EDU 531 Facilitating Learner-Centered Teaching Syllabus PDF

PHINMA Education COURSE SYLLABUS PEN Code: EDU 531 Credit: 3 units PEN Subject Title: Facilitating Learner-Centered Teaching Principles Prerequisite: EDU 530 A. Course Description: Thi...

PHINMA Education COURSE SYLLABUS PEN Code: EDU 531 Credit: 3 units PEN Subject Title: Facilitating Learner-Centered Teaching Principles Prerequisite: EDU 530 A. Course Description: This course introduces prospective teachers to the contemporary theories and research on the cognitive, metacognitive, motivational, sociocultural, and other different factors that affect the individual’s acquisition of knowledge. In addition, this course explores the fundamental principles, processes and practices anchored on learner-centeredness and other education psychologist as these apply to facilitate various teaching-learning delivery modes to enhance learning. B. Objectives At the end of this course, the students are expected to: 1. Identify the different learner-centered psychological principles affecting the learner’s acquisition of knowledge; 2. Explain and give examples of the different learning theories; 3. Utilize appropriate various sociocultural and historical materials in explaining current issues; 4. Organize communities towards self-reliance and self-sufficiency; 5. Demonstrate leadership skills that will help in teaching or training students who will empower their communities; 6. Integrate local and global perspectives in teaching the principle of the common good; 7. Employ the principle of sustainable development in teaching and learning; 8. Show scholarship in research and further learning; and, 9. Display the qualities of an innovative teacher who has mastery of the subject matter. C. Subject Outline and Time Allotment Day Topic Mode of Instruction 1 Orientation IN 2 I. Learner-Centered Psychological Principles IN A. Learning Principles Associated to Cognitive, Metacognitive, Motivational, and Affective Factors 3 B. Learning Principles on Development, Social, and Individual OUT Differences 4 II. Metacognition: Thinking About Thinking OUT A. Metacognition and Metacognitive Knowledge 5 B. Metacognitive Regulation and Control IN 6 C. Metacognitive Instruction IN 7 III. Cognitive Learning Theories OUT A. Piaget’s Cognitive Development Theory 8 B. Vygotsky’s Socio-Cultural theory of Development OUT 9 First Periodic Exam IN 10 C. Information Processing Theory IN 11 D. Problem Solving and Creativity OUT 12 IV. Behavioral Learning Theories OUT A. Pavlov’s Classical Conditioning 13 B. Thorndike’s Connectionism IN 14 C. Skinner’s Operant Conditioning IN 15 D. Neo-behaviorism OUT 16 V. Constructivist Learning Theories OUT A. Jerome Bruner’s Constructivist Theory  PHINMA Education COURSE SYLLABUS 17 Second Periodic Exam IN 18 B. Gestalt Theory IN 19 C. David Ausubel’s Subsumption Theory OUT 20 D. Cooperative and Experiential Learning OUT 21 VI. Psychosocial, Psychosexual, and Humanist Theories of IN Learning A. Erikson’s Psychosocial Theory 22 B. Freud’s Psychosexual Theory IN 23 C. Kohlberg’s Moral Development Theory OUT 24 VII. Student Diversity OUT A. Learning Styles 25 B. Multiple Intelligences IN 26 Third Periodic Exam IN B. References:  Aquino, A.M. Facilitating Human Learning. 2nd edition. Rex Bookstore. 2015  Bulusan, F. et.al. Facilitating Learner-Centered Teaching. First Edition. Rex Bookstore. 2019  http://www.google.com.ph/Scrib C. Course Requirements Class Standing 40% + Periodical Exam 60% = 100% Attendance 5% Recitation/Participation 5% Quizzes 15% Output 15% D. Grading System The Prelim (PG), Mid-term (MG), Tentative Final (TFG) will be composed of using the formula below. Grade = Periodical Exam Grade + Class Standing 2 The components of class standing, as well as the weight of each component will be as agreed upon in the class. The passing score in the Periodic Exam is 60 %. The Final Grade for this course will be computed by using the following formula: Final Grade: 0.13PG + 0.13MG + 0.14TFG + 0.60 Final Exam The Final Exam refers to the PEN-wide final examination. To pass this course, a student should obtain a final grade not lower than 3.00 E. Contact Information Facilitator: Consultation Hours: Email address: Approved by: LYAN MARC G. PENIERO, Ph.D. Dean, College of Education  EDU 531: Facilitating Learner- Centered Teaching Student Activity Sheet #1 Name: ___________________________________________________________ Class number: _______ Section: ____________ Schedule:_____________________________________ Date: ______________ Lesson Title: Introduction of Flexi-Module Learning and Course Materials: Orientation Students Activity Sheets Lesson Objectives: At the end of the module, I can : References: 1. equip myself with the nature of flexible learning and its Aquino, A.M. Facilitating Human relevance to the current education set-up; and, Learning, 2015 2. familiarize the course syllabus, course requirements, grading Bulusan, F. et.al. Facilitating system and other concerns. Learner-Centered Teaching, 2019 1. Productivity Tip: Hello class! Welcome back to a new normal, A.Y. 2021-2022. As you continue this semester, you are still on the process of adjusting and coping with the different learning platforms or modalities in learning. Amidst of this paradigm shift in education, you managed to finish the first semester successfully. Studies might be challenging but with the help of your teachers, you can finish your course and earn your degree on time. # Sasamahan Kita # Padayon A. LESSON PREVIEW/REVIEW 1) Introduction (2 mins) This is EDU 531: Facilitating Learner-Centered Teaching. This course introduces prospective teachers to the contemporary theories and research on the cognitive, metacognitive, motivational, sociocultural, and other different factors that affect the individual’s acquisition of knowledge. In addition, this course explores the fundamental principles, processes and practices anchored on learner-centeredness and other education psychologist as these apply to facilitate various teaching-learning delivery modes to enhance learning. In this module, you will be oriented with how our class will be facilitated through flexible learning. You will also know the specific topics that will be covered under this course and the requirements that you need to comply. The grading system and other class rules will also be discussed. Please see attached copy of your syllabus on the first part of your flexi-modules. 1 This document is the property of PHINMA Education  EDU 531: Facilitating Learner- Centered Teaching Student Activity Sheet #1 Name: ___________________________________________________________ Class number: _______ Section: ____________ Schedule:_____________________________________ Date: ______________ 2) Activity 1: What I Know Chart, Part 1 (3 mins) Meanwhile, it is my pleasure to see about your thoughts in today’s topic. Read the questions below in the second column. Then, indicate your answer on the space provided in the first column. Once you are done, leave the third column blank and indicate your answers here in activity 4. What I Know Questions: What I Learned (Activity 4) 1. What is Flexible Learning? 2. How can education be flexible during these times? B.MAIN LESSON 1) Activity 2: Content Notes (13 mins) 2 This document is the property of PHINMA Education  EDU 531: Facilitating Learner- Centered Teaching Student Activity Sheet #1 Name: ___________________________________________________________ Class number: _______ Section: ____________ Schedule:_____________________________________ Date: ______________ Flexible learning is a method of learning where students are given freedom in how, what, when and where they learn. Flexible learning environments address how physical space is used, how students are grouped during learning and how time is used throughout teaching. It also refers to the ability to customize one’s pace, place and mode of learning. In the context of PHINMA Education Flexi-learning, classes will be done through a blend of face-to-face classes and home- based learning. Students will have four days of face-to-face classes and 10 days to learn at home. Students will use Flexible Learning Materials, which are divided into three parts. 