PART 1 T is for Tune in > the learner himself to be aware that he is Employ rigid strategies Design now strategies.

Employ rigid strategies Design now strategies. motivation to learn. Intrinsic motivation is stimulated by
MODULE 1 META COGNITION paying attention, and that he is ready to learn. Learning / that may not be that would be tasks of optimal novelty and difficulty, relevant to personal
Metacognition > "Thinking about Thinking” or learning how Q is for Question > the learner is given questions or he thinks thinking appropriate to the task appropriate interest and providing for personal choice and control.
to learn. It refers to higher order thinking which involves of questions about what he will soon learn. strategies at hand to the task at hand 9. Effects of motivation on effort - acquisition of complex
active awareness and control over the cognitive L is for Listen > the learner then intentionally exerts effort to knowledge and skills requires extended learner effort and
select important
processes engaged in learning. listen. He becomes aware if he is momentarily detracted Selectivity attempt to process all information & process,
guided practice.
> coined by John Flavell, it consists of both and goes back to listen again. in information they able to breakdown
metacognitive knowledge and metacognitive R is for Remember > the learner uses ways or strategies to Processing receive information to DEVELOPMENTAL and SOCIAL FACTORS
experiences or regulation. remember what was learned. manageable chunks 10. Developmental influences on learning - as individuals
Fang and Cox > showed that metacognitive awareness develop, there are different opportunities and constraints
was evident in preschoolers and in students as young PQ4R > this is usually for older students in the intermediate Production of Do not examine the Check their errors and for learning. Learning is made effective when differential
as eight years old. levels and onwards. This strategy is used to study a unit or output quality of their redirect their efforts to development within and across physical, intellectual,
Metacognitive knowledge > refers to the acquired chapter. work, nor stop to make maintain quality output. emotional and social domains is taken into account.
knowledge about cognitive processes, knowledge that P-Preview > Scan the whole chapter before delving on each revisions
11. Social influences on learning - learning is
can be used to control cognitive processes paragraph. Check out the objectives. influenced by social interactions, interpersonal
Q-Question > Read the guide questions provided or think of MODULE 2 LEARNER-CENTERED PSYCHOLOGICAL
3 CATEGORIES: your own question about the topic. PRINCIPLES (LCP) relations and communication with others.
1. Person variables > includes how one views himself as a R-Read > Check out sub headings as you read. Pay attention
learner & thinker on words that are printed in bold or italicized. 14 Learner-Centered Principles
> knowledge of person variables refers to knowledge R- Recite > work on answering the questions you had earlier. COGNITIVE and METACOGNITIVE FACTORS
about how human beings learn & process information, R – Review > Pinpoints topic you may need to go back to and 1. Nature of the learning process - the learning of a complex INDIVIDUAL DIFFERENCES FACTORS
as well as individual knowledge of one's own learning read in order to understand better. subject matter is must effective when it is an intentional 12. Individual differences in learning > learners have
processes. R-Reflect > Think about what you read. process of constructing meaning from information and different strategies, approaches and capabilities for
2. Task variables > knowledge of task variables includes 3. Have students make predictions about information to be experience. learning that are a function of prior experience and
knowledge about the nature of the task as well as the presented next based on what they have read. 2. Goals of the learning process - the successful learner heredity.
type of processing demands that it will place-upon the 4. Nave students relate ideas to existing knowledge structures. over time and with support and instructional guidance, can 13. Learning and diversity - learning is most effective when
individual. 5. Have students develop questions; ask questions of create meaningful, coherent representations of knowledge. differences in learning linguistic, cultural and social
3. Strategy variables > involves awareness of the strategy themselves, about what's going on around them. 3. Construction of knowledge - the successful learner can backgrounds are taken into account.
you are using to learn a topic & evaluating whether this 6. Help students to know when to ask for help. link new information with existing knowledge in meaningful 14. Standards and assessment - setting appropriately high
strategy is effective. 7. Show students how to transfer knowledge, attitudes, and ways. and challenging standards and assessing the learner
values, skills to other situations or tasks. 4. Strategic thinking - the successful learner can create and challenging as well as learning progress including
Terms related: use a repertoire of thinking and reasoning strategies to diagnostic process and outcome assessment - are integral
• meta-attention > awareness of specific strategies so that NOVICE and EXPERT LEARNERS achieve complex learning goals. parts of the learning process.
