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Educ 3 Facilitating Learning Introduction  This subject is meant to facilitate learning not just to your future students but for your own as well  This subject has four parts and follows the modular approach: PART 1 - INTRODUCTION Module 1 Metacognition Module 2 Learner-Centered Psychological Principles  Cognitive and Metacognitive Factors  Motivation and Affective Factors  Developmental and Social Factors  Individual Differences PART 2 – FOCUS ON THE LEARNER Module 3 Review of the Theories Related to the Learner’s Dev’t Module 4 Individual Differences Module 5 Learning/Thinking Styles & Multiple Intelligences Module 6 Learners with Exceptionalities PART 3 – FOCUS ON LEARNING Behaviorist Perspective Module 7 Behaviorism: Pavlov, Thorndike, Skinner Module 8 Neo-Behaviorism: Tolman and Bandura Cognitive Perspective Module 9 Gestalt Psychology Module 10 Information Processing Module 11 Bruner’s Constructivist Theory Module 12 Ausubel’s Meaningful Verbal Learning/Subsumption Theory Module 13 Gagne’s Condition of Learning Cognitive Processes Module 14 Constructivism Knowledge Construction/Concept Learning Module 15 Transfer of Learning Module 16 Bloom’s Taxonomy of Educational Objectives Module 17 Sternberg’s Successful Intelligence Theory and WICS Model Module 18 Problem Solving and Creativity PART 4 – FOCUS ON CLASSROOM PROCESSES Motivation Module 19 Module 20 Module 21

Meaning and Types of Motivation Theories on Factors Affecting Motivation Students’ Diversity in Motivation

Motivation in the Classroom Module 22 Human Environmental Factors Affecting Motivation Module 23 The Classroom Climate Module 24 The Physical Learning Environment Module 25 Assessment Strategies to Increase Motivation

Reference: FACILITATING LEARNING: A Metacognitive Process – 3rd Ed. Authors: Ma. Rita D. Lucas Brenda B. Corpuz Grading System Base 50 Score / # of items x 50 +50 Exam Quiz Assignment Attendance TOTAL

Excel G. Solilapsi Instructor

40% 30% 20% 10% 100%

PART 1 ( 10 – ALWAYS 5 – SOMETIMES 0-NEVER) 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 4. I am able to keep my concentration and do not let my mind “drift away” 5. I have ways in dealing with distractions 6. I am willing to do the work I do not enjoy because I see it as important 7. I seek clarification from the teacher about his/her expectations and standards 8. I go to tutorials to improve my school work. PART 2 ( 10 – ALWAYS 5 – SOMETIMES 0-NEVER) 1. I make a weekly timetable for the school work I need to accomplish 2. I make a review schedule for examinations 3. I plan to get the necessary resources and equipment prior to starting work 4. I submit all my assignments on time 5. I have a place to do work where I won’t be disturbed 6. I have a time for family commitments and relaxation as well as studying 7. I prioritize task which should be done first, second, and so on 8. I make lists of things to do 9. I make a list of valuable references with bibliographic details, page numbers, quotes, and so on 10. I review my work before submitting it PART 3 ( 10 – ALWAYS 5 – SOMETIMES 0-NEVER) 1. I discuss work assignments with other students 2. I share resources with other students 3. I keep cutting from newspapers and magazines which may be of help to me 4. I make sure I watch 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 discussion 7. I listen out for key ideas when someone is talking 8. When I am listening to someone, I try to anticipate what they will say next PART 4 ( 10 – ALWAYS 5 – SOMETIMES 0-NEVER) 1. I get worried about assignments 2. This worry about assignments can negatively affect me 3. I feel unhappy about doing assignments 4. I let these concerns about the work get on top of me 5. When I need to work, others always succeed in persuading me to go out 6. I have difficulty in talking to others about my worries 7. I ignore my personal fitness through worrying about assignments 8. The stress of assignments causes me to get behind and I never seem to catch up PART 5 ( 10 – ALWAYS 5 – SOMETIMES 0-NEVER) 1. My notes indicate the main ideas, rather than merely repeat 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 5. I re-write my notes under key ideas, headings, using numbering or lettering schemes 6. I have a shorthand technique of my own 7. I underline or highlight key ideas so they stand out 8. I decide, before reading a book, whether it is vital or background 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 6 ( 10 – ALWAYS 5 – SOMETIMES 0-NEVER) 1. I see to it that I understand what is really being asked for in the assignment or project 2. I read other references and read about the topic 3. I make an outline / plan before doing my assignment or project 4. I spell-check for spelling mistakes 5. my essays have clear introductions 6. my essays have conclusions 7. I frequently check back the title during the writing of an essay 8. my essay / research paper has a full set of references and bibliography 9. I review project / assignment before submitting it 10. I request someone else to look at / read my project / assignment before submitting it.

