NAME : ___________________________________

SECTION: _________________________________
TIME : ____________________________________
SCORE : ___________________________________

1 Instructor: Ms. Rachel Arantza T. Miral

TABLE OF CONTENTS

Lesson 1
NORSU Preliminaries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Lesson 2
Introduction: Facilitating Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Topic 1: Metacognition . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Topic 2: Learner-Centered Psychological
Principles (LCP) . . . . . . . . . . . . . . . . . . . . . . . . 20

2
 COURSE OUTLINE
Professional
Discipline Program BEED & BSED
Education
Course Code ED 203 Course Title Facilitating Learner-Centered Classroom
Credit Units 3 Duration 54 Hours
2ND YEAR, 1ST
Program Placement Prerequisite NONE
SEM.
COURSE DESCRIPTION AND COURSE INTENDED LEARNING OUTCOME

This course creates a physical and psychological environment that facilitates learning for all kinds of learners on
research-based knowledge through content knowledge and application within and/or across curriculum teaching areas.
Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological and political contexts to
suit their gender, needs, strengths, interests and experiences. This would also promote fairness, respect and care to
encourage learning. Demonstrate understanding of: a.) various learning and development and motivation theories; b.) the
14 learner-centered psychological principles to develop critical and creative thinking. Furthermore, it facilitates learning
using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments
using Mother-Tongue, Filipino and English. Apply the various theories of learning and motivation to help students
become highly motivated and self-directed learners with the aid of verbal and non-verbal classroom communication
strategies and positive use of ICT.

At the end of the course, the learners are to:

 Create a physical and psychological environment that facilitates learning for all kinds of learners.
 Demonstrate understanding of:
a. Various learning and development motivation theories.
b. The 14 learner-centered psychological principles.
 Apply the various theories of learning and motivation to help students become highly motivated and self-
directed learners.
 Demonstrate learning skills that facilitate and maximize self-directed learning.

All these are achieved through (4.2.1.) excellent instruction, relevant and responsive research and/or extension
services and quality-assured production (4.3.1.1.) of a true NORSUnian with the core values of SAPPHIRE needed to
(4.1.1.) become dynamic, competitive and globally responsive.

COURSE OUTLINE

Timeframe (Week Timeframe (Week &

Topic Topic
& Hour) Hour)
Lesson 1:
 Focus on Learning
 Cognitive Perspective
 Gestalt Psychology
Lesson 1:  Information
 NOrSU Preliminaries Processing
Lesson 2:  Gagne’s Conditions
 Introduction of Learning
1–3 9 - 13
 Metacognition Lesson 2:
 Learner-Centered  Cognitive Processes
Psychological  Constructivism:
Principles (LCP) Knowledge
Construction/
Concept Learning
 Transfer of Learning

Lesson 1: Lesson 1:
 Focus on Learner  Focus on Classroom
 Review of the Processes
4-7 14 – 17
Developmental  Motivation in the
Theories Classroom
 Student Diversity Lesson 2:

3
 Lesson 2:  Integration
 Focus on Learning
 Behaviorist
Perspective
 Behaviorism
 Neo-Behaviorism
Mid-term Examination Final Examination

COURSE REQUIREMENT COURSE GRADING SYSTEM

Requirements:
 Attendance Module Activities & Assignments ....…...………… 30%
 Major Examinations/Presentation (Midterm and Projects ………………….……..……………….……………..30%
Final Major Examinations……………….…………………….…40%
 Projects Final Grade = 100%
 Teaching-Learning Exposition Outputs
List of References/Reading Materials (APA Format):
Corpuz, Brenda B, Lucas, Ma. Rita D., Borabo, Heidi Grace L., Lucido, Paz I. (2010) Child and Adolescent
Development. Adriana Printing Co., Inc., Quezon City

DIRECTIONS ON HOW TO USE THE MODULE PROPERLY

In order to benefit profoundly from this module, please be guided by all the key points presented
below.

1. This module contains two (2) lessons, including the NORSU PRELIMINARIES as Lesson 1. Each
lesson is explained substantively. Read the explanations thoroughly so that you would understand
the lesson entirely.

2. On the first page of each lesson, you will find the specific learning outcomes (SLOs) of each lesson.
SLOs are knowledge and skills you are expected to acquire at the end of the lesson. Read them
heartily.

3. You must answer the Learning Activities/Exercises (LAEs). The LAEs are designed to help you
acquire the SLOs.

4. Feel free to chat, call, text or send me an email if you have questions, reactions, or reflections
about the module’s contents or activities.

5. The Practice Task/Assessment and the Assignment shall be checked by me.

6. DO NOT SHARE OR REPRODUCE; THIS IS FOR OUR CLASS ONLY.

4
 1
LESSON
Do you have any idea about the importance of having mission and vision in school? Imagine a school without all
of these, is it still the same or not? How about the core values? Does it affect the characteristics and values of the
students? What values touch you the most? Have you heard about the NORSU hymn? What comes into your mind when
you hear it?

In this lesson, you are about to discover the Negros Oriental State University’s Mission and Vision, its core values,
quality policy and hymn. You are going to inculcate it in your mind and heart the important things a NORSUnian should
know.