you can keep your attention focused on the topic or task at 5. Thinking about thinking - higher order strategies for
hand Aspect of
selecting and monitoring mental operations facilitate Alexander and Murphy summary of the 14 principles:
• meta - memory > your awareness of memory strategies that learning Novice Learners Expert Learners creative and critical thinking a. The knowledge base - one's existing knowledge serves as
work best for you. 6. Context of learning - learning is influenced by the foundation of all future learning.
knowledge in Have limited knowledge inHave deeper environmental factors, including culture, technology and b. Strategic processing and control - learners can develop
different the different subject knowledge instructional practices. chills to reflect and regulate their thoughts and behaviors in
subject area area in different subject area order to learn more effectively (metacognition).
because they look for MOTIVATIONAL and AFFECTIVE FACTORS c. Motivation and effect - factors such as intrinsic motivation
interrelationship in the 7. Motivational and emotional influence on learning > what (from within), reasons for wanting to learn, personal goals
TEACHING STRATEGIES IN DEVELOP METACOGNITION things they learn.
1. Have students monitor their own learning and thinking. and how much is learned is influenced by the learner's and enjoyment of learning tasks all have a crucial role in
Satisfied at just First try to understand motivation. Motivation to learn, in turn, is influenced by the
2. Teach students study or learning strategies. problem scratching the surface; the problem, look for the learning process.
TQLR - this can be taught to younger students (primary individual's emotional states, beliefs, interests and goals d. Development and individual differences - learning is a
solving hurriedly gives a boundaries, and create
grader). It is a metacognitive strategy before listening to a solution to the problem a mental picture of the and habits of thinking unique journey for each person because each learner has
story or presentation. problem 8. Intrinsic motivation - to earn the learner's creativity, higher
order thinking, and natural curiosity all contribute to
 his own unique combination of genetic and environmental ●post-conventional (c) scheduling instructor-student conferences with them
factors that in influence him. 3. Student diversity prepares learners for their role as outside the classroom.
e. Situation or context - learning happens in a context of Vygotsky ► "The teacher must orient his work not on responsible members of society. 5. Use varied instructional methods to accommodate student
society as well as within an individual. yesterday's development in the child but on tomorrow's" Suzanne Morse - stresses one competency that has strong diversity in learning styles.
► emphasized the sole of social interaction in implications for instructional strategies that capitalize on • Diversify the sensory/perceptual modalities through which
PART 2 FOCUS ON THE LEARNER learning and development. diversity: "The capacity to imagine situations or problems you deliver and present information (eg, orally, in print,
MODULE 3 REVIEW OF THEORIES RELATED TO THE Scaffolding ► the systematic manner of providing assistance from all perspectives and to appreciate all aspects of diagrammatic and pictorial representations, or "hands on"
LEARNER'S DEVELOPMENT to the learner that helps the learner to effectively acquire a diversity". experiences).
Freud ► "The mind is like an iceberg, it floats with one- skill. 4. Student diversity can promote harmony. When student • Diversify the instructional formats or procedures you use
seventh of its bulk above water." More knowledgeable other (MKO) ► the guidance would diversity is integrated into the classroom teaching and in class:
Three components that make up one's personality: lead a learner to a higher level of performance than if he learning process, it can become a vehicle for promoting ►Use formats that are student-centered (e.g., class
● id ► pleasure-centered were alone. harmonious race relations. discussions, small group work) and teacher-centered (e-g,
● ego► reality-centered lectures, demonstrations).
Zone of proximal development (ZPD) ► higher level of
● superego ► related to the ego ideal or conscience. SOME TIPS ON STUDENT DIVERSITY ►Use formats that are unstructured (e.g.. trial-and-
performance when he works independently in the future.
1. Encourage learners to share their personal history and error discovery learning) and structured (e.g.. step-by-step
Bronfenbrenner's model ►also known as the Bio ecological instructions)
experiences.
Systems Theory presents child development within the ►Use procedures that involve both independent
Five psychosexual stages of development: 2. Integrate learning experiences and activities which promote
context of relationship systems that comprise the child's learning (e.g., independently completed projects,
● oral stage ● latency stage students multicultural and cross-cultural awareness.
environment. The model is composed of: individual presentations) and interdependent learning (e.g.,
● anal stage ● genital stages ▪ You can encourage or even initiate co-curricular
● microsystem experiences that are aimed at promoting diversity collaborative learning in pairs or small groups).