The Six parts of the questionnaire pertain to the following aspects of study habits: Part 1 Part 2 Part 3 Part 4 Part 5 Part 6

Motivation Organizing and Planning Your Work Working with Others; Utilizing Resources with Managing School Work Stress Note-taking and Reading Preparing an Assignment / Project

PART 1 – Motivation Scores from 55 to 80 mean that you do not appear to have many problems in getting down to work and keeping up to it. Scores from 35 to 50 mean that you sometimes get down to work but you can be distracted, you might not always be certain why you are working. You probably could benefit from learning some techniques that help you get down to work more consistently and keep up at it. Scores of 30 and below signify that you really have to problems 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. PART 2 - Organizing and Planning Your Work Scores from 70 to 100 mean you are well-organized and planning ahead for your work Scores from 40 to 65 mean you are not as well-organized as you could be: Your time management might benefit from a closer analysis Scores of 35 and below mean you have 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. PART 3 - Working with Others; Utilizing Resources with Scores from 55 to 80 mean you make full use of the resources available, listen well, and take active part in seminars Scores from 35 to 50 mean you probably collect resources, but you need to ask yourself how you are going to use them more effectively. Scores from 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 resources are available, and you need to find out where they are and what they have to offer. PART 4 - Managing School Work Stress Scores of 35 and under 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 60 mean that you handle your anxieties and concerns moderately well but could develop skills to manage them more effectively. Scores of 65 to 80 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. PART 5 - Note-taking and Reading 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 45-70 mean your reading and note taking skills are adequate, but could be improved Scores of 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. PART 6 - Preparing an Assignment / Project Scores from 70-100 mean that your essays are well thought of, researched and clearly written. Scores from 40-65 mean that there is room for improvement although you demonstrate some skills. Scores of 35 and below mean that you probably why your essays always get low marks. Resources and are available to help you improve your essay writing skills. Take action now. Assignment: (½ Sheet) My scores: Part 1 = Part 2 = Part 3 = Part 4 = Part 5 = Part 6 = What did you discover about yourself using this survey? What aspects are you strong in? What aspects do you need to improve on?

 What you just did while answering the questionnaire and analyzing your scores is an exercise in metacognition  Learners can become more aware of how one processes information, can have the ability to evaluate his own thinking, and to think of ways to make his own learning process more effective. All of these involve metacognition. METACOGNITION John Flavell – conceived the term “metacognition”. Meta – beyond Cognition – mental process Metacognition  refers to the awareness of one’s own learning and thinking process.  refers to higher order thinking which involves active awareness and control over the cognitive processes engaged in learning  refers to awareness of one’s own knowledge—what one does and doesn’t know—and one’s ability to understand, control, and manipulate one’s cognitive processes  It is often simple defined as “thinking about thinking” or “learning how to learn” Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature. It consists of: Metacognitive knowledge – acquired knowledge about cognitive process; knowledge that can be used to control cognitive process. Metacognitive experience – acquired knowledge about cognitive experiences; experiences that can be used to control the cognitive process. Three categories of metacognitive knowledge: 1. Person variables – refers to knowledge about how human beings learn and process information, an individual knowledge of one’s own learning processes, and the recognition of one’s own strengths and weaknesses in learning and processing information. Examples: You may be aware that you study more effectively if you study early in the morning than in the evening. You accomplish academic tasks better in a quiet library rather than in an environment that has a lot of disturbances 2. Task variables – one’s knowledge about the nature of the task as well as the type of processing demands that is placed upon the individual. It is knowing what exactly what needs to be accomplished, gauging its difficulty and knowing the kind of effort it will demand from you. Example: You may be aware that it will take you more time to read and comprehend a book in philosophy than it would for you to read and comprehend a novel. 3. Strategy variables – awareness of the strategy you are using to learn the topic and evaluating whether this strategy is effective. It also refer to strategies that a person has in a flexible way to a accomplish a task Example: Knowing how to activate prior knowledge before reading an article, using a glossary to look up for unfamiliar words, recognizing that sometimes one has to reread a paragraph several times before it makes sense, and the awareness of the difficulty in understanding formulas and principles in physics.

Example of metacognition with the use of the three variables: A student may use knowledge in planning how to do homework: I know that I (person variable) have more difficulty with my science assignment than English, and find history easier (task variable). So I will do my homework in Science first, then English, then History (strategy variable) A student may use knowledge in answering a math exam: "I know that I (person variable) have difficulty with word problems (task variable), so I will answer the computational problems first and save the word problems for last (strategy variable)." A student may use knowledge in answering an exam with three types: I know that I (person variable) am not good in memorization and have difficulty in answering objective type questions like multiple choice (task variable), so i will answer the essay question first, then the true or false questions, and lastly the multiple choice questions (strategy variable). Other factors that may apply in metacognition processes:  Knowing the limits of one’s own learning and memory capacities  Knowing what learning tasks one can realistically accomplish within a certain amount of time  Knowing what learning strategies are effective and which are not  Knowledge is metacognitive if it is keenly used in a purposeful manner to ensure that a goal is met. Metacognitive Strategies to Facilitate Learning Metacognition involves knowledge and skills which you and your students can learn and develop. Here are some strategies to develop metacognition: 1. Have students monitor their own learning and thinking. 2. Teach students study or learning strategies. TQLR and PQ4R TQLR – is a metacognitive strategy that can be applied in teaching younger students: Tune in – it is important for a learner to be aware that he is paying attention and ready to learn Question – the learner is given questions or he thinks of questions about what he will learn soon Listen – the learner then intentionally exerts effort to listen. – the learner uses ways or strategies to what was learned PQ4R – this is a strategy for older students in studying Preview – scan the whole chapter before looking into each paragraph. Look out for outlines or advance organizers that will give you an idea about the topic. Question – read the guide questions provided or formulate questions about the topic. Read – pay attention on words that are printed in bold or italicized. Find out the meaning of the words that are not clear to you. Recite – work on answering the questions who you had earlier. Review – pinpoint topics that you may need to go back for reviewing and clarification Reflect – Is everything clear? What are the main points that you have learned? What was its relevance? 3. Have students make predictions about information to be presented based on what they read 4. Have students develop questions 5. Help students to know when to ask for help