Learning Objectives:

A- Respond by providing interpretations of NOrSUnian (4.3.1.1) core values of SAPPHIRE

(Spirituality, Accountability, Professionalism, Patriotism, Harmony, Integrity, Respect,
Excellence) in this course.

S- Articulate the contents of the NOrSU mission of (4.2.1.1) excellent instruction, relevant
and responsive research and extension services, and quality-assured production.

K- Contextualize a positive essay of the about concept of the course.

“Without a vision, the people perish.” (Proverbs)

Once in a while people think characterizing a school's vision and mission are moderately irrelevant, and
should be done rapidly. Wrong!
Building up the school's vision and mission are two of the most significant strides toward making a
fruitful program. Progressed admirably, they provide clearness and guidance for a school. A sloppy vision or
mission can help lead to proceeding with clashes, and a school that experiences issues distinguishing needs.
Therefore, vision and mission are very important in school because it served as the backbone and the
foundation of the school. A 'vision' is an away from of what the school is attempting to accomplish so all
partners – instructors, students, their families and network individuals – are cooperating. It is tied in with
looking forward and trying to spur and bring together everybody to accomplish the absolute best for the
students. The vision needs to catch the points of a school in its specific setting, and manage and advise the
planning regarding a school improvement plan.

5
 NORSU VISION, MISSION, QUALITY POLICY AND
CORE VALUES

NORSU VISION A dynamic, competitive and globally responsive state

university.

The University shall provide excellent instruction, relevant

NORSU MISSION and responsive research and extension services, and quality-
assured production through competent and highly motivated
human capital.

NOrSU commits itself to the provision of quality instruction,

NORSU QUALITY POLICY research, extension services and production as well as
compliance to applicable regulatory requirements and
continual improvement of its management system.

S - spirituality
A - accountability
NORSU CORE VALUES

P - professionalism
P - patriotism
H- harmony
I - integrity
R - respect
E - excellence
LESSON 1 – ACTIVITY #1

On a separate sheet of paper please answer the question below and please wait for the final
instruction of your PE instructor. Please follow the format below.

NAME : ________________________
SECTION : _____________________
TIME: ________________________
TEACHER : ____________________
1. After reading the NORSU’s vision, mission, and policy. Please elaborate what you have
understood and explain it.
2. Among the 8 core values, please choose one and draw a thing that you can incorporate with it,
it could be a bird, a pencil, a book or a flag, and please do explain as well.
For example: SPIRITUALITY – BIBLE
(draw the bible and explain below why you choose bible)
6
 NEGROS ORIENTAL STATE UNIVERSITY HYMN
A school hymn or a
NORSU HYMN “NORSU: Our Pride, our Hope, university hymn isn't only any
our Future” Lyrics: HON. HENRY A. SOJOR, Ph.D., T. standard "melody"; it is the
VALENTINO S. SITOY, JR., Ph.D. Music: CECILIUS official "song of praise" of an
GENARO I. CONCEPCION III instructive establishment. It is in
this manner significant for a
In this sunny southern clime school to have a school hymn; it
gives a feeling of having a place,
Hails a school, right for all time;
comradeship, pride and
Negros-born, our honored guide, dependability to the school. It
recognizes the school and its
NEGOR STATE glory is our pride!
students.
Right now I want you all
For the many and the few; to listen our hymn, NORSU
Hymn. Please search this video
STATE U leads to heights anew;
– audio track on YouTube with
For the last and for the least, this link below,
https://www.youtube.com/wat
STATE U gives HOPE for the best! ch?v=1HSizr7I7u4 .
Refrain:
Lesson 1 – ACTIVITY #2
Azure blue and lily white,
After scanning and listening
NORSU standard, plain in sight; the NORSU hymn, I want you to
analyze and give opinions on the
Lift the lamp of wisdom bright,
different stanzas of the song. Please
NORSU guidance for the right. write it on a separate sheet of paper.
Limit your answers to 50-100 words.
And its pylons open wide,
1. Stanza 1 - ______________
To great service on each side; _________________________
___________________.
For the FUTURE of this land,
2. Stanza 2 - ______________
NEGOR STATE answers the demand! _________________________
___________________.
(Repeat Refrain)
3. Refrain - ______________
Our Pride, our Hope, our Future - NEGROS _________________________
ORIENTAL STATE UNIVERSITY ___________________.

TEACHER INTERVENTION:

IF YOU HAVE ANY QUESTIONS REGARDING TO OUR TOPIC, I AM MORE THAN WILLING TO
ANSWER YOUR QUESTIONS THROUGH CALLS, MESSAGE, OR VIDEO CALL.

YOU MAY CONTACT ME THROUGH MY EMAIL ADDRESS: wisegirl.angel@gmail.com , THROUGH

MY MOBILE NUMBER, 0955 281 0260 OR THROUGH MY FACEBOOK ACCOUNT: Rachel Arantza
Taganile Miral / Rachel Arantza Miral Norsu-g

7
 LESSON 2

“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 for the future.”
– Cyrel Houle

Student-centered learning has been defined most simply as an approach to

learning in which learners choose not only what to study but also how and why that
might be of interest (lincs.ed.gov). It refers to a wide variety of educational programs,
learning experiences, instructional approaches, and academic-support strategies
that are intended to address the distinct learning needs, interests, aspirations, or
cultural backgrounds of individual students and groups of students. For this reason it
is important to examine thoroughly how the terms are being used, and what it is
signifying in a specific educational context.
In this learning module, it is meant to facilitate your learning of the various
theories of learning, growth and development. From experience, we know that
serious study definitely no easy task! But it can be lighter, more exciting and more
enjoyable with you willing to take an active part.
The goal is for you to learn how to facilitate not just for your future students’
learning but for your own learning as well.
So, let’s enjoy learning together. 

