COGNITIVE AND METACOGNITIVE FACTORS 1. Nature of the learning process. The learning of a complex subject matter is most e‘fective when itis an intentional process of constructing meaning from information 2. Goals of the learning process The successful leamer, over time and with suppor and instructional guidance, can create meaningful, coherent representations of knowledge. 3. Construction of knowledge The successful leameer can link new information with existing knowledge in meaningful ways. 4. Strategic thinking The successful leamer can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals. 5. Thinking about thinking Higher order strategies for selecting and monitoring mental operations facilitate creative and critical Learning is influenced by environmental factors, including culture, technology and instructional practices. 7. Motivational and emotional influences on learning What and how much is learned is influenced by the individual's emotional states, beliefs, interests and goals, and habits of thinking. 8. Intrinsic motivation to learn The leamer's creativity, higher order thinking, and natural curiosity all contribute to motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interests, and providing for personal choice and control. 9. Effects of motivation on effort Acquisition of complex knowledge and skills requires extended learner effort and guided practice. Without learner's motivation to leam, the willingness to exert this effort is unlikely without coercion DEVELOPMENTAL AND SOCIAL FACTORS 40. Developmental influences on learning As individuals develop, there are different opportunities and constraints for learning. Learning is most effective when differential development within and across physical, intellectual, emotional and social domains is taken into account. 44. Social influences on learning Learning is influenced by social interactions, interpersonal relations and communication with others. INDIVIDUAL DIFFERENCES FACTORS 12. Individual differences in lear Leamers have different strategies, approaches and capabilities for learning that are a function of prior experience and heredity. 13. Learning and diversity Leaming is most effective with differences in learners’ linguistic, cultural and social backgrounds are taken into account. 14, Standards and assessment ‘Setting appropriately high and challenging standards and assessing the learner as well as learning progress- including diagnostic process and outcome assessment- are integral parts of the learning process.due. 2: FACILITATING LEARNER- CENTERED TEACHING ERMELYN M, BUSTILLO Instructor Name: CourselYear: Activity in Lesson 2: (Write your answers in your activity notebook) Do this activity about the Learner-Centered Principles. 1, Examine the title, "Leamer-Centered Principles”. Quickly, jot down at least 10 words that come to your mind 2. Go back to each word and write phrases about why you think the word can be associated win LeP. BOBVO9HRONG 0. Analysis: We think that Leaner-Centered Psychological Principles focus on Application: ‘The application activity will be done in Module 26 when you revisit the 14 principles. For now, keep the 14 principles in mind as you explore the rest of the modules. Always try to relate the principles to the concepts you will learn, especially when you do the 5-minute non-stop writing at the end of each module. Happy learning! AssessmentTasks 1. Describe what you can do to advocate the use of the 14 Learning-Centered Psychological Principles. 2. From the Module on Leamner-Centered Psychological Principles, | realized that metacognitionave. 2: FACILITATING LEARNER- CENTERED TEACHING ERMELYN M, BUSTILLO Instructor Republic of the Philippines Surigao del Sur State University —— | uv | LIANGA CAMPUS naga | Lianga Surigao del Sur, 8307 Website: [Link] PART 2 i FOCUS ON THE LEARNER UNIT21 0: REVIEW OF THE DEVELOPMENTAL THEORIES MODULES: REVIEW OF THEORIES RELATED TO THE LEARNERS’ DEVELOPMENT Source: Facilitating Learning: A Metacognitive Process by: Maria Rita D. Lucas, Ph.0., Brenda B. Corpuz, PhO. Take the Challenge! In this module, challenge yourself to attain the following learning outcomes: I * Explain the salient concepts and principles of the major development theories, ‘© Apply the theories to teaching-learning situations. Introduction: The educational trend brought out by a number of ground-breaking researches tells that one can be effective facilitator of learning if one has a good working knowledge of the leamers’ development. Previously in your Child and Adolescent Development course, the foundational theories related to the learners’ development were discussed. This module aims to help you think about and review these theories that you have taken up and connects them to learning. Advance Organizer: Feu ‘| Erikson Piaget S\Components ahPatsonality 8 Psycho-social 4 Stages of Cognitive 5 Psychasexual Stages of stages of Development Development Development 7 \ 7 a | Theories Related to the Learners’ Development | “ \ " Kohlberg ‘Vygotsky Bronfenbrenner 3 Levels and 6 Substages of On Language Bio-Ecological Moral Development. © Zone of Proximal ‘Systems Developmentt insactor i Peas wy Abstraction/Generalization Eciise werelless ‘The ideas of the theorists, Freud, Erikson, Piaget, Vygotsky, and Bronfenbrenner remain to be foundational in the teacher's understanding of the learners’ development. | Freud | ‘* "The mind is like an iceberg, it floats with one-seventh of its bulk above water’, This is of course thefamous analogy that Freud referred to when he explained the subconscious mind. He believed that much of the person is really about is not what we see in the outside and what is conscious, but what is there hidden in the subconscious mind. ‘+ Freud also emphasized the three components that make up one’s personality. 