1. Lesson Preview/ Review (5 minutes) 2. Main Lesson (35 minutes) 3. Lesson Wrap-up (5 minutes) Students will accomplish tasks at home for the next 10 days. NOTE: This set up is subject to change based on the possibilities of having a face to face class. ALWAYS REMEMBER ME ! 1. Students are expected to abide by the school policies as mentioned in the PHINMA UI Handout. Please refer to your student handouts. 2. Safety protocols will be strictly implemented. Students are expected to always wear face masks inside the classroom and are suggested to sanitize as frequently as possible. For non-compliance, the faculty-in-charge may opt to ask the student to leave the classroom. 3. Attendance will be checked during scheduled face-to-face classes. As part of additional instructions and learning interactions, the faculty-in-charge may set class consultation schedules while in 10-day home-study. Attendance will be checked likewise. In case of absence in either face-to-face or digital consultations, the student is expected to inform the teacher with an official letter (printed or electronic copy) and attachment of proof of absence (if there is any). 4. For off-school consultations, this course will utilize ZOOM app/ park their concerns via class official group chat. For students with no smartphones, make sure to have an active mobile phone number for your teacher to be able to reach you even off-campus. 5. To lessen physical interactions in class, requirements are expected to be submitted using official UI email addresses or as instructed by the faculty-in-charge. 6. Refer to your syllabus for the topics covered in this course, grading system, and other academic requirements. 3 This document is the property of PHINMA Education  EDU 531: Facilitating Learner- Centered Teaching Student Activity Sheet #1 Name: ___________________________________________________________ Class number: _______ Section: ____________ Schedule:_____________________________________ Date: ______________ 2) Activity 3: Skill-building Activities (with answer key) (18 mins + 2 mins checking) In your student activity sheet, complete this five item true/false test. Write TRUE if the statement is correct and FALSE if otherwise. Indicate your answer on the space provide before each item. After which, check your answers against the Key to Corrections found at the end of this SAS. Write your score in your paper. Break a leg! ____________1. 4-10 Class scheme means that students will be learning in school for 4 days and learning at home for ten days. ____________2. PHINMA Ed students and teachers will be using the Flexi-learning materials either inside or outside the school premises. ____________3. Flexible learning is a method of learning where students are given freedom on how, what, when and where they learn. ____________ 4. While learning at home, students will maximize the advent of technology for online classes. ____________ 5. Students will not be allowed to enter the school premises during their 10-day off- campus schedule. 3) Activity 4: What I Know Chart, Part 2 (2 mins) That was great! This time I want you to go back again to the questions in the Activity 1 and write your answers to the questions based on what YOU HAVE LEARNED in the third column. Write the things you have learned from today’s lesson. After which, please proceed to activity no. 5. Keep it up! 4) Activity 5: Check for Understanding (5 mins) Now that you are done with our lesson, let us check if you have fully understood our content for today. Identify the concept being discussed in each statement. Write your answers on the spaces provided before each number. One you complete the task; check your answers against the Key to Corrections found at the end of this SAS. Write your score on your paper. ______________1. PHINMA Education will implement 4-____ set-up for Academic Year 2021-2022. ______________2. The ability to customize the pace, place, and mode of learning depending on the situation of the students. ______________3. It is the part of the FLM, which gives the students an overview of the topic for the day, and a preview of what was tackled in the previous module. ______________4. The part of the FLM that checks the progress of the students. ______________5. Under the new set-up, how many days students will have the opportunity to work on their modules? 4 This document is the property of PHINMA Education  EDU 531: Facilitating Learner- Centered Teaching Student Activity Sheet #1 Name: ___________________________________________________________ Class number: _______ Section: ____________ Schedule:_____________________________________ Date: ______________ B. LESSON WRAP-UP 1) Activity 6: Thinking about Learning (5 mins) A. Work Tracker You are done with this session! Let’s track your progress. Shade the session number you just completed. B. Think about your Learning 1. What are your suggestions to assure the effectiveness of flexible learning in class? 2. If you have any questions or clarifications, please write them down. FAQs 1. During off-campus schedules, will the faculty-in-charge reach us for online classes? Your professor will reach out to you for off-campus consultations but not merely via online platforms. It is highly suggested that you disclose your active contact details so that your teacher may have more options to reach you. Please write your contact information below. 2. In case of online consultations, can I use my other email addresses? For security reasons, you are required to use your PHINMA UI email for all your academic transactions. This will secure all our files in class and will reduce privacy breaches. KEY TO CORRECTIONS Activity no. 3. Activity no. 5. 1. True 1. 10 2. True 2. Flexible Learning 3. True 3. Lesson Preview/Review 4. False 4. Lesson wrap-up 5. True 5. 10 5 This document is the property of PHINMA Education  EDU 531: Facilitating Learner-Centered Teaching Student’s Activity Sheet #2 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ Lesson title: Learning Principles Associated to Cognitive, Materials: Metacognitive, Motivational, and Affective Factors Student Activity Sheet References: Lesson Objectives: At the end of the lesson, you should be able to: Aquino, A.M. Facilitating Human 1. summarize learning using graphic organizers; and Learning, 2015 2. explain the cognitive, metacognitive, motivational, and affective Bulusan, F. et.al. Facilitating factors of teaching and learning. Learner-Centered Teaching, 2019 http://www.ed.gov/rschstat/eval/tech /techconf00/mccombs_paper.html Productivity Tip: To commence this academic year, may this quote of George Raymond Richard Martin inspire and fuel your drive to learn, and be more in your chosen field; despite of the crisis you are all facing. May you thrive and crave for self-improvement through EDUCATION, amidst of uncertainties. “I’m a slow learner, it’s true. But I learn.” A. LESSON PREVIEW/REVIEW 1) Introduction/Review (2 mins) Learning is a lifelong process, hence, you must consider various factors affecting each one of us on where, when and how learning takes place. In this lesson, you might address your study habits as you venture and realize that LEARNING is multidimensional. As you go through, you will be proud of yourself knowing that LEARNING is self-paced and self-correcting, and only self-improvement counts every day. May LEARNING be part of your daily routine, and chase it as it will help you pave the way to your visions in life. 2) Activity 1: What I Know Chart, part 1 (3 mins) Let’s start being productive by checking your schema. Fill in the first column (WHAT I KNOW) of your ideas pertaining to the given questions. KEY WORDS AND PHRASES are accepted, as long as it has relation to the questions. What I Know Questions: What I Learned (Activity 4) 1. What is Learner-Centered? This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student’s Activity Sheet #2 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ 2. What are the factors affecting cognitive and metacognitive?. 