TOPIC 1

Learning Objectives:

A – Develop personal views on the use of the 14 principles in the teaching-

learning process that suit the learners’ gender, needs, strengths, interests and
experiences.

S – Perform task that will demonstrate the content knowledge about metacognition
and metacognitive strategies.

K – Cite information about the content knowledge and its application within and
/or across the curriculum teaching areas on the use of the 14 principles in the
teaching learning process.

8
 Introduction
What comes into your mind when you hear about “thinking about thinking”? How
is related to the teaching and learning process? How is it applied? You will find out
in this module.

Advance Organizer

Metacognition
“Thinking about thinking”

Metacognition Metacognition Application of Learners who do

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

Activity
Answer the following questionnaire. Put a check in the column that best describes what
is true to you.
Part I

Always Sometimes Never Your

(10) (5) (0) Score
1 I exert effort to find out why I need to do a particular task.
2 I reward myself when I work.
3 I see to it that I give myself regular breaks from work.
I am able to keep my connection and does not let my mind “drift
4
away”
5 I have my ways of dealing with distractions.
I am willing to do the work I do not enjoy because I see it as
6
important.
I seek clarification from the teacher about her expectations and
7
standards.
8 I go to tutorials to improve my school work.

9
Part II

Always Sometimes Never Your

(10) (5) (0) Score
I make a weekly timetable for the school work I need to
1
accomplish.
2 I make a review schedule for examinations.
I plan to get the necessary resources and equipment prior to
3
starting work.
4 I submit all my assignments on time.
5 .I have a place to work where I won’t be disturbed.
I have time for family commitments and relaxations as well as
6
studying
7 I prioritize tasks which should be done first, second and so on.
8 I make lists of things to do.
I make a list of valuable references with bibliographic details,
9
page numbers of quotes and so on.
10 I review my work before submitting it.

adapted from Bradford University

Part III

Always Sometimes Never Your

(10) (5) (0) Score
1 I discuss work assignments with other students.
2 I share resources with other students.
I keep cuttings from newspapers and magazines which may be
3
of help to me.
4 I make sure I see TV programs which may be useful.
5 I read the topic assigned before a session.
6 I ask questions and generally take part in group discussions.
7 I listen out for key ideas when someone is talking.
8 When I am listening to someone is talking.

Part IV

Always Sometimes Never Your

(10) (5) (0) Score
1 I get so worried about assignments that they make me feel ill.
2 This worry about assignments makes me feel depressed.
3 I feel miserable about doing assignments.
4 I let these concerns about the work get on top of me.
When I need to work, others always succeed in persuading me
5
to go out.
6 I have difficulty in talking to others about my worries.
I ignore my personal fitness through worrying about
7
assignments.
The stress of assignments causes me to get behind and I
8
never seem to catch up.

Part V

Always Sometimes Never Your

(10) (5) (0) Score
My notes indicate the main ideas, rather than merely repeat
1
what has been said.
2 I listen for key ideas when listening to a speaker.
3 I approach tutors for help.
4 I organize or file my notes regularly.

10
 I re-write my notes under key ideas, headings, using
5
numbering or lettering schemes.
6 I have a shorthand technique of my own.
7 I underline or highlight key ideas so they stand out.
I decide before reading a book whether it is vital or background
8
reading.
9 I go over a book before diving into chapter one.
10 I check the contents page for relevance before reading a book.
11 I look for summaries at the end of chapters.

Part VI

Always Sometimes Never Your

(10) (5) (0) Score
I see to it that I understand what is really being asked for in the
1
assignment/project.
2 I read other references and read about the topic.
3 I make an outline/plan before doing my assignments/project.
4 I check for spelling mistakes.
5 My essays have clear introductions.
6 My essays have a conclusion.
I frequently check back to the title during the writing of an
7
essay.
My essay/research paper has a full set of references and a
8
bibliography.
9 I review project/assignment before submitting it.
I request someone else to look at/read my project/assignment
10
before submitting it.

Scoring:
The six parts of the questionnaire pertain to the following aspects of study habits:
Part 1 Motivation
Part 2 Organizing and planning your work
Part 3 Working with others; Utilizing resources and feedback
Part 4 Managing school work stress
Part 5 Note-taking and reading
Part 6 Preparing an assignment/project

Use the scoring guide below

Scoring for Part 1 Motivation
Score: 10 for Always
5 for Sometimes
0 for Never
Feedback:
 Scores from 55 to 80 mean that you do not appear to have many problems in getting
down to work and keeping to it.
 Scores from 31 to 50 mean that you sometimes get down to work but you can be
distracted, you might not always be certain why you have to work. You probably could
benefit from learning some techniques that help you get down to work more consistently
and keep at it.

11
  Scores of 30 and below signify that you really do have problems in getting down to work.
Unless you develop skills in this area you are likely to have many unsatisfactory
experiences as a student throughout your life. You need to take action.