4. The id ~is pleasure-centered 2. The ego - reality-centered 3. The superego — related to the ego ideal or conscience + Freud believed that an individual goes through five pysychosexual stages of development. This includes the oral, anal, phallic, latency and genital stages. Each stage demands satisfaction of needs, and failure to do so results in fixations. | ‘+ “Healthy children will not fear life if their elders have integrity enough not to fear death’. * He believed in the impact of significant others in the development of one’s view of himseff, life, and of the world, * Presented a very comprehensive framework of eight-psychosexual stages of development * Described the crisis (expressed in opposite polarities) that a person goes through; the maladaptions and malignacies that result from failure to effectively resolve the crisis; and the virtue that emerges when balance and resolution of the crisis is attained Piaget ‘© “The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done’. Piaget theory centered on the stages of cognitive development. Described four stages of cognitive development, namely the sensory-motor, pre- operational, concrete-operational, and formal operational stages. ‘+ Each has characteristics ways of thinking and perceiving that show how one’s, cognitive abilities to develop. Kohlberg + Right action tends to be defined in terms of general individual rights and standards that have been crticall examined and agreed upon by the whole society.” * Proposed three levelsof moral development (pre-conventional, conventional and post-conventional) * Believed that one’s cognitive development influenced the development of one’s | ‘moral reasoning.+=) Edue. 2: FACILITATING LEARNER- CENTERED TEACHING ERMELYN M. BUSTILLO Instructor Vygotsky 1 2. 3. BeNa “The teacher must orient his work not on yesterday's development in the child but on tomorrows”. Emphasized the role of social interaction in learningand development. Scaffolding is the systematic manner of providing assistance to the learner that helps the learner to effectively acquire a skil. Believed that guidance from a more knowledgeable other (MKO) would lead a learner to a higher level of performance than if he were alone. This higher level of performance ten eventually become's the learner's actual performance when he works independentit in the future. Illustrates his concept of zone of proximal development (ZPD) Bronfenbrenner Bronfenbrenner’s model also known as Biological System Theory presents child development within the context of development system that comprise the child's environment. The model is composed of microsystem, mesosystem, exosystem, macrosystem and the chronosystem. Each layer is made up of different structure. The term “bioecological" points out that a child's own biological make - up impacts on his/her development. The child's growing and develop body and the interplay between his/her immediate familylcommunity environment, and the societal landscape fuel and steer his/her development. Changes or conflict in any other layer will ripple throughout the layers. To study a child's development then, we must not only look at thechild and his/her immediate environment, but also the larger environment with which the child interacts. Course/Year: Activity in Lesson 3 (Write your answers in your activity notebook) Vygotsky's Socio-Cultural Theory Define or describe the words below. More Knowledgeable Other (MKO) Zone of Proximal Development (ZPD) Scaffolding Bronfenbrenner’s Bio-Ecological Theory Describe each of the systems in the theory. Macrosystem Exosystem/Mesosystem Microsystem/Chronosystem The Individual From the Module on Learner-Centered Psychological Principles, | realized that metacognitionEaue, 2: FACILITATING LEARNER- CENTERED TEACHING ERMELYN M. BUSTILLO Instructor septic otn Pigs @ 35) Surigao del Sur State Cniversity sown | LIANGA CAMPUS | YAS, sg Lianga Surigao de! Sur, 8307 | | ‘Website: [Link] [Link] PART 2 : FOCUS ON THE LEARNER UNIT22 0: STUDENT DIVERSITY MODULE4 : INDIVIDUAL DIFFERENCES | Source: Facilitating Learning: A Metacognitive Process by: Maria Rita D. Lucas, Ph.0., Brenda B. Corpuz, PhO. Take the Challenge! In this module, challenge yourseff to attain the following learning outcomes: «Identity the different factors that bring about diversity in the classroom. . «Demonstrate a positive attitude towards diversity as an enriching element in the eD learning environment. LE. Come up with teaching strategies that consider student diversity Introduction: You've probably heard someone say, "Everyone is unique.” Though it sounds really like a cliché, one cannot ignore the truth in it. As a facilitator of learning, the teacher is tasked to consider the individual