Facilitating Learner-Centered Teaching: The Learner-Centered Approaches With Emphasis in Trainers Methodology 1

Facilitating Learner-Centered Teaching :
The Learner-Centered Approaches with Emphasis in Trainers Methodology 1
Prepared by :
Michelle De Guzman - Runatay
OBJECTIVES :
To be able to :
• Explain the metacognition to a friend.
• Determine if you are novice or an expert learner.
• Apply the metacognitive strategies in your own quest for learning.

Metacognition
“ thinking about thinking “
Metacognition and Metacognition Application of Learners who do not

Development Knowledge Variables Metacognition leads use metacognition
one to be an expert remain to be novice
learner learners.
Teaching Strategies
Person
to Develop
Variables
Metacognition Characteristics of Characteristics of
Task Expert Learners Novice Learners
Variables
Strategy
Variables
Quotation
“ If you teach a person what to learn,

you are preparing that person for the past.
If you teach a person how to learn,
you are preparing that person for the future. “
- Cyril Houle
Quotation
“ He who learns but does not think is lost. “

- Confucius
What is metacognition?
“ METACOGNITION “
is most often associated with John H. Flavell.
Metacognition consists of both
A.) Metacognitive knowledge &
B.) Metacognitive experiences or regulation

John Hurley Flavell
(American developmental psychologist)
MetaCOGNITION
( “meta” means “beyond”; “metacognition” means “beyond thinking” )
“ thinking about your own thinking ”

METACOGNITION
“ thinking about thinking ”
“ learning how to learn ”
* It refers to higher order thinking skills (HOTS) which involves active awareness
and control over the cognitive processes engaged in learning
What is metacognition knowledge?
Metacognitive Knowledge
(refers to the acquired knowledge about cognitive processes, knowledge
that can be used to control cognitive process )
Person Task Strategy

( this includes how ( knowledge about ( involves awareness
one views himself as the nature of the task of the strategy you
a learner and thinker as well as the type of are using to learn a
) processing demands topic )
)
3 Categories of metacognitive knowledge
1. Person Variables (declarative knowledge)

This includes how one view himself as a learner and thinker. Knowledge
of person variables refers to knowledge about how human beings learn and
process information, as well as individual knowledge of one's own learning
processes.
2. Task Variables (procedural knowledge)

Knowledge of task variables includes knowledge about the nature of the
task as well as the type of processing demands that it will place upon the
individual. It is about knowing what exactly needs to be accomplished, gauging
its difficulty and knowing the kind of effort it will demand from you.
3. Strategy Variables (conditional knowledge)

Knowledge of strategy variables involves awareness of the strategy
Strategy Variables
Meta-attention Meta-memory
( awareness of specific ( awareness of memory
strategies to keep your strategies that work best
attention focused on the for you )
task at hand )
Metamemory
METAMEMORY
Metamemory is knowledge of what memory is, how it works, and how to

remember things. These skills develop over time and improve more readily with
instruction.
An example of this would be students utilizing a pneumonic device or acronym

to learn and easily recall information to prepare for a test.
Metacognitive Regulation
B.1) METACOGNITIVE REGULATION
Regulation is used to describe how individual monitor and assess their

knowledge. This includes knowing how and when to use certain skills, and
helps individuals to control their learning.
An example of this would be a student reflecting on his or her own work, a task
that is often assigned while in school. Later on, individuals assess themselves
by asking, “How am I doing? How could I do this more efficiently or accurately
next time?"
Metacognitive Experiences
B.2) METACOGNITIVE EXPERIENCES
Metacognitive experiences are the experiences an individual has through which

knowledge is attained, or through which regulation occurs.
For example, declarative knowledge of one’s own abilities could be attained by

receiving a series of A+ spelling tests in a row. This would give the individual
the knowledge that they have high achieving capability in that spelling area.
Key Factors in Metacognition
KEY FACTORS IN METACOGNITION
Motivation is essential in metacognition. Students who are not motivated to

complete tasks may struggle with self-reflection. Though metacognitive
strategies can be taught and learned over time, students must be motivated in
order for them to be effective. To help these individuals to succeed, it may be
necessary to teach self-evaluation skills and to identify what finished work looks
like.
Metacognition includes the ability toask and answer the following types of questions :
Huitt believes that metacognition includes the ability to ask and

answer the following types of questions :
• What do I know about this subject, topic, issue?