Scoring for Part 2 Organizing and Planning your Work

Score: 10 for Always

5 for Sometimes
0 for Never
Feedback:

 Scores from 70 to 100 mean you are well-organized and plan ahead for your work.
 Scores from 40 to 65 mean you are not as well-organized as you can be. Your time
management may benefit from a closer analysis.
 Scores from 35 and below mean you have a little organization, probably deal with things
as they happen, constantly doing things at the last minute, often not getting work
completed. You need to take action.

Scoring for Part 3 Working with Others. Utilizing Resources and Feedback

Score: 10 for Always

5 for Sometimes
0 for Never
Feedback:

 Scores from 55 to 85 mean you make full use of resources available, listen well and take
an active part in seminars.
 Scores from 35 to 50 mean you probably collect resources, but you need to ask yourself
how to use them more effectively.
 Scores of 30 and below mean there are important resources around you that you are
ignoring. You may not be hearing much of what is being said. You need to know what
resource are available, and you need to find out where they are and what they have to
offer. You need to take action.
Scoring for Part 4 Managing School Work Stress
Score: 10 for Always
5 for Sometimes
0 for Never
Feedback:
 Scores from 65 to 80 mean that although you sometimes get stressed and worried you
have the skills of knowing how to minimize problems and look after yourself.
 Scores from 40 to 65 mean that you handle your anxieties and concerns moderately well
but could develop skills to manage them more effectively.
 Scores of 35 and under mean that you are likely to get overwhelmed with your problems
which will make you much less effective as a student. You need to acquire the skills of
managing stress more effectively. You need to take action.[[[
Scoring for Part 5 Note-taking and Reading
Score: 10 for Always
5 for Sometimes
0 for Never

12
Feedback:

 Scores from 75 to 110 mean you prepare well and read efficiently, learning as you go.
You waste little time reading irrelevant materials.
 Scores from 45 to 70 mean your reading and note taking skills are adequate, but could
be improved.
 Scores from 40 and below mean your notes are likely to be of little use to you, if they
exist at all. You spend a lot of time reading or sitting in but come home with very little.
You need to become more selective in what you read or write down. You need to take
action.

Scoring for Part 6 Preparing an Assignment/Project

Score: 10 for Always

5 for Sometimes
0 for Never
Feedback:

 Scores from 70 to 100 mean that your essays are well thought out, researched and
clearly written.
 Scores from 40 to 65 mean that there is room for improvement although you do
demonstrate some skills.
 Scores from 35 and below mean that you probably wonder why your essays always get
such low marks. Resources and support are available to help you improve your essay
writing skills. Take action now.

Analysis

My Score in Study Habits Questionnaire

Aspect of Study Habits My Score Interpretation

Part 1 Motivation

Part 2 Organizing and Planning Your Work

Part 3 Working with Others. Utilizing Resources

and Feedback

Part 4 Managing School Work Stress

Part 5 Note-taking and Reading

Part 6 Preparing an Assignment/Project

What did you discover about yourself using this questionnaire? What aspects are you
strong in? What aspects do you need to improve in?
___________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

13
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________.

Abstraction/Generalization
What you just did while answering the questionnaire and analyzing your
scores is an exercise in metacognition. You stopped for a moment and thought
about how you study and learn. You were reminded of your strengths and
weaknesses, then you wrote what it is that you can do to improve your study habits.
Hopefully, this will help you start to learn more effectively.
The most important goal of education is to teach students how to learn on their
own. It is vital that students acquire the skills of how to learn; and that these skills
enable them to learn not just while they are in school but for a lifetime. This entails
a deeper awareness of how one processes information, the ability to evaluate his
own thinking and to think of ways to make his own learning process more effective.
All these involve metacognition.
What is metacognition? The term “metacognition” was coined by John Flavell.
According to Flavell (1979, 1987), metacognition consists of both metacognitive
knowledge and metacognitive experiences or regulation. Metacognition, simply
put, is “thinking about thinking” or “learning how to learn. It refers to higher order
thinking which involves active awareness and control over the cognitive processes
engaged in learning. Metacognitive knowledge refers to acquired knowledge
about cognitive processes. Flavell further divides metacognitive knowledge into
three categories: knowledge of person variables, task variables and strategy
variables.
Person Variables. This includes how one views 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. For example, you may be aware that you study more effectively if you
study very early in the morning than late in the evening, and that you work better in
a quiet library Rather than at home where there are a lot of things that make it hard
for you to focus and concentrate.
Task Variables. 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 needs to be accomplished, gauging its
difficulty and knowing the kind of effort it will demand from you. For example, you
may be are that it takes more time for you to read and comprehend a book in
educational philosophy than it is for you to read and comprehend a novel.
Strategy Variables. Knowledge of strategy variables involves awareness of the
strategy you are using to learn a topic and evaluating whether this strategy is
effective. If you think your strategy is not working, then you may think of various
strategies and try out one to see if it will help you learn better. Terms like meta-
attention and meta-memory are related to strategy variables. Meta-attention is the
awareness of specific strategies so that you can keep your attention focused on the
topic or task at hand. Meta-memory is your awareness of memory strategies that
work best for you.