3. What are the factors affecting motivation and affective? B. MAIN LESSON 1) Activity 2: Content Notes (13 mins) Read comprehensively and familiarize the following concepts. It will be useful, if you highlight the following notes that you think are vague. Please jot down questions too, pertaining to the topic and you may ask your learning facilitator for clarification of concepts. Seize the day! The Learner-Centered Psychological Principles Excerpt from Assessing the Role of Educational Technology in the Teaching and Learning Process: A Learner- Centered Perspective by Barbara L. McCombs, University of Denver Research Institute, in Secretary's Conference on Educational Technology 2000 This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student’s Activity Sheet #2 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ Beginning in 1990, the American Psychological Association (APA) appointed a special Task Force on Psychology in Education, one of whose purposes was to integrate research and theory from psychology and education in order to surface general principles that have stood the test of time and can provide a framework for school redesign and reform. The result was a document that originally specified twelve fundamental principles about learners and learning that, taken together, provide an integrated perspective on factors influencing learning for all learners (APA, 1993). This document was revised in 1997 (APA, 1997) and now includes 14 principles that are essentially the same as the original 12 principles with the exception that attention is now given to principles dealing with diversity and standards. [Note to readers: For those interested in research support for the Principles, several sources are relevant. The specific research and theory that was reviewed in developing the Principles is described in McCombs and Whisler (1997). Further research support is also provided in Alexander and Murphy (1998) and Lambert and McCombs (1998)]. The 14 learner-centered principles are categorized into four domains as shown in Table 1. These categories group the principles into research-validated domains important to learning: metacognitive and cognitive factors, affective and motivational factors, developmental and social factors, and individual difference factors. An understanding of these domains and the principles within them establishes a framework for designing learner-centered practices at all levels of schooling. It also helps define what "learner-centered" means from a research-validated perspective. Defining "Learner-Centered" From an integrated and holistic look at the Principles, the following definition emerges: "Learner centered" is the perspective that couples a focus on individual learners - their heredity, experiences, perspectives, backgrounds, talents, interests, capacities, and needs - with a focus on leaning - the best available knowledge about learning and how it occurs and about teaching practices that are most effective in promoting the highest levels of motivation, learning, and achievement for all learners. This dual focus then informs and drives educational decision making. Learner-centered is a reflection in practice of the Learner-Centered Psychological Principles - in the programs, practices, policies, and people that support learning for all. This definition of learner-centered is thus based on an understanding of the Learner-Centered Psychological Principles as a representation of the current knowledge base on learners and learning. The Principles apply to all learners, in and outside of school, young and old. Learner-centered is also related to the beliefs, characteristics, dispositions, and practices of teachers - practices primarily created by the teacher. When teachers and their practices function from an understanding of the knowledge base delineated in the Principles, they (a) include learners in decisions about how and what they learn and how that learning is assessed; (b) value each learner's unique perspectives; (c) respect and accommodate individual differences in learners' backgrounds, interests, abilities, and experiences; and (d) treat learners as co-creators and partners in the teaching and learning process. This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student’s Activity Sheet #2 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ The LCP were put together by the American Psychological Association. The following 14 psychological principles pertain to the learner and the learning process. The 14 principles are divided into those referring to: a. Cognitive and metacognitive b. Motivational and affective c. Developmental and social d. Individual difference factors COGNITIVE AND METACOGNITIVE FACTORS 1. Nature of Learning Process - the learning of complex subject matter 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 meaningful, coherent representations of knowledge. 3. Construction of Knowledge - the successful learner can link new information with existing knowledge in meaningful ways. - Knowledge widens and deepens as students continue to build links between new information and experiences and their existing knowledge base. 4. Strategic Thinking - the successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals. - Successful learners use in their approach to learning reasoning, problem solving, and concept learning. 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 influenced by environmental factors, including culture, technology and instructional practices. This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student’s Activity Sheet #2 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ MOTIVATIONAL AND AFFECTIVE FACTORS 7. Motivational and emotional influences on learning - the rich internal world of thoughts, beliefs, goals, and expectation for success or failure can enhance or interfere with the learner’s quality of thinking and information processing. 8. Intrinsic 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 - Effort is another major indicator of motivation to learn. The acquisition of complex knowledge and skills demands the investment of considerable learner energy and strategic effort, along with persistence over time. 2) Activity 3: Skill-building Activities (20 mins) Directions: Complete the graphic organizer by filling in with novel classroom practices on the blank part that address the psychological principles of learner-centered teaching. Cognitive and Metacognitive Factors This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student’s Activity Sheet #2 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ Motivation and Affective Factors 3) Activity 4: What I Know Chart, Part 2 (2 mins) Now, you can go back to the previous chart (K-W-L) to fill in the last column of the chart (WHAT I LEARNED). This will also help you to gauge yourself based on what YOU KNOW NOW, and if you were able to comprehend the lesson on this module. You are already there, just keep going! 