• Do I know what do I need to know?
• Do I know where I can go to get some information, knowledge?
• How much time will I need to learn this?
• What are some strategs and tactics that I can use to learn this?
• Did I understand what I just heard, read or saw?
• How will I know if am learning at an appropriate rate?
• How can I spot an error if I make one?
• How should I revise my plan if it is not workkng to my
expectations/satisfaction?
Metacognition and Development
METACOGNITION AND DEVELOPMENT
The challenge to future teachers like you is to integrate more activities

that would build your students' capacity to reflect on their own characteristics as
learners, the tasks they are to do and the strategies that they can use to learn.
Teaching strategies to develop metacognition
Some examples of teaching strategies to develop metacognition :

• Have students monitor their own learning and thinking (Example : student
monitor a peer's learning/thinking/ behaving in dyad)
• Have students learn study strategies (e.g.,SQ3R, SQ4R, SQ5R)
• Have students make predictions about information to be presented next
based on what they have read.
• Have students relate ideas to existing knowledge structures (Important to
have relevant knowledge structures well learned)
• Have students develop questions; as questions of themselves, about what's
going on around them. (Have you asked a good question today/)
• Help students to know when to ask for help.(Must be able to self-monitor;
require students to show how they have attempted to deal with the problem
of their own. )
• Show students how to transfer knowledge, attitudes, values, skills to other
situations or tasks.
Are you a novice learner? or an expert learner?
Aspect of
learning : Novice Learners Expert Learners
① Have different knowledge in ① Have deeper knowledge in

① Knowledge in
the different subject areas. different subject areas because
different subject
② Satisfied at just scratching the they look for interrelationships in
areas - they process
surface; hurriedly gives a solution information at the things they learn.
to the problem. ② First they try to understand the
② Problem their own pace.
③ Employ rigid strategies that problem, look for boundaries, and
Solving
may not be appropriate to the - they create a mental picture of the
task at hand. problem.
③ Learning/ absorb/process
④ Attempt to process all ③ Design new strategies that
thinking strategies information
information they receive. would be appropriate to the task at
⑤ Do not examine the quality of hand.
④ Selectivity in
their work, nor stop to make ④ Select important information
Processing
revisions. manageable chunks.
⑤ Check their errors/ redirect
⑤ Production of
effort to maintain quality
Output
outputs.
“ Schematic Diagram showing the differences and similarities between novice and expert learners “

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Facilitating Learner-Centered Teaching :

The Learner-Centered Approaches with Emphasis in Trainers Methodology 1

• Explain the metacognition to a friend.

• Determine if you are novice or an expert learner.

• Apply the metacognitive strategies in your own quest for learning.

Metacognition and Metacognition Application of Learners who do not

“ If you teach a person what to learn,

“ He who learns but does not think is lost. “

Metacognition consists of both

A.) Metacognitive knowledge &

B.) Metacognitive experiences or regulation

“ thinking about your own thinking ”

Person Task Strategy

1. Person Variables (declarative knowledge)

process information, as well as individual knowledge of one's own learning

2. Task Variables (procedural knowledge)

individual. It is about knowing what exactly needs to be accomplished, gauging

3. Strategy Variables (conditional knowledge)

Metamemory is knowledge of what memory is, how it works, and how to

An example of this would be students utilizing a pneumonic device or acronym

B.1) METACOGNITIVE REGULATION

Regulation is used to describe how individual monitor and assess their

B.2) METACOGNITIVE EXPERIENCES

Metacognitive experiences are the experiences an individual has through which

For example, declarative knowledge of one’s own abilities could be attained by

KEY FACTORS IN METACOGNITION

Motivation is essential in metacognition. Students who are not motivated to

Huitt believes that metacognition includes the ability to ask and

• What do I know about this subject, topic, issue?

METACOGNITION AND DEVELOPMENT

The challenge to future teachers like you is to integrate more activities

Some examples of teaching strategies to develop metacognition :

① Have different knowledge in ① Have deeper knowledge in

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