Metacognitive Strategies to facilitate Learning

Researches as that of Fang and Cox showed that metacognitive awareness was
evident in preschoolers and in students as young as eight years old. Children

14
already have the capacity to be more aware and reflective of their own learning.
However, not many have been taught and encouraged to apply metacognition.
The challenge then to future teachers like you is to integrate more activities that
would build your students’ capacity to reflect on their own characteristics as
learners (self-knowledge), the tasks they are to do (task knowledge) and the
strategies that they can use to learn (strategic knowledge). Remember,
metacognition is like any other thing you will teach. Metacognition involves
knowledge and skills which you and your students can learn and master.
Here are some examples of teaching strategies to develop metacognition:
(Work hard on applying these strategies now in your role as a student. It will surely
be a rewarding learning experience for you.
1. Have students monitor their own learning and thinking. (Example: have a
student monitor a peer’s learning/thinking/behaving in dyad)
2. Teach students study learning strategies.
TQLR – This can be taught to younger students (primary grades). It is a
metacognitive strategy before listening to a story or presentation.
T is for Tune in. It is first important for the learner himself to be
aware that he is paying attention, and that he is
ready to learn.
Q is for Question. The learner is given questions or he thinks of
questions about what he will soon learn.
L is for Listen. The learner then intentionally exerts effort to listen.
He becomes aware if he is momentarily detracted
and goes back to listen again.
R is for Remember. The learner uses ways or strategies to
remember what was learned.
PQ4R – This is usually for older students in the intermediate levels and
onwards. This strategy is used to study a unit or chapter.
P – Preview. Scan the whole chapter before delving on each
paragraph. Check out the objectives. Look for outline or
advance organizers that will give you an idea about the
important topics and ideas in the chapter. Read the summary
of the chapter first. (But please don’t stop at the summary
alone. No. No. No. This is not a good idea at all. Read the
whole chapter!)
Q – Question. Read the guide questions provided, or think of your
own questions about the topic.
R – Read. Check out sub headings as you read. Pay attention on
words that are printed in bold or italicized. Find out the
meaning of words that are not clear to you. Use a marker or
colored pencil to highlight important words or phrases. (Do
not highlight the whole paragraph!)
R – Recite. Work on answering the questions you had earlier.
R – Review. Pinpoint topics you may need to go back to and read in
order to understand better.
R – Reflect. Think about what you read. Is everything clear to you?
What are the main points you learned? How is this relevant or
useful to you?
3. Have students make predictions about information to be presented next
based on what they have read.
4. Have students relate ideas to existing knowledge structures. (It is
important to have relevant knowledge structures well learned.)

15
 5. Have students develop questions; ask questions of themselves, about
what’s going on around them. (Have you asked a good question today?)
6. Help students to know when to ask for help. (He/she must be able to self-
monitor; require students to show how they have attempted to deal with the
problem of their own.)
7. Show students how to transfer knowledge, attitudes, values and skills to
other situations or tasks.
Novice and Expert Learners
In the last twenty years, cognitive psychologists have studied the
distinctions among learners in the manner they absorb or process information.
They are able to differentiate expert learners from novice learners. A very
important factor that separates these two types of learners mentioned is
metacognition. Expert learners employ metacognitive strategies in learning. They
are more aware of their learning process as they read, study and do adjust their
strategies to make learning more effective.
The table below shows the difference between a novice learner and as
expert learner.
Difference between Novice and Expert Learners

Aspect of Learning Novice Learners Expert Learners

Knowledge in different Have a limited  Have deeper
subject areas knowledge in the knowledge in different
different subject areas subject areas because
Stop and pause a while. Are you a novice learner? Or an expert one?
they lookStrive toforapply the concep
interrelationships in the
things they learn
Problem Solving  Satisfied at just  First try to understand
scratching the surface; the problem, look for
hurriedly gives solution boundaries, and create
to the problem a mental picture of the
problem
Learning/Thinking  Employ rigid strategies  Design new strategies
Strategies that may not be that would be
appropriate to the task appropriate to the task
at hand at hand
Selectivity in Processing  Attempt to process all  Select important
information they information to process;
receive able to breakdown
information to
manageable chunks
Production of output  Do not examine the  Check their errors and
quality of their work, redirect their efforts to
nor stop to make maintain quality output
revisions

16
Application

NAME: _____________________________
SECTION: _____________________________
SCHEDULE: _____________________________

1. Conduct a metacognitive observation based on the procedures below:

(Source: Prof. Joanna M. Grymes, Ph.D. of Arkansas State University)

Metacognitive Observation

1. Interview 2 different children: one age 7 -9, one age 10 or older.

These will be semi-structured clinical interviews. Record the
questions you ask and the child’s answers. You do not have to ask
the questions exactly as they are posed below, but the questions
should be very similar. Follow up with additional questions when
the children see like they have more they can tell you. Remember
to record any follow up questions you ask. You do NOT have to
rewrite the notes you take while conducting the interviews, but you
need to hand them in.
Develop a list of 10 UNRELATED but common word. Take a
familiar story (like a fairy tale or fable) and rewrite it so it is OUT OF
ORDER (it may help to actually write out the story so that you do
tell it out of order).

For a child in kindergarten or younger, follow this procedure.