● phallic stage ● mesosystem 6. Vary the examples you use to illustrate concepts in order to
awareness.
fixations ► failure to do, each stage demands satisfaction of ● exosystem ▪ Let students interview other students on campus who are provide multiple contexts that are relevant to students from
needs ● macrosystem from diverse backgrounds (foreign students or students diverse backgrounds.
Erikson ► "Healthy children will not fear life if their elders ● chronosystem from other ethnic/racial groups). 7. Adapt to the students' diverse backgrounds and learning
have integrity enough not to fear death." "bioecological" ► points out that a child's own biological ▪ Invite students to Internet discussion groups or e-mail: styles by allowing them personal choice and decision-
► presented the framework of eight psycho-social make-up impacts on his her development. have students "visit" foreign countries and "talk" to natives making opportunities concerning what they will learn and
stages of development. of those countries. how they will learn it.
He described: Unit 2.2 Student Diversity ▪ Ask students if they have ever been the personal target
the crisis ►(expressed in opposite polarities) that a person Module 4 Individual Differences of prejudice or discrimination, and have them share these Giving the learner more decision-making opportunity with
goes through experiences with other members of the class. respect to learning tasks:
the maladaptations and malignancies ► that result from How Student Diversity Enriches the Learning Environment 3. Aside from highlighting diversity, identify patterns of unity (a) promotes positive student attitudes toward the subject
failure to effectively resolve the crisis; 1. Students' self-awareness is enhanced by diversity. that transcend group differences. matter,
the virtue ► that emerges when balance and resolution of the Exposing students to others with diverse backgrounds and Clyde Kluckholn - an early American anthropologist who (b) fosters more positive interactions among students, and
crisis is attained. experiences also serves to help students focus on their spent a lifetime studying human diversity across different (c) results in students working more consistently with lesser
Piaget ► "The principle goal of education in the schools awareness of themselves. cultures, concluded from his extensive research that, teacher intervention.
should be creating men and women who are capable of 2. Student diversity contributes to cognitive development. "Every human is, at the same time, like all other humans,
doing new things, not simply repeating what other The opportunity to gain access to the perspectives of like some humans, and like no other human" 8. Diversify your methods of assessing and evaluating student
generations have done." peers and to learn from other students, rather than the 4. Communicate high expectations to students from all learning.
The 4 stages of cognitive development instructor only, may be especially important for promoting subgroups.
● sensory-motor ● concrete-operational the cognitive development of learners. other strategies for "drawing in" and involving students
● pre-operational ● formal operational stages William J. Brennan - Supreme Court Justice said: "The include: In addition to the traditional paper-and-pencil tests and
classroom is peculiarly the 'marketplace of ideas. (a) assigning them the role of reporter in small-group written assignments, students can demonstrate their
Nietzsche - German philosopher, said over 100 years ago: discussions, ie., the one who reports back the group's learning in a variety of performance formats, such as:
Kohlberg ► "Right action tends to be defined in terms of
"The more affects we allow to speak about one thing, the ideas to the class, and (a) individually-delivered oral reports,
general individual rights and standards that have been
more eyes, different eyes we can use to observe one (b) having them engaged in paired aged discussions with (b) panel presentations,
critically examined and agreed upon by the whole society."
thing, the more complete will our concept of this thing, our another classmate with the stipulation that each partner (c) group projects,
Three levels of moral development:
objectivity, be." must take turns assuming the role of both listener and
● pre-conventional
speaker, and
● conventional
(d) visual presentations (e.g., concept maps, slide Howard Gardner - first described the theory of multiple 3. Allow sufficient time for information to be processed and
presentations, Power Point presentations, collages, c. Tactile/KinestheticLearners tactile/Kinesthetic persons intelligences (MI) in Frames of Mind (1983). then integrate using both the right-and left-brain
exhibits), or benefit much from a hands-on approach, actively exploring - defines intelligence as "an ability or set of hemispheres.