4) Activity 5: Check for Understanding (5 mins) Read and analyze the statements. If true, write YES before the item; if false, write NO. _______1. Differentiated instruction attempts to resolve diversity of learners in the classroom. _______2. The motivation of a learner from the urban community is similar to that from the rural area. _______3. The development of higher-order thinking skills is attainable among the lower years. _______4. Making learning alive and active initiates students’ positive love for the subject. _______5. Verbal reinforcements, as they seem fitted for the elementary level, are avoided in the senior high school level. _______6. The practice of unlocking difficulties for a difficult lesson provides scaffold to the learners. _______7. The assistance of a more advanced student to a slow learner in explaining the lesson is defeating the purpose of active engagement of the learner. This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student’s Activity Sheet #2 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ _______8. Praising a slow learner for a little effort exerted is stepping stone for his or her progress. _______9. Using new technologies in the classroom has more disadvantages and advantages, as learners are overwhelmed. _______10. A teacher who facilitates learning becomes the main source of knowledge in every lesson in class. C. LESSON WRAP-UP 1) Activity 6: Thinking about Learning (5 mins) A. Work Tracker Finally, you made it. Congratulations for you are done with this session! Let’s track your progress now, by shading the session number you just completed. B. Think about your Learning It’s time to share your thoughts through writing and expressing your ideas into words. Let’s check your understanding and see how well you understood our lesson by having this activity called, MY LEARNING DIARY. You need to explain in 2-3 sentences the new things that you have learned from the discussion. My Learning Diary This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student’s Activity Sheet #2 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ FAQs 1. What is APA?  APA stands for American Psychological Association. APA is a common social sciences formatting style for essays and papers. APA Style has a specific format for in-text and reference list entries. 2. What is learning?  Psychologists often define learning as a relatively permanent change in behavior as a result of experience KEY TO CORRECTIONS Activity #5 - Check for Understanding Answers: 1) YES 6. YES 2) NO 7. NO 3) NO 8. YES 4) YES 9. YES 5) NO 10. YES This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student Activity Sheet #3 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ Lesson title: Learning Principles on Development, Social, and Materials: Individual Differences Student Activity Sheet References: Lesson Objectives: At the end of the lesson, you should be able to: Aquino, A.M. Facilitating Human 1. apply the principles learned in classroom-specific situations; Learning, 2015 and, Bulusan, F. et.al. Facilitating 2. explain the development and social factors and individual Learner-Centered Teaching, 2019 differences that influence learning. Productivity Tip: Good day! Nice to meet you again. As we open another chapter of our learning adventure, let’s remain safe and healthy while learning at home. Feel free, relax and have fun learning in your nook. Remember the rule: Safety first, safety second and safety always. A. LESSON PREVIEW/REVIEW 1) Introduction/Review How is your day going? Today is another action-filled day. First, let us check your armor of knowledge for us to be ready in the battlefield of learning. Last time, we learned about the principles associated to cognitive, motivational and affective factors. Now, we come to continue with the different principles on the development, social and individual differences. Let’s have first a quick activity that will challenge your brain cells. 2) Activity 1: What I Know Chart, part 1 This time, you will once again write everything that you know about the questions reflected in the second column. Shown below are the questions for you to ponder, and you are given three (3) minutes to write your responses in the What I Know column. Ready? You may start now! What I Know Questions: What I Learned (Activity 4) 1. Why is it important for every teacher to understand psychological principles in a learner-centered classroom? This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student Activity Sheet #3 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ 2. Do you think the length of service in teaching guarantees effectiveness in implementing the learner- centered principles? Defend your answer? B. MAIN LESSON 1) Activity 2: Content Notes Alright! Fasten your seatbelts and explore the development and social factors as well as individual differences, which are critical factors in the capacity of learners to engage in learning. These principles include the following: DEVELOPMENTAL AND SOCIAL FACTOR 10. Developmental influences on learning - learning is most effective when differential developmental within and across physical, intellectual, emotional, and social domains is taken into account. - Individuals learn best when material is appropriate to their developmental level and is presented in an enjoyable and interesting way. 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. This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student Activity Sheet #3 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ INDIVIDUAL DIFFERENCES FACTOR 12. Individual differences in learning - Individuals are born with and develop their own capabilities and talents. - Educators need to help students examine their learning preferences and expand or modify them, if necessary. 13. Learning and diversity - the same basic principles of learning, motivation, and effective instruction apply to all learners. 14. Standards 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 five areas: 1. The Knowledge base - One’s knowledge serves as the foundation of all future learning. 2. Strategic processing and control - Learners can develop skills to reflect and regulate their thoughts and behaviors in order to learn more effectively. 3. Motivation and affect - Factors such as intrinsic motivation, reasons for wanting 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. This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student Activity Sheet #3 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ 2) Activity 3: Skill-building Activities Yahoo! It’s time to harness your creativity and imagination. Through symbolism, present the development and social factors and individual differences of learning. Depict your work in not more than 5 sentences. Use these criteria in evaluating your work. Creativity: 4 points, Content: 4 points, Grammar: 2 points = Total10 points Symbolism Depiction This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student Activity Sheet #3 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ 3) Activity 4: What I Know Chart, Part 2 I love hearing all your ideas. That was awesome! This armor of knowledge will again be tested in the independent work you are about to do. At this point, to further check your understanding of the lesson and determine the level of your mastery, let us go back again to the questions in the What I Know Chart from Activity 1. Write your answers to the questions based on what YOU NOW KNOW in the third column of the chart, What I Learned. Write the things you have learned from today’s lesson. You are only given 2 minutes for this. Clear? Start! 4) Activity 5: Check for Understanding Indeed, you made to pass all the challenges with your armor of knowledge. However, the battle is not yet over. Another challenge to be completed. Write TUMPAK if the teaching practice satisfies the development and social factors, and individual differences of learning, and LIGWAK if otherwise. Indicate your answers on the space provided preceding each item. _________________1. A teacher varies the level of difficulty of the same task for bright and slow learners. _________________2. A teacher allows a learner in English class to explain his/her answer in his/her own dialect. _________________3. Mr. Rafael asks far-sighted learners to seat in front. _________________4. Mr. Mark tolerates the minor misbehavior of a learner. _________________5. Miss Melanie discourages the use of local materials in the Art projects of her learners. Interview a seasoned teacher via call or chat. List his or her practices in terms of implementing the learner-centered principles of learning. Among these practices, which one do you believe is the most effective? Why? This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student Activity Sheet #3 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ C. LESSON WRAP-UP A. Activity 6: Thinking about Learning Work Tracker You are done with this session! Let’s track your progress. Shade the session number you just completed. B. Think about your Learning For better and effective learning, complete the following statement below. 