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
Reference:
Cognitive and Metacognitive Factors
FACILITATING LEARNING:
Motivation and Affective Factors
A Metacognitive Process
Developmental and Social Factors
3rd Ed.
Individual Differences

PART 2 FOCUS ON THE LEARNER Authors:

Module 3 Review of the Theories Related to the Learners Devt Ma. Rita D. Lucas
Module 4 Individual Differences Brenda B. Corpuz
Module 5 Learning/Thinking Styles & Multiple Intelligences
Module 6 Learners with Exceptionalities Grading System
Base 50
PART 3 FOCUS ON LEARNING Score / # of items x 50 +50
Behaviorist Perspective
Module 7 Behaviorism: Pavlov, Thorndike, Skinner Exam 40%
Module 8 Neo-Behaviorism: Tolman and Bandura Quiz 30%
Cognitive Perspective Assignment 20%
Module 9 Gestalt Psychology Attendance 10%
Module 10 Information Processing TOTAL 100%
Module 11 Bruners Constructivist Theory
Module 12 Ausubels Meaningful Verbal Learning/Subsumption Theory
Module 13 Gagnes Condition of Learning Excel G. Solilapsi
Cognitive Processes Instructor
Module 14 Constructivism Knowledge Construction/Concept Learning
Module 15 Transfer of Learning
Module 16 Blooms Taxonomy of Educational Objectives
Module 17 Sternbergs Successful Intelligence Theory and WICS Model
Module 18 Problem Solving and Creativity

PART 4 FOCUS ON CLASSROOM PROCESSES

Motivation
Module 19 Meaning and Types of Motivation
Module 20 Theories on Factors Affecting Motivation
Module 21 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
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 wont 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 Motivation
Part 2 Organizing and Planning Your Work
Part 3 Working with Others; Utilizing Resources with Feedback
Part 4 Managing School Work Stress
Part 5 Note-taking and Reading
Part 6 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 Feedback

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 support are available to help
you improve your essay writing skills. Take action now.
Assignment: ( 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 ones 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 ones own knowledgewhat one does and doesnt knowand ones ability to understand,
control, and manipulate ones 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 ones own learning processes, and the recognition of ones 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 ones 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 ones 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.
Remember the learner uses ways or strategies to remember 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