differences among the students in planning for effective instruction. ‘Advance Organizer: Individual Differences {Student Diversity) \ Z | « + Benefits of Diversity Classroom Strategies for F Ineividual Differences Factors in the Classroom Student Diversity Abstraction/Generalization Factors that Bring about Student Diversity | In all learning environments, individuals interact with others who are in some ways | different from them, Recall how these differences were shown in your class tally- gender and racial, ethnic or cultural background (nationality, province, language). This diversity also comes from other factors like the following:Edue. 2: FACILITATING LEARNER- CENTERED TEACHING ERMELYN M, BUSTILLO Instructor 1, Socioeconomic status - the millionaires’ lifestyle differs from that of the middle income or lower income group. 2, Thinkinglleamning style — some of you leam better by seeing something; others by just listening; and still others by manipulating something. 3. Exceptionalities — in class there maybe one who has difficulty in spoken language comprehension or in seeing, hearing, etc. How Student Diversity Enriches the Learning Environment 1, Students’ self-awareness is enhanced by diversity. Exposing students to others with diverse backgrounds and experiences also serves to help students focus on their awareness, of themselves. When they see how others are different, students are given reference points or comparative perspectives which sharpen assessment of their own attitudes, values and behaviors. 2. Student diversity contributes to cognitive development. The opportunity to gain access to the perspectives of peers to lear from other students, rather than the instructor only, may be especially important for promoting the cognitive development of learners. 3. Student diversity prepares learners for their role as responsible members of society. Suzanne Morse stresses one competency that has strong implications for instructional strategies that capitalize on diversity: “The capacity to imagine situations or problems from all perspectives and appreciate all aspects of diversity’. Furthermore, she argues: “The classroom can provide more than just theory given by the teacher in a lecture. With student diversity, the classroom becomes a “public place" where community can be practiced. 4, Student diversity can promote harmony. When student diversity is integrated into the classroom teaching and learning process, it can become a vehicle for promoting harmonious race relations. Through student centered teaching strategies, diverse students can be encouraged to interact and collaborate with one another on learning tasks that emphasize Unity of effort while capitalizing on their diversity of backgrounds. Some Tips on Student Diversity 1, Encourage learners to share their personal history and experiences. Students will be made to realize that they have something in common with the rest. They also differ in several ways. 2. Integrate learning experiences and activities which promote students’ multicultural and cross-cultural awareness. * You can encourage or even initiate co-curricular experiences that are aimed at promoting diversity awareness. These activities could be held to coincide with already- scheduled national weeks or months which are designated for appreciation of diverse groups. * Let students interview other students on campus who are from diverse backgrounds (foreign students or students from other ethnic/racial/groups). These students of different racial and ethnic origin serve as source of first-hand information on topics related to their culture. This can also provide opportunity for interaction among students who may otherwise never come in contact with each other. ‘© Invite students to intemet discussion groups or e-mail; have students “visit” foreign countries and ‘talk’ to natives of those countries,Educ, 2: FACILITATING LEARNER- CENTERED TEACHING ERMELYN M, BUSTILLO Instructor ‘© Ask students if they have ever been personal target of prejudice or discrimination and have them share these experiences with other members of the class. 3. Aside from highlighting diversity, identify patterns of unity that transcend group differences. Clyde Kluckholn, an early American anthropologist who spent a lifetime studying human diversity across different cultures, concluded from his extensive research that, “Every human is, at the same time, like all other humans, like some humans, and like no other human” (cited in Wong, 1991). His observation suggests 2 paradox in the human experience, namely: We are all the same in different ways. When focusing on human differences, these commonalities should not be overlooked; otherwise, our repeated attempts to promote student diversity may inadvertently promote student divisiveness, is to stress the university” of the learning experience by raising students’ consciousness of common themes that bind all groups of people-in addition to highlighting the variations on those themes 4, Communicate high expectations to students from all subgroups. ‘+ Make aconscious attempt to call on, or draw in students from diverse groups by using effective questioning techniques that reliably elicit student involvement. - Strategies for “drawing” assigning them the role