1. Which topic you want to clear out? 2. What is your question about this topic? This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student Activity Sheet #3 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ FAQs 1. What is meant by principle? Is a fundamental truth or proposition that serves as the foundation for a system of belief or behavior or for a chain of reasoning. 2. What is meant by theories? Theories are set of principles on which the practice of an activity is based. KEY TO CORRECTIONS Activity #5 1. TUMPAK 2. TUMPAK 3. LIGWAK 4. LIGWAK 5. LIGWAK RUBRICS FOR SHORT ESSAY SCALE ORGANIZATION MECHANICS CONTENT LENGTH Logical progression of ideas with a clear Punctuation, spelling, Answer is appropriate to structure that Essay is clear in 4-5 4 capitalization are correct. the question. Content is enhances the sentences in length No errors. factually correct. essay. Transitions are mature and graceful. Logical progression of Punctuation, spelling, Answer is appropriate to ideas. Transitions are capitalization are the question. Content may Essay is clear in 3 or 6 3 present equally generally correct, with have one or two factual sentences in length throughout essay. few errors. (1-2) errors. Content relates Organization is clear. A few errors in peripherally to the Essay is in 2 or 7 2 Transitions are punctuation, spelling, question; contains sentences in length present. capitalization. (3-4) significant factual errors. No discernable Distracting errors in Essay is either in 1,2, 8 Content unrelated to 1 organization. Transitio punctuation, spelling, or more sentences in question. ns are not present. capitalization. length TOTAL This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student Activity Sheet #4 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ Lesson title: Metacognition and Metacognitive Knowledge Materials: Student Activity Sheet Lesson Objectives: At the end of the lesson, you should be able to: References: 1. explain the meaning of metacognition and metacognitive Aquino, A.M. Facilitating Human knowledge; and, Learning, 2015 2. determine metacognitive knowledge required in a specific Bulusan, F. et.al. Facilitating competency. Learner-Centered Teaching, 2019 Productivity Tip: Gather yourself, as a new chapter in your life awaits. Pack yourself, as things will unfold in the right season. Get up, breathe and move. You have a long journey ahead, but just keep on doing your best in every endeavor you may take. A. LESSON PREVIEW/REVIEW 1) Introduction/Review (2 mins) Let’s start our class by identifying if you possess the said qualities listed below. The table contains a list of statements of effective learning habits. Honestly tell how you behave concerning each of the statements that follow. Check the following box that corresponds to your answer. Qualities Scale Always Sometimes Never 1. caring attitude towards learning 2. practicing problem- solving strategies 3. celebrating learning 4. contextualizing learning 5. evaluating progress This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student Activity Sheet #4 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ 2) Activity 1: What I Know Chart, Part 1 (3 mins) Let’s start being productive by checking your schema. Fill in the first column (WHAT I KNOW) of your ideas pertaining to the given questions. KEY WORDS AND PHRASES are accepted, as long as it has relation to the questions. What I Know Questions: What I Learned (Activity 4) 1. What is metacognition? 2. How can teaching-learning strategy be a powerful means of helping students construct their own learning? 3. Why metacognitive knowledge is necessary for 21st century learners? This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student Activity Sheet #4 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ B. MAIN LESSON 1) Activity 2: Content Notes (13 mins) This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student Activity Sheet #4 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ Definition of Metacognition The term metacognition is atrributed to Flavell. He described it as “knowledge concerning one’s cognitive processes and products or anything related to them, e.g., the learning-relevant properties of information and data.” Furthermore, he referred to it as “the active monitoring and consequent regulation and orchestration of these procesesses concerning the cognitive objects or data on which they bear, usually in the service of some concrete goal or objective” (Flavell, 1976). Simply stated, metacognition is “knowledge and cognition about cognitive phenomena” (Flavell, 1979). The meaning metamorphosed into “thinking about thinking,” “knowing about knowing,” and “cognition about cognition.” Components of Metacognition The elements of metacognition are metacognitive knowledge and metacognitive regulation (Flavell, 2004). These two elements are interrelated; the presence of the first one enhances the second element. Metacognitive knowledge (also called knowledge of cognition) refers to “what individuals know about their cognition or cognition in general” (Schraw, 2002). It involves three kinds of metacognitive awareness, namely: declarative knowledge, procedural knowledge, and conditional knowledge. Conditional Procedural Knowledge Knowledge Declarative *Knowledge on Knowledge *Knowledge on when and why to how to do things apply cognitive *Knowledge about acts things *Knowledge on how to execute *Knowledge on *Knowledge about when a strategy skills one’s abilities is appropriate *Knowledge about factors affecting one’s own performance This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student Activity Sheet #4 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ Declarative knowledge or personal knowledge - the learner’s knowledge about things. It also refers to the learner’s understanding of own abilities, and the knowledge about oneself as a learner and of the factors that moderate one’s performance. This type of knowledge is not always accurate as the learner’s evaluation of his or her capabilities may be unreliable. For instance, that Manila is the capital of the Philippines and that oases is the plural form of oasis are examples of declarative knowledge. That a learner has limited information as to the semantic rules is also a declarative knowledge. Procedural knowledge or task knowledge - involves the knowledge of how to do things and how skills or competencies are executed. The assessment on the learner’s task knowledge includes what knowledge is needed (content) and the space available to communicate what is known (length). A learner given a problem-solving a task, for instance, knows that prerequisite information and prior skills are necessary to be recalled and readily executed at the given time to solve the problem. Such knowledge gives confidence in working with the problem. Conditional knowledge or strategy knowledge - refers to the ability to know when and why various cognitive acts should be applied. It involves using strategies to learn information (knowing how to know) as well as adapting them to novel contexts (knowing when a strategy is appropriate). This knowledge is evident in a learner who seeks the help of a school nurse to make a report on the communicable diseases prevalent in the community as well as this learner’s knowledge that the best way to gather the information is to