(d) dramatic vignettes-presented live or on videotape. the physical world around them. They may find it hard to sit abilities that allows a person to solve a problem or fashion 4. Set clear purposes before any listening, viewing or reading
9. Purposely, form small-discussion groups of students from still for long periods. a product that is valued in one or more cultures". experience.
diverse backgrounds 2. Global Analytic Continuum 5. Warm up before the lesson development by using
Peer-learning groups may promote this cognitive ▪ Analytic - analytic thinkers tend toward the linear, step-by- Nine distinct forms of intelligences: brainstorming, set induction, etc.
advancement because: step processes of learning. 1. Visual/Spatial Intelligence (Picture Smart) - learning 6. Use multisensory means for both processing and retrieving
(a) the instructor is removed from center stage, thereby ▪ Global - Global thinkers lean towards non-linear thought and visually and organizing ideas spatially. Seeing concepts in information. (Write directions on the board and give them
reducing the likelihood that the teacher is perceived as the tend to see the whole pattern rather than particle elements. action in order to understand them. orally.)
ultimate or absolute authority; and 2. Verbal/Linguistic (Word Smart) - learning through the 7. Use a variety of review and reflection strategies to bring
(b) students are exposed to the perspectives of other students, Roger Sperry's model – according to him the left-brained spoken and written word. closure to learning (writing summaries, creating opinion
thus increasing their appreciation of multiple viewpoints dominant individual is portrayed as the linear (analytic), 3. Mathematical/Logical (Number Smart/Logic Smart) - surveys, etc.).
and different approaches to learning. verbal, mathematical thinker while the right-brained person learning through reasoning and problem solving. 8. Use descriptive feedback rather than simply praising ("The
is one who is viewed as global, non-linear and holistic in 4. Bodily/Kinesthetic (Body Smart) - learning through example you've provided is an excellent one to point to the
MODULE 5-LEARNING/THINKING STYLES AND MULTIPLE thought preferences. interaction with one's environment. This intelligence is the concept of..."). (From Cornett, C. E. (1983). What you
INTELLIGENCES - the left brain is regarded as analytic in domain of "overly active" learners. should know about teaching and learning styles.
Learning/Thinking styles - refer to the preferred way an approach while the right is described as holistic or glob 5. Musical (Music Smart) - learning through patterns, Bloomington, IN: Phi Delta Kappa Educational Foundation)
individual processes information. They describe a person's Successive processor (left brain) - prefers to learn in a rhythms and music. This includes not only auditory
typical mode of thinking, remembering or problem solving. step-by-step sequential format, beginning with details learning but also the identification of patterns through all MODULE 6 LEARNERS WITH EXCEPTIONALITIES
leading to a conceptual understanding of a skill. the senses.
SEVERAL PERSPECTIVES ABOUT LEARNING-THINKING Simultaneous processor (right brain) - prefers to learn Exceptional learners – includes those with special needs
STYLES. beginning with the general concept and then going on to related to cognitive abilities, behavior, social functioning,
1. Sensory Preferences - individuals tend to gravitate toward specifics. 6. Intrapersonal (Self Smart) - learning through feelings, physical and sensory impairments, emotional disturbances
one or two types of sensory input and maintain a values and attitudes. and giftedness.
dominance in one of the following types 7. Interpersonal (People Smart) - learning through Disability – a measureable impairment or limitation that
a. Visual Learners - these learners must see their teacher's interaction with others. Not the domain of children who are “interferes with a person’s ability, for example, to walk, lift,
actions and facial expressions to fully understand the simply "talkative" or "overly social." This intelligence hear, or learn.
content of a lesson. promotes collaboration and working cooperatively with - refer to a physical, sensory or mental condition.
Ri Charde further breaks down visual learners into: LEFT Brain (Analytic) RIGHT Brain (Global) others. IDEA (Individuals with Disabilities Education Act) – is the
■ Visual-iconic - those who prefer this form of input are more Successive Simultaneous 8. Naturalist (Nature Smart) - learning through classification, law that provides comprehensive service and support for
interested in visual imagery such as film, graphic displays, Hemispheric Style Hemispheric Style categories and hierarchies. The naturalist intelligence exceptional learners.
or pictures in order to solidify learning. 1. Verbal 1. Visual 1987 Philippine Constitution Article XIV Section 2 – uses
picks up on subtle differences in meaning
- they usually have good "picture memory," 2. Responds to word 2. Responds to tone of voice the word “disabled” in paragraph (5) “Provide adult
meaning 9. Existential (Spirit Smart) - learning by seeing the "big
a.k.a. iconic imagery and attend to pictorial detail. They picture": "Why are we here?" "What is my role in the citizens, the disabled, and out of school youth with training.
