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Balitaan, Grace Darlene L.
BSED Social Studies – 1C Dr. Evelyn Sunico
LSPU Self-Paced Learning Module (SLM)
Course Prof Ed 3 – Facilitating Learner-Centered Teaching
Sem/AY Second Semester/2022-2023
Module No. 2
Lesson Title Metacognition: Thinking About Thinking
Week
2
Duration
Date February 20 – March 3
Description Metacognition and Metacognitive Knowledge
of the
Metacognitive Processes
Lesson
Metacognitive Instruction
Online Activities Participating in group-based tasks
(Synchronous/ Accomplishing activity sheets and worksheets
Asynchronous) Creating graphic organizers to generalize learning
Doing oral presentation of critical reviews and answers
Doing task analysis
Accomplishing a mini-research task
Analyzing video clips on metacognition
Doing peer critiquing of outputs
Deducing teaching strategies and classroom implications anchored on
metacognitive and cognitive processes
Refer pages 18-30 Metacognition: Thinking About Thinking
Facilitating Learner-Centered Teaching
By Ferdinand Bulusan, Marcelo R. Raquepo, Marilyn L. Balmeo and Joselito C.
Guitterez
First Edition, 2019
REX Book Store
856 Nicanor Reyes, Sr. St. Manila, Philippines
Offline Activities
(e-Learning/Self- LESSON 2 Learner-Centered Psychological Principles
Paced) Suggested Timeframe: 4.5 hours
What are the learner-centered psychological principles and how are these applied in and
learning?
Understand This lesson will focus on the learner-centered psychological principles and
LSPU SELF-PACED LEARNING MODULE: Prof Ed 3 – Facilitating Learner-Centered Teaching
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their applications in teaching-learning situations. You are expected to:
•explain the learner-centered psychological principles and
•cite concrete learning situations to apply the different learner-centered psychological
principles.
Significant culminating performance task and success indicator:
At the end of the lesson, you should be able to explain the different learner-centered
psychological principles and their concrete applications in rhyme or in rhythm. You are
considered successful in this culminating performance task if you could (a) put into context
the acquired knowledge on the learner-centered psychological principles and (b) share
your output in class in the form of a chant, dance, jingle, or rap song.
Performance Task: Present a chant, dance, jingle, or rap song
Success Indicator: Put into context the acquired knowledge on the learners-centered
psychological principles through a chant, dance, jingle or rap song
PREPARE
To prepare you for the lesson, you need to read and take note of the learner-
centered psychological principles, which can be found on the website of the American
Psychological Association. The preamble and background with the 14 psychological
principles were prepared by the Learner-Centered Work Group of the American
Psychological Association’s Board of Education Affairs in November 1997 in Washington
DC.
Take note of the important ideas or insights you learned after reading the different
principles. You are expected to do this before the discussion, analysis, and evaluation
when you meet your teacher face-to-face or in your virtual classroom. The activity sheet
provided below will help you summarize the insights you learned.
Guided by your ideas and insights learned, come up with a graphic organizer that will
summarize the insights you gained from your readings.
Complete the following sentences:
After reading the learner-centered psychological principles,
1. I learned that
2. I feel that
3. I needed
LSPU SELF-PACED LEARNING MODULE: Prof Ed 3 – Facilitating Learner-Centered Teaching
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DEVELOP
To check whether you have Circles understood with you’re the classmates. Learner-
centered psychological principles, Expert Circles with your classmates.
1. Divide the class into groups with 14 members each.
2. Write the14 learner-centered psychological principles in rolled strips of paper.
3. Each group will be given the 14 principles in rolled strips of paper to put in a box.
4. Each member of the group will draw out a strip of paper from the box, read the
principle written in the strip, and then explain it to the group. Everyone will help
one another explain the principles to ensure learning.
After the activity, provide an answer to the question below.
When you become a teacher, would it be good to consider learner-centered psychological
principles? Why? Defend your answer.
APPLY
Look at your list of the learner-centered psychological principles. Think and reflect on how
these principles could be applied in actual teaching and learning situations. Cite practical
and authentic application of each of these principles in learning classroom situations.
TRANSFER
Think and Share
After learning the learner-centered psychological principles, do the following tasks.
a. Metaphorical thinking by completing the following statements:
Learning is like…..
Learners are like…..
b. In the box below, draw your visual representation of the nature of learning and
learners.
EVALUATE
In Rhyme or In Rhythm
The group will prepare a chant, dance, jingle, or rap song, putting into context their
acquired knowledge on the learner-centered psychological principles. Be ready to present
and share with the class the chant, dance, jingle, or rap song you prepared.
Evaluate your group presentation using the sample rubric below. After the self-evaluation,
LSPU SELF-PACED LEARNING MODULE: Prof Ed 3 – Facilitating Learner-Centered Teaching
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let your peers evaluate your presentation using the same rubric. Use a pencil to write a
tentative rating. Then, discuss with your peers the strengths and weaknesses of your
presentation based on the assessment conducted.
Criteria 1 point 2 points 3 points
Knowledge and Demonstrates limited Demonstrates Demons
Understanding of the understanding of the understanding of the compre
Principles learner-centered learner-centered knowled
psychological principles. psychological principles. centere
principl
Creativity in the Rap/Lyrics The rap/lyrics or chant The rap/lyrics or chant The rap
or Chant composed is not original; composed was original, compos
the message was poorly but there are some the mes
conveyed. messages that were not conveye
clearly conveyed.
Organization Presents less than two Presents three or more Presen
important details and was details but lack one of the points t
difficult to follow. following: organized organize
information, supporting develop
details, and effective use
of appropriate
vocabulary.
Audience Demonstrates no sense of Demonstrates general Demons
audience and fen apart in sense of audience and of audie
front of them performed with some with ea
ease
Performance Poor performance Good few problems Excellen
encountered during the perform
performance
Total Points
REFLECT
Answer the following questions after reflecting on the different learning experiences for
this lesson.
1. How did you conceptualize the learner-centered psychological principles?
2. Were your concepts/insights different from others?
3. How important is it for a future teacher to acquire a deep understanding of the
principles of learner-centered teaching?
4. What do you intend to do with the principles you have learned?
LSPU SELF-PACED LEARNING MODULE: Prof Ed 3 – Facilitating Learner-Centered Teaching
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SUSTAIN
To further enrich and strengthen your knowledge and attitude toward learner centered
teaching and learning, you will do the following.
1. Observe a class. Take note of the strategies employed by the teacher and the
learning experiences the learners had to go through. As a learner, do you consider
the strategies and learning activities learner-centered? Why? Justify your answer.
2. Illustrates learner-centered principle with pictograph.
3. I at least three teachers on their perceptions and feelings toward learner centered
principles. You may ask them to share their best practices or strategies that are
learner-centered.
LSPU SELF-PACED LEARNING MODULE: Prof Ed 3 – Facilitating Learner-Centered Teaching