Tell child that you are going to say a list of 10 words, and
you want the child to remember the words and you’ll ask the child
to repeat the list in a little while. Remind the child to listen closely,
and then say the list slowly (about one word every second or two).
Ask the child the following series of questions:
How many words do you think you will remember? What do
you need to do to remember the words? Are you good at
remembering?
Do some filler questions (what are your favourite things,
what do you like to do. . . . to fill up about 5 minutes between giving
the list and now).
Ask the child to list all the words you asked him or her to
remember. (record their list) Ask the child what did he or she do to
help him or her remember? Did it work?
Tell the child that you are also going to tell him or her a story
and that you want him or her to listen carefully and retell the story
JUST LIKE YOU DID. Tell the story you rewrote.
Ask the child to retell the story, reminding him/her that
he/she should retell it in the order you told it.
Thank the child for helping you.

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For a child in first grade or older, do the following:

Tell child that you are going to say a list of 10 words, and
you want the child to remember the words and you’ll ask the child
to repeat the list in a little while. Remind the child to listen closely,
and then say the list slowly (about one word every second or two).
Ask the child the following series of questions:
How many words do you think you will remember? What do
you need to do to remember the words? Are you good at
remembering? What kinds of things do you do to help you
remember things? Does your teacher give you ideas to help you
remember things? What different ideas has your teacher given
you? Do you remember some specific examples of things you have
learned in school to help you remember things? Do you use them?
Do you think they are helpful?
How do you think you learn things best – by seeing it, be
hearing it, or by doing it? Does your teacher help you figure out
how you learn things best, or help you learn that way? Do you do
activities to help you learn things in school? What kinds of activities
do you do? Do you think they help you?
Ask the child to list all the words you asked them to
remember. (record their list) Ask the child what he/she did to help
him or her remember. Did it work?
Tell the children that you are also going to tell them a story
and that you want them to listen carefully and retell the story JUST
LIKE YOU DID. Tell the story you rewrote.
Ask the following series of questions: Do you like to read,
why or why not? Is there something that could change at school
that might make you like reading more (even more)? What kinds of
things do you read at school? Do you get to choose some of the
things you read at school? Do you read outside of school – if so,
what do you like to read? Why do you prefer to read those kinds of
things/books? If you don’t read outside of school, why?
Do you think reading is important? Many people think that
reading will help you do better in school – do you? Why or why not?
What kinds of things do you do when reading to make sure
you understand what you are reading? Has your teacher helped
you learn ways to help you read better? To help you understand
and remember what you read?
Ask the child to retell the story, reminding him/her that
he/she should retell it in the order you told it.
Thank the child for helping you.
Reflection
1. How accurate were the children in predicting how well they would remember the
word? How well did they remember the list? Were they able to tell you what they did
to remember the words after repeating the list? Were there any differences in age in
terms of how accurate their predictions or their lists were?

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2. How well did the children do in retelling the story? Did the children tend to tell the
story in the “correct” order in the order you told it? Were there age differences in how
they responded here?
3. Consider the older children’s responses to the questions about memory and reading.
Given their responses, how well do schools seem to support children developing
metacognitive strategies for memory and reading? Did the children have a sense of
which way they learn best? Do they seem to think that teachers help them with this?
How effective do schools seem to be in creating/supporting an appreciation of
reading in children? Do the children seem to see teachers being helpful in these
areas?
(Retrieved from http://www.clt.astate.edu/gymesj/old%20course/hglmetacogobs.htm)

Assessment task/s

1. Based on the principles of metacognition, prepare your own metacognitive game plan on
how you can apply metacognition to improve your study skills.

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5-minute non-stop writing

Your 5-minute non-stop writing begins NOW!

From the Topic on Metacognition, I realized that metacognition…..
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TOPIC 2

Introduction
You, the learner, are the center of instruction. The world of instruction revolves
around you. This topic is focused on the Focused on the fourteen (14) principles
that run through the twenty-five (25) topics of this lesson.

Advance Organizer

Cognitive and
Motivational and
Metacognitive Factor Affective Factors
(6 Principles) (3 Principles)

14
Learner-Centered
Principles

Developmental and Individual

Social Factors Differences Factors
(2 Principles) (3 Principles)

Activity
Do this activity before you read about the Learner-Centered Psychological Principles.
1. Examine the title, “Learner-Centered Psychological 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 with LCP.

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 Analysis

I think that Learner-Centered Psychological Principles focus on

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____________________________________________________________________________.

Abstraction/Generalization
LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES
The Learner-Centered Psychological Principles were put together by the
American Psychological Association. The following 14 psychological principles pertain to
the learner and the learning process. The 14 principles have the following aspects:
 They focus on psychological factors that primarily internal to and under the control
of the learner rather than conditioned habits or physiological factors. However, the
principles also attempt to acknowledge external environment or contextual factors
that interact with these internal factors.
 The principles are intended to deal holistically with learners in the context of real-
world learning situations. Thus, they are best understood as an organized set of
principles; no principle should be viewed in isolation.
 The 14 principles are divided into those referring to (1) cognitive and
metacognitive, (2) Motivational and affective, (3) developmental and social,
and (4) individual differences factors influencing learners and learning.
 Finally, the principles are intended to apply to all learners – from children, to
teachers, to administrators, to parents, and to community members involved in our
educational system.