interview a nurse and to go over the health records of the Municipal Health Office of the town. Metacognitive knowledge - is the result of an individual’s metacognitive experiences. Flavell (1979) explained them as experiences that “an individual has through which knowledge is attained, or through regulation occurs.” A learner who obtained low scores in knowledge and skills test becomes aware that he or she has low declarative and procedural knowledge. In contrast, a learner who has always scored highest in both the content and skills tests has strong confidence in his adequacy of knowledge in the subject. Similarly, metacognitive knowledge depends so much on the learner’s meta-memory, the knowledge of what memory is, how it works, and how to remember things. Through instruction and individual effort, meta-memory develops over time. For instance, learners who have been taught how to organize information and use rehearsal strategies have richer meta-memory. They can retrieve declarative, procedural, and conditional knowledge when required by the task. This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student Activity Sheet #4 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ 1) Activity 3: Skill-building Activities (20 mins) Use the Frayer vocabulary definition model to explain three metacognitive knowledge, (e.g., declarative knowledge as shown below). With this as a guide, explain your definition to the class. Definition: Characteristics: Declarative Knowledge Examples: Non-examples: Definition: Characteristics: Conditional Knowledge Examples: Non-examples: 2) Activity 4: What I Know Chart, Part 2 (2 mins) Now, you can go back to the previous chart (K-W-L) to fill in the last column of the chart (WHAT I LEARNED). This will also help you to gauge yourself based on what YOU KNOW NOW, and if you indeed comprehend the lesson of this module. You are already there, just keep going! This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student Activity Sheet #4 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ 3) Activity 5: Check for Understanding (5 mins) Identify if the following thoughts are more a declarative, procedural, or conditional knowledge. Write your answers on a separate sheet of paper. 1. I know that the context of this problem is not suited to the theory. 2. There are three ways to solve this problem. 3. This fact is essential to recall for the situation presented. 4. ROYGBIV makes it easy for me to remember the colors of the rainbow. 5. This is an irregular verb, thus, adding –ed to the word to make it past tense does not apply. C. LESSON WRAP-UP 1) Activity 6: Thinking about Learning (5 mins) A. Work Tracker Finally, you made it. Congratulations for you are done with this session! Let’s track your progress now, by shading the session number you just completed. B. Think about your Learning It’s time to share your thoughts through writing and expressing your ideas into words. Let’s check your understanding and see how well you understood our lesson by having this activity called, MY LEARNING DIARY. You need to explain in 2-3 sentences new things that you have learned from the discussion. My Learning Diary This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student Activity Sheet #4 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ FAQs 1. What are the four important strategies used in developing metacognition? 1) Rehearsal 2) Clustering 3) Elaboration 4) Systematic searching 2. What are stages of metacognition? 1) Developing a plan of action 2) Maintaining/monitoring the plan 3) Evaluating the plan KEY TO CORRECTIONS Activity #5 Check for Understanding Answers: 1) Conditional 2) Procedural 3) Declarative 4) Conditional 5) Procedural This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student Activity Sheet # 5 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ Lesson title: Metacognitive Regulation and Control Materials: Student Activity Sheet Lesson Objectives: At the end of the lesson, you should be able to: References: 1. explain the meaning of metacognitive regulation; and, Aquino, A.M. Facilitating Human 2. analyze the relationship among three metacognitive Learning, 2015 processes; planning, monitoring and evaluating. Bulusan, F. et.al. Facilitating Learner-Centered Teaching, 2019 Productivity Tip: “The world as we have created it is a process of our thinking. It cannot be changed without changing our thinking.” ― Albert Einstein A. LESSON PREVIEW/REVIEW 1) Introduction/Review (2 mins) What pops in your mind when you encounter “Metacognitive Regulation?” Perhaps, it is alien for us to hear such terms, right? However, zooming into the details, you can smoothly understand this one. Let us start with defining metacognition. Previously, you learned with John H. Flavell that this refers to one's knowledge concerning one's own cognitive processes or anything related to them. Simply, it is thinking beyond thinking. On the other hand, regulation connotes the process of regulating, maintaining, and controlling something. Putting as one, metacognitive regulation refers to what learners do about learning. It describes how learners monitor and control their cognitive processes. For example, a learner might realize that a particular strategy is not achieving the results they want, so they decide to try a different strategy. Hold on, for you will discuss and analyze the relationship among three metacognitive processes at the latter part of this module. This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student Activity Sheet # 5 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ 2) Activity 1: What I Know Chart, Part 1 (3 mins) Let‟s start being productive by checking your schema. Fill in the first column (WHAT I KNOW) of your ideas pertaining to the given questions. Key words and phrases are accepted, as long as it has relation to the questions. What I Know Questions: What I Learned (Activity 4) 1. What is the importance of metacognitive experience and metamemory in metacognitive regulation and control? 2. How is your awareness of how you study and learn significant to thinking metacognitively? This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student Activity Sheet # 5 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ B. MAIN LESSON 1) Activity 2: Content Notes (13 mins) Metacognition is often considered to have two dimensions: metacognitive knowledge and metacognitive regulation. Metacognitive knowledge refers to what learners know about learning. This includes:  the learner‟s knowledge of their own cognitive abilities (e.g. „I have trouble remembering dates in history‟)  the learner‟s knowledge of particular tasks (e.g. „The ideas in this chapter that I‟m going to read are complex‟)  the learner‟s knowledge of different strategies that are available to them and when they are appropriate to the task (e.g. „If I scan the text first it will help me to understand the overall meaning'). To illustrate metacognitive regulation, consider a student in a speech class; he or she knows when a word is mispronounced, as it sounds unpleasant, thus, he or she consults an electronic dictionary to listen on how to pronounce a particular word. Following the model, the pronunciation is improved. PLANNING During the planning phase, learners think about the learning goal the teacher has set and consider how they will approach the task MONITORING and which strategies they will use. At this stage, it is helpful for learners to ask themselves: „What am I being asked to do?‟ „Which strategies will I use?‟ EVALUATING „Are there any strategies that I have used before that might be useful?‟ This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student Activity Sheet # 5 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ During the monitoring phase, learners implement their plan and monitor the progress they are making towards their learning goal. Students might decide to make changes to the strategies they are using if these are not working. As students work through the task, it will help them to ask themselves: „Is the strategy that I am using working?