3. Sequential 3. Random
would like to read a map better than to read a book. world?" "What is my place in my family, school and Handicap – is a dis advantage that occurs as a result of
4. Processes information 4. Processes information in
■ Visual-symbolic - those who prefer this form of input feel linearly varied order community?" This intelligence seeks connections to real disability or impairment.
comfortable with abstract symbolism such as mathematical 5. Responds to logic 5. Responds to emotion world understanding and application of new learning. Categories of exceptionalities found in Omrod’s
formulae or the written word. 6. Plans ahead 6. Impulsive Educational Psychology (2000)
b. Auditory Learners - they learn best through verbal 7. Recalls people's names 7. Recalls people's faces Teaching Strategies guided by thinking/learning styles 1. Specific Cognitive or Academic Difficulties
lectures, discussions, talking things through and listening 8. Speaks with few gestures 8. Gestures when speaking and multiple intelligence a. Learning Disabilities - involve difficulties in specific
to what others have to say. 1. Use questions of all types to stimulate various levels of cognitive processes like perception, language, memory or
9. Punctual 9. Less punctual thinking from recalling factual information to drawing metacognition that and to other disabilities like mental
Auditory learner’s two categories: 10. Prefers formal study design [Link]/music implications and making value judgments. retardation, emotional or behavioral disorders, or sensory
■ Listeners - this is the more common type. 'Listeners' most background while studying impairments. Examples of learning disabilities include
2. Provide a general overview of material to be learned, ie,
likely do well in school. 11. Prefers bright lights 11. Prefers frequent mobility dyslexia (trading), dyscalculia (number operations) and
while studying while studying structured overviews, advance organizers, etc., so that
■Talkers - they are the ones who prefer to talk and discuss. students' past experiences will be associated with the new dysgraphia writing)
They often find themselves talking to those around them. ideas.
 b. Attention-Deficit Hyperactivity Disorder (ADHD) - is - tells what conditions people have, not what they
manifested in either or both of these: (1) difficulty is are (Schiefelbusch Institute, 1996); similar to saying
focusing and maintaining attention and (2) recurrent "person with AIDS, rather than "AIDS
hyperactive and impulsive behavior.
c. Speech and Communication Disorders - difficulty in
spoken language including voice disorders, inability to
produce the sounds correctly, shuttering, difficulty in
spoken language comprehension that significantly hamper
classroom performance.

Other suggestions for referring to those with disabilities

include:
■ avoiding generic labels (people with mental retardation
2. Social Emotional and Behavioral Difficulties is preferable to the mentally retarded.
a. Autism - is a condition manifested by different levels of ■ emphasizing abilities, not limitations (for instance,
impaired social interaction and communication, repetitive uses a wheelchair is preferable to confined to a
behaviors and limited interests. wheelchair)
b. Mental Retardation - refers to significant sub- average ■ avoiding euphemisms (such as physically-challenged)
intelligence and deficits in adaptive behavior. which are regarded as condescending and avoid the
c. Emotional Conduct Disorders - involves the presence real issues that result from a disability: and
of emotional states like depression and aggression over a ■ avoiding implying illness or suffering (had polio is
considerable amount of time that they notably disturb preferable to is a polio victim, and has multiple
learning and performance in school. sclerosis is preferable to suffers from multiple
sclerosis)
3. Physical Disabilities and Health Impairments
a. Physical and health impairments - involves physical
or medical conditions (usually long-term) including one or
more of these: (1) limited energy and strength. (2)
Reduced mental alertness, and/or (3) little muscle control.
b. Severe and Multiple Disabilities - refers to the
presence of two or more different types of disability at a
profound level.

4. Sensory Impairment
Visual Impairments - are condition when there is malfunction
of the eyes or optic serves that prevent normal vision even
with corrective lenses.
Hearing Impairments - involve malfunction of the ear or
auditory nerves that hinders perception of sounds within
the frequency range of normal speech.

5. Giftedness - involves a significantly high level of cognitive

development.

People-First Language - involves putting the person first, not

the disability (eg, a person with a disability, not a disabled
persons.