Cognitive and Metacognitive Factors

1. Nature of the learning process
The learning of a complex subject matter is most effective when it is an
intentional process of constructing meaning from information and experience.
 There are different types learning process: for example, habit formation in motor
learning and learning that involves the generation of knowledge or cognitive skills
and learning strategies.
 Learning in schools emphasizes the use of intentional processes that students
can use to construct meaning from information, experiences and their own
thoughts and beliefs.
 Successful learners are active, goal-directed, self-regulating and assume
personal responsibility for contributing to their own learning.
2. Goals of the learning process
The successful learner, over time and with support and instructional
guidance, can create meaningful, coherent representations of knowledge.
 The strategic nature of learning requires students to be goal-oriented.
 To construct useful representations of knowledge and to acquire the thinking and
learning strategies necessary for continued learning success across the life-
span, students must generate and pursue personally-relevant goals.
 Educators can assist learners in creating meaningful learning goals that are
consistent with both personal and educational aspirations and interests.

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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. The nature of
these links can take a variety of forms, such as adding to, modifying, or
reorganizing existing knowledge and skills. How these links are made or
developed may vary in different subject areas, and among students with varying
talents, interests and abilities. However, unless new knowledge becomes
integrated with the learner’s prior knowledge and understanding, this new
knowledge remains isolated, cannot be used most effectively in new tasks, and
does not transfer readily to new situations.
 Educators can assist learners in acquiring and integrating knowledge by a
number of strategies that have been shown to be effective with learners of
varying abilities, such as concept mapping and thematic organization or
categorizing.
4. Strategic thinking
The successful learner can create and us a repertoire of thinking and
reasoning strategies to achieve complex learning goals.
 Successful learners use strategic thinking in their approach to learning
reasoning, problem-solving and concept learning.
 They understand and can use a variety of strategies to help them reach learning
and performance goals, and to apply their knowledge in novel situations.
 They also continue to expand their repertoire of strategies by reflecting on the
methods they use to see which work well for them, be receiving guided
instruction and feedback, and by observing or interacting with appropriate
models.
 Learning outcomes can be enhanced if educators assist learners in developing,
applying and assessing their strategic learning skills.
5. Thinking about thinking
Higher order strategies for selecting and monitoring mental operations
facilitate creative and critical thinking.
 Successful learners can reflect on how they think and learn, set reasonable
learning or performance goals, select potentially appropriate learning strategies
or methods, and monitor their progress toward these goals.
 In addition, successful learners know what to do if a problem occurs or if they are
not making sufficient or timely progress toward a goal. They can generate
alternative methods to reach their goal (or reassess the appropriateness and
utility of the goal).
 Instructional methods that focus on helping leaners develop these higher order
(metacognitive) strategies can enhance student learning and personal
responsibility for learning.
6. Context of learning
Learning is influenced by environmental factors, including culture,
technology and instructional practices.
 Learning does not occur in a vacuum. Teachers play a major interactive role
with both the learner and the learning environment.
 Cultural or group influences on students can impact many educationally relevant
variables, such as motivation, orientation toward learning and ways of thinking.
 Technologies and instructional practices must be appropriate for learners’ level
of prior knowledge, cognitive abilities and their learning and thinking strategies.
 The classroom environment, particularly the degree to which it is nurturing or
not, can also have significant impacts on the student learning.

Motivational and Affective Factors

7. Motivational and emotional influences on learning
What and how much is learned is influenced by the learner’s motivation.
Motivation to learn, in turn, is influenced by the individual’s emotional states,
beliefs, interests and goals, and habits of thinking.
 The rich internal world of thoughts, beliefs, goals and expectations for success
or failure can enhance or interfere with the learner’s quality ofthinking and
information processing.

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  Students’ beliefs about themselves as learners and the nature of learning have
a marked influence on motivation. Motivational and emotional factors also
influence both the quality of thinking and information processing as well as an
individual’s motivation to learn.
 Positive emotions, such as curiosity, generally enhance motivation and facilitate
learning and performance. Mild anxiety can also enhance learning and
performance by focusing the learner’s attention on a particular task. However,
intense negative emotions (e.g., worrying about competence, ruminating about
failure, fearing punishment, ridicule, or stigmatizing labels) generally detract
from motivation, interfere with learning, and contribute to low performance.
8. Intrinsic motivation to learn
The learner’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.
 Curiosity, flexible and insightful thinking, and creativity are major indicators of the
learners’ intrinsic motivation to learn, which is in large part a function of meeting
basic needs to be competent and to exercise personal control.
 Intrinsic motivation is facilitated on tasks that learners perceive as interesting and
personally relevant and meaningful, appropriate in complexity and difficulty to the
learners’ abilities, and on which they believe they can succeed.
 Intrinsic motivation is also facilitated on tasks that are comparable to real-world
situations and meet needs for choice and control.
 Educators can encourage and support learners’ natural curiosity and motivation
to learn by attending to individual differences in learners’ perceptions of optimal
novelty and difficulty, relevance, and personal choice and control.
9. Effects of motivation on effort
Acquisition of complex knowledge and skills requires extended learner
effort and guided practice. Without learners’ motivation to learn, the willingness
to exert this effort is unlikely without coercion.
 Effort is another major indicator of motivation to learn. The acquisition of
complex knowledge and skills demands the investment of considerable learners’
energy and strategic effort, along with persistence over time.
 Educators need to be concerned with facilitating motivation by strategies that
enhance learners’ effort and commitment to learning and to achieving high
standards of comprehension and understanding.
 Effective strategies include purposeful learning activities, guided by practices
that enhance positive emotions and intrinsic motivation to learn, methods that
increase learners’ perceptions that a task is interesting and personally relevant.