‟ „Do I need to try something different?‟ During the evaluation phase, students determine how successful the strategy they used was in helping them to achieve their learning goal. To promote evaluation, students could consider: „How well did I do?‟ „What didn‟t go well?‟ „What could I do differently next time?‟ „What went well?‟ „What other types of problem can I use this strategy for?‟ 1) Activity 3: Skill-building Activities (20 mins) To measure your understanding of these concepts, fill in the need data in the graphic organizer. Use it to explain metacognitive regulation and control. Use the blank form to indicate your answers. Planning ( Define and raise a question) Metacognitive Monitoring Regulation and Control (Define and raise a (Define and provide a question) situation) Evaluating (Define and raise a question) This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student Activity Sheet # 5 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ 2) Activity 4: What I Know Chart, Part 2 (2 mins) Now, you can go back to the previous chart (K-W-L) to fill out the last column of the chart (WHAT I LEARNED). This will also help you to gauge yourself based on what YOU KNOW NOW, and if you indeed comprehend the lesson of this module. You are already there, just keep going! This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student Activity Sheet # 5 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ 3) Activity 5: Check for Understanding (5 mins) Classify the following questions/statements if the learner is engaged in planning, monitoring, or evaluating phase of metacognitive regulation and control. Write your answers on the space provided preceding each item. Answers Questions/Statements 1. Is the strategy leading me to the correct answer? 2. My answer does not meet the standards in this rubric. 3. What strategy is best for this type of problem? 4. What does this task expect me to produce? 5. The teacher is nodding as I speak. I am right in organizing my answers. C. LESSON WRAP-UP 1) Activity 6: Thinking about Learning (5 mins) A. Work Tracker Finally, you made it. Congratulations for you are done with this session! Let‟s track your progress now, by shading the session number you just completed. B. Think about your Learning It‟s time to share your thoughts through writing and expressing your ideas into words. Let‟s check your understanding and see how well you understood our lesson by having this activity called, MY LEARNING DIARY. You need to explain in 2-3 sentences new things that you have learned from the discussion. This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student Activity Sheet # 5 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ FAQ’S 1. What is Metacognitive Regulation? It describes how learners monitor and control their cognitive processes. Simply saying it is thinking beyond thinking. 2. How is this relevant to my future career as a teacher? Metacognitive regulation can help students like you so that you can track your own pace in learning. As a future teacher, it would help you in teaching your future students to be aware of their own ways in learning. KEY TO CORRECTIONS Activity #5 Check for Understanding 1. Monitoring 2. Evaluating 3. Planning 4. Planning 5. Evaluating This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student’s Activity Sheet # 6 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ Lesson title: Metacognitive Instruction Materials: Student Activity Sheet Lesson Objectives: At the end of the lesson, you should be able to: References: 1. explain the fundamental principles to teach metacognitive Aquino, A.M. Facilitating Human skills; Learning, 2015 2. identify metacognitive strategies for a particular lesson; and, Bulusan, F. et.al. Facilitating 3. operationalize metacognitive processes in a given situation. Learner-Centered Teaching, 2019 Productivity Tip: Today is a good day! Let us do what we can with a heartfelt smile. Smile!  A. LESSON PREVIEW/REVIEW 1) Introduction/Review (2 mins) Mabuhay! Kumusta? How’s your day class? Well, it seems that you are pretty much excited to know more about metacognition aren’t you? But before we proceed to our next topic, let us first a check on your understanding about metacognitive regulation by having this activity which we will call, “Dear Classmate/Friend”. You will write your classmate/buddy/friend about the significant insights you’ve learned in our previous lesson. Clear? If yes, you may start writing to your friend and do this in 2 minutes. This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student’s Activity Sheet # 6 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ 2) Activity 1: What I Know Chart, Part 1 (3 mins) Let’s start being productive by checking your schema. Fill in the first column (WHAT I KNOW) of your ideas pertaining to the given questions. Key words and phrases are accepted, as long as it has relation to the questions. What I Know Questions: What I Learned (Activity 4) 1. Why should any instructional plan abide with three fundamental principles for metacognitive skills development? 2. Why should teachers adapt the existing metacognitive teaching strategies? 3. How should teachers handle novice and experts learners in the classroom so that they both develop metacognitive? This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student’s Activity Sheet # 6 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ B. MAIN LESSON 1) Activity 2: Content Notes (13 mins) Read and analyze your content notes because this will help you in your journey to know more about the subject matter. Happy reading! PRINCIPLES OF METACOGNITIVE INSTRUCTION As stated by Veenman, Van Hout-Wolters, and Afflerbach (2006), while metacognitive development can be learnt implicitly, it can be enhanced through explicit instruction. Veenman et al. (2006) identified three key principles for fruitful metacognitive instruction. 1. The first was to mix metacognitive instruction with the subject matter to foster connectivity. 2. The second was to notify the learners of the usefulness of metacognitive activities to have them make extra effort. 3. The third was to provide the learners with extensive prolonged instruction to ensure the maintenance of the metacognitive activities. Metacognitive Strategies In order to be effective learners, students must not only use their memory and the language skills they have internalized, they must also develop their own way of learning. Students who “learn to learn” gain control of their learning process and gradually develop the ability to master their mental processes more effectively. A student’s inner language is what enables him/her to develop the high-level cognitive skills associated with metacognition. According to Pierre Paul Gagné et al. (2009): “Metacognition enables students to be more active in their learning, i.e., to mobilize all of their resources in order to have successful learning experiences. In order to do this, they must know how they learn and be aware of the steps that are followed and the means that are used to acquire knowledge, solve problems, and perform tasks.” Implementing Metacognitive Strategies According to the Inclusive Schools Network (2014), “Metacognitive strategies refers to methods used to help students understand the way they learn; in other words, it means processes designed for students to 'think' about their 'thinking'.” Teachers who use metacognitive strategies can positively impact students who have learning disabilities by helping them to develop an appropriate plan for learning information, This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student’s Activity Sheet # 6 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ which can be memorized and eventually routine. As students become aware of how they learn, they will use these processes to efficiently acquire new information, and consequently, become more independent thinkers. Many metacognitive strategies are appropriate for use in the classroom, for students with and without LDs, including:  Think-Aloud (for reading comprehension and problem solving)  Journaling is to enter or record daily thoughts, experiences, etc.  