Facilitating-Human-Learning PDF

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Module1 Metacognition The theorist of metacogntition is John Flavell Flavel Flavelll (1979, 1987) Metacognition 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 engage in learning. Metacognitive of knowledge it refers to acquired knowledge about cognitive process, knowledge that can be used to control cognitive process. Flavell divided metacognitive into three:  Person vari variables ables ables: How one views himself as a learner. It refers also knowledge about how human beings learn and process information as well as individual knowledge of ones own learning process.  Task variable variabless : Includes knowledge about the nature of the task as well as the type of the processing demands that it will place upon the individual.  Strat Strategy egy var variables iables iables: Involves the awareness of the strategy you are using to learn a topic and evaluating whether this strategy is effective. o Meta-attention – is the awareness of specific strategies so that you can keep your attention focused on the topic or task at hand. o Metamemory – is the awareness of memory strategies that work best for you. MODULE 2 Learner Learner-- Centerded Psychologic Psychological al Principles (LCP) The 14 principles are divided into those referring to 1. cognitive and metacognitive a. Nature of the Learning Process - learner learns when the environment is conducive to learning. b. Goals of the Learning Process - learning is always goal-oriented. c. Construction of Knowledge – the successful learner can link new information with existing knowledge in meaningful ways. d. Strategic thinking – the successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals. e. Thