knowledge and
perseverance. Creative people work hard and long;
they are highly motivated. They are particularly
creative in their field of expertise.
Cognitive Strategies

They are mental plans that we apply to manage

our thinking and behavior during problem
solving or learning. These help us regulate the
flow of information. Cognitive strategies do not
fulfill thinking; they merely help us select and
use appropriate mental skills needed in a
particular task.
Here are some cognitive strategies:
Student-centered instruction. Students
must be actively involved in the learning
process. Learning tasks should be
participatory and appealing. Students who
are actively engaged in problem solving
tasks tend to interact socially and
environmentally.
Activating prior knowledge. Prior
knowledge play a major role in constructing
meaning. Students do not come to class
with zero knowledge; they do not come to
school as blank slates.
Social interactions. Social interactions are
necessary for students to develop
authentic learning. It is in social context in
which they learn how to negotiate, work in
a collaborative manner, and construct
meaning.
Problem solving. The creative process of
solving a problem happens when students
engage themselves in meaningful learning.
The classroom is a microcosm of the real
world that is replete with problems of real
life situations.
Elaboration. As much as possible, we avoid
the use of memorization of basic facts.
Instead, we should require students to use
those facts in meaningful contexts.
However, we do not mean to disregard the
basic facts or information for they are the
building blocks of cognition.
Concept learning. This learning equates to
knowledge construction.
Learner-centered Psychological Principles

Psychological principles deal with the learners

and how they learn.
 Principles
Cognitive and Metacognitive Factors
1. Nature of the learning process
2. Goals of the learning process
3. Strategic thinking
4. Construction of knowledge
5. Thinking about thinking
6. Context of Learning
Characteristics
Construction of meaning
Connectedness of their experiences
Creation of meaningful and coherent
knowledge representation
Development of strategies for thinking
and reasoning
Meaningful connectedness
Higher-order thinking strategies for
selecting and organizing information
The environmental influences 9culture,
technology, and/or instructional
practices) affect learning
 Principles
Motivational and Affective Factors
7. Motivational and emotional
influences on learning
8. Intrinsic motivation to learn
9. Effects of motivation on effort
Characteristics
Motivation is of two types: intrinsic
and extrinsic
Intrinsic motivation is stimulated by
tasks of optimal novelty and difficulty
and related to personal worth
Learner’s effort
Instructional scaffolds or guided
practice
 Principles
Developmental and Social Factors
10. Developmental influences on
learning
11. Social influences on learning
Individual Difference Factors
12. Individual differences in learning
13. Learning diversity
14. Standards and assessment
Characteristics
Developmental influences (intellectual, emotional,
and social factors) also affect learning
Social interactions, interpersonal relations, and
communication with others are important in
learning
Experiences and heredity come into play in the
development of strategic learning
Linguistic, cultural, and social backgrounds form
part of learner differences
Diagnostic, process, and outcome assessment are
integral part of the learning process
Thank you!!!