Development and Social Factors

10. 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.
 Individuals learn best when material is appropriate to their developmental level
and is presented in an enjoyable and interesting way.
 Because individual development varies across intellectual, social, emotional and
physical domains, achievement in different instructional domains may also vary.
 Overemphasis on one type of developmental readiness – such as reading
readiness – may prelude learners from demonstrating that they are more
capable in other areas of performance.
 The cognitive, emotional and social development of individual learners and how
they interpret life experiences are affected by prior schooling, home, culture and
community factors.
 Early and continuing parental involvement in schooling, and the quality of
language interactions and two-way communications between adults and
children can influence these developmental areas.
 Awareness and understanding of developmental differences among children
with and without emotional, physical or intellectual disabilities, can facilitate the
creation of optimal learning contexts.

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11. Social influences on learning
Learning is influenced by social interactions, interpersonal relations and
communication with others.
 Learning can be enhanced when the learner has an opportunity tointeract and to
collaborate with others on instructional tasks.
 Learning settings that allow for social interactions and that respect diversity
encourage flexible thinking and social competence.
 In interactive and collaborative instructional contexts, individuals have an
opportunity for perspective taking and reflective thinking that may lead to higher
levels of cognitive, social and moral development, as well as self-esteem.
 Quality personal relationships that provide stability, trust and caring can
increase learners’ sense of belonging, self-respect and self-acceptance, and
provide a positive climate for learning.
 Family influences, positive interpersonal support and instruction in self-
motivation strategies can offset factors that interfere with optimal learning such
as negative beliefs about competence in a particular subject, high levels of test
anxiety, negative sex role expectations, and undue pressure to perform well.
 Positive learning climates can also help to establish the context for healthier
levels of thinking, feeling and behaving. Such contexts help learners feel safe to
share ideas, actively participate in the learning process, and create a learning
community.

Individual Differences Factors

12. Individual differences in learning
Learners have different strategies, approaches and capabilities for learning
that are a function of prior experience and heredity.
 Individuals are born with and develop their own capabilities and talents.
 In addition, through learning and social acculturation, they have acquired their
own preferences for how they like to learn and the pace at which they learn.
However, these preferences are not always useful in helping learners reach
their learning goals.
 Educators need to help students examine their learning preferences and expand
or modify them, if necessary.
 The interaction between learner differences and curricular and environmental
conditions is another key factor affecting learning outcomes.
 Educators need to be sensitive to individual differences, in general. They also
need to attend to learner perceptions of the degree to which these differences
are accepted and adapted to by varying instructional methods and materials.
13. Learning and diversity
Learning is most effective when differences in learners’ linguistic, cultural
and social backgrounds are taken into account.
 The same basic principles of learning, motivation and effective instruction apply
to all learners. However, language, ethnicity, race, beliefs and socioeconomic
status all can influence learning. Careful attention to these factors in the
instructional setting enhances the possibilities for designing and implementing
appropriate learning environments.
 When learners perceive that their individual differences in abilities, backgrounds,
cultures and experiences are valued, respected and accommodated in learning
tasks and contexts, levels of motivation and achievement are enhanced.
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.
 Assessment provides important information to both learner and teacher at all
stages of the learning process.
 Effective learning takes place when learners feel challenged to work towards
appropriately high goals; therefore, appraisal of the learner’s cognitive strengths
and weaknesses, as well as current knowledge and skills, is important for the
selection of instructional materials of an optimal degree of difficulty.
 Ongoing assessment of the learner’s understanding of the curricular material
can provide valuable feedback to both learners and teachers about progress
toward the learning goals.

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  Standardized assessment of learner progress and outcomes assessment
provides one type of information about achievement levels both within and
across individuals that can inform various types of programmatic decisions.
 Performance assessments can provide other sources of information about the
attainment of learning outcomes.
 Self-assessments of learning progress can also improve students’ self-appraisal
skills and enhance motivation and self-directed learning.

Alexander and Murphy gave a summary of the 14 principles and

distilled them into five areas:
1. The knowledge base. One’s existing knowledge serves as the foundation of
all future learning. The learner’s previous knowledge will influence new
learning specifically on how he represents new information, makes
associations and filters new experiences.
2. Strategic processing and control. Learners can develop skills to reflect and
regulate their thoughts and behaviors in order to learn more effectively
(metacognition)
3. Motivation and affect. Factors such as intrinsic motivation (from within),
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 society as well as
within an individual.

Application
The application activity will be done in the last module, when we 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!

Assessment task/s:

1. Describe what you can do to advocate the use of the 14 Learner-Centered

Psychological Principles.
2. Advocate the use of the 14 learning principles by means of any of the following:
a. PowerPoint presentation consisting of 5 slides or less
b. A 3-minute speech

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 5-minute non-stop
writing
Your 5-minute non-stop writing begins NOW!
From the Topic on Learner-Centered Psychological Principles, I
realized that…..
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______________________________________________________________
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______________________________________________________________
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Always know that you are not alone. Never give up! Laban lang! Stay Safe & God bless you always. 
Ma’am Rachel 

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