of reporter in small ‘group discussions. - Having them engaged in paired discussions with another classmate with the stipulation that each partner must take tums assuming the role of both listener and speaker; and - Scheduling instructor-student conferences with them outside the classroom: 5. Use varied instructional methods to accommodate student diversity in learning styles. Diversify the sensory/perceptual modalities through which you deliver and present information (e.g., orally, in print, diagrammatic and pictorial representations, or “hands on’ experiences). ‘© Diversify the instructional formats or procedures you use in class: - Use formats that are student-centered (e.g., class discussions, small {group work) and teacher-centered (e.g., lecture demonstrations). - Use formats that are unstructured (e.g., trial-and-error discovery learning) and structured (e.g., step-by-step instructions). - Use procedures that involve both independent leaming (eg. independently completed projects, individual presentations) and interdependent learning (e.g., collaborative learning in pairs or small groups) 6. Vary the examples you use to illustrate concepts in order to provide multiple contexts that are relevant to students’ diverse backgrounds. * Have students complete personal information cards during the first week of class and use this information to select examples or illustrations that are relevant to their personal interests and life experiences. «Use ideas, comments and questions that students raise in class, or which they choose to write about to help you think of examples and illustrations touse. * Ask students to provide their own examples of concepts based on experiences drawn from their personal lives.Educ. Ti 9. Nam 2: FACILITATING LEARNER- CENTERED TEACHING ERMELYN M, BUSTILLO Instructor + Have students apply concepts by placing them in a situations or context that is relevant to their lives (e.g., "How would you show respect to all persons in your home?’ Adapt to the students’ diverse backgrounds and learning styles by allowing them personal choice and decision-making opportunities concerning what they will learn and how they will learn it. © Promotes positive student attitudes toward the subject matter; * Fosters more positive interactions among students «Results in students working more consistently with lesser teacher intervention, Diversify your methods of assessing and evaluating student learning Individually-delivered oral reports Panel presentations Group projects Visual presentations (concept maps, slide presentations, power point presentation) Dramatic vignettes- presented live or on videotape Purposely, form small-discussion groups of students from diverse backgrounds. You can form groups of students with different learning styles, different cultural background, ete. ‘The instructor is removed from center stage, thereby reducing the likelihood that the teacher is perceived as the ultimate or absolute authority «Students are exposed to the perspectives of other students, thus increasing their appreciation of muttiple viewpoints and different approaches to learning. CourselYear: Activity in Lesson 4 (You may write your answers in your activity notebook) 1. By means of a graphic organizer, identify the factors that bring about diversity in the classroom 2. Cite teaching strategies and explain how these teaching strategies consider student diversity 4. From the Module on Individual Differences, | realized that.Educ. 2; FACILITATING LEARNER- CENTERED TEACHING Republic of the Philippines Surigao del Sur State University LIANGA CAMPUS, Lianga Surigao del Sur, 8307 Website: www. [Link] ERMELYN M, BUSTILLO Instructor MODULES : LEARNING/THINKING STYLES AND MULTIPLE INTELLIGENCES Take the Challenge! In this module, challenge yourself to attain the following learning outcomes: ‘* Describe the different leamning/thinking styles and multiple intelligences. * Pinpoint your own learningithinking style/s and mutt * Plan learning activities that match leamers’ learningithinking styles and muttiple intelligences, Introduction: le intelligences. One factor that brings about student diversity is thinking/learning styles. Individuals think and learn in distinct ways. In any group of learners there will always be different learning characteristics, particularly in the leamers’ manner of processing information. Some would absorb the lesson better when they work with their hands than bt) involve thinking/k Advance Organizer: when they just listen. Others would prefer to watch a video about a topic, Students, likewise, have preferred ways of expressing their thoughts, feelings, and ideas. Some would prefer to write, others would draw or even dance and sing. These preferences ing styles and multiple intelligences. Student Diversity cee a Learning/Thinking Styles Multiple intelligences Learners Sensory Brain Interpersonal Visual/Spatial Preferences Hemispheres (People Smart) (Picture Smart leonie Intrapersonal Verbal/inguistie Visual Learners Left Brain (Sett-sman) (Word smart) (Analytic Symbolic a Naturalistic (Nature || oreo Mathematea = smart) (umber Aogiesmar) Auditory Learners Right Brain Talkers (Global) Baistential Bodiy/Kinesthetic (Spin smart) (oey Smart) Tactile/kinesthetic ||_Usteners rem (Music smart)