Organizational Tools (such as checklists, rubrics, etc. for solving word problems)  A graphic organizer, also known as a knowledge map, concept map, story map, cognitive organizer, advance organizer, or concept diagram is a pedagogical tool that uses visual symbols to express knowledge and concepts through relationships between them.  Explicit Teacher Modelling (for math instruction)  Error analysis is a systematic process of providing constructive feedback This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student’s Activity Sheet # 6 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ 1) Activity 3: Skill-building Activities (20 mins) Good job! Now, let us harness your mind. This challenge will measure your HOTS. Your task is to write a two-paragraph essay explaining one of the principles of effective metacognitive instruction. Cite classroom situation to illustrate your argument. Please be guided with a scoring rubric below. You can do it! This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student’s Activity Sheet # 6 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ RUBRICS FOR SHORT ESSAY SCALE ORGANIZATION MECHANICS CONTENT LENGTH Logical progression of ideas with a clear Answer is appropriate Punctuation, spelling, structure that enhances to the question. Essay is clear in 4-5 4 capitalization are the essay. Transitions Content is factually sentences in length correct. No errors. are mature and correct. graceful. Logical progression of Punctuation, spelling, Answer is appropriate ideas. Transitions are capitalization are to the question. Essay is clear in 3 or 6 3 present equally generally correct, with Content may have one sentences in length throughout essay. few errors. (1-2) or two factual errors. Content relates A few errors in peripherally to the Organization is clear. Essay is in 2 or 7 2 punctuation, spelling, question; contains Transitions are present. sentences in length capitalization. (3-4) significant factual errors. No discernable Distracting errors in Essay is either in 1,2, 8 Content unrelated to 1 organization. Transitio punctuation, spelling, or more sentences in question. ns are not present. capitalization. length TOTAL 2) Activity 4: What I Know Chart, part 2 (2 mins) Now, you can go back to the previous chart (K-W-L) to fill in the last column of the chart (WHAT I LEARNED). This will also help you to gauge yourself based on what YOU KNOW NOW, and if you indeed comprehend the lesson of this module. You are already there, just keep going! 3) Activity 5: Check for Understanding (5 mins) Finally, you are done! Congratulations and kudos to you. Now, to receive your reward, do this task first. Identify the metacognitive teaching strategy used based on the description given. Write your answers on the space provided preceding each item. This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student’s Activity Sheet # 6 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ Answers Description 1. Mrs. Cruz asks her Mathematics learners to give one significant learning they derived from the lesson? 2. Mr. Ravena groups his learners into two, with each member inquiring how the learner has arrived at the measures to combat air pollution. 3. At the beginning of the Social Studies class, Miss Agulay uses a matrix to elicit learners’ schema about the topic for discussion. 4. Miss Tomas assigns the EPP learners to reflect on their learning in class, and what these meant to them as a member of society. 5. To process their thinking, Mr. Paraiso asks learners who failed to get the answer correctly to identify the reason how and what went wrong. C. LESSON WRAP-UP 1) Activity 6: Thinking about Learning (5 mins) A. Work Tracker Finally, you made it. Congratulations for you are done with this session! Let’s track your progress now, by shading the session number you just completed. B. Think about your Learning It’s time to share your thoughts through writing and expressing your ideas into words. Let’s check your understanding and see how well you understood our lesson by having this activity called, MY LEARNING DIARY. You need to explain in 2-3 sentences new things that you have learned from the discussion. This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student’s Activity Sheet # 6 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ FAQ’s 1. Why are metacognitive strategies important? It is important for you to understand the different metacognitive strategies. Students who “learn to learn” gain control of their learning process and gradually develop the ability to master their mental processes more effectively. KEY TO CORRECTIONS Activity #5 Check for Understanding 1. Think aloud 2. Analyzing 3. Graphic organizer 4. Journaling 5. Error analysis This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student’s Activity Sheet # 7 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ Lesson title: Piaget’s Cognitive Development Theory Materials: Student Activity Sheet Lesson Objectives: At the end of the lesson, you should be able to: References: 1. explain terms and concepts associated with Piaget’s Aquino, A.M. Facilitating Human cognitive theory; Learning, 2015 2. discuss the stages of development; and, Bulusan, F. et.al. Facilitating 3. identify strategies that are supportive of Piaget’s Theory. Learner-Centered Teaching, 2019 Productivity Tip: It is never too late to start a new life. Choose Life. Choose Happiness! A. LESSON PREVIEW/REVIEW 1) Introduction/Review Hello there! Happy learning! Are you ready to explore and learn new things today? Let’s begin with these questions. How do you think people learn? Can you specify ways on how we acquire knowledge, skills and attitude? 2) Activity 1: What I Know Chart, part 1 (3 mins) This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student’s Activity Sheet # 7 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ Awesome! I’m glad that you have a bird’s eye-view about today’s lesson. Today is an exciting day because we will learn new things about the stages on how a particular learner development his/her cognition. However, let us have first this activity to test your schema on the following questions. You need to write everything that you know about the questions in the first column of the chart (What I Know). You are given three (3) minutes to write your reflections. Ready? Begin!! What I Know Questions: What I Learned (Activity 4) 1. Why does a teacher prefer the use of more concrete instructional methods in teaching? 2. As a future teacher, how will you apply your knowledge of the process of equilibrium and Piaget’s cognitive development in your classroom? 3. What are the stages of Piaget’s cognitive development? This document is the property of PHINMA EDUCATION  EDU 531: Facilitating Learner-Centered Teaching Student’s Activity Sheet # 7 Name: ____________________________________________________________ Class number: _______ Section: ____________ Schedule:______________________________________ Date: _______________ B. MAIN LESSON 1) Activity 2: Content Notes (13 mins) Splendid! I’m glad that you remembered the lessons we discussed last meeting. With that, hold on tight GenZ’s as we go on board in another journey. Ready? Let’s begin! At this point, please read the content notes and underscore the important concepts that will guide you to better understand the lesson. You can take a break first! What is Cognitive Learning? Cognitive learning is a style of learning that focuses on more effective use of the brain. To understand the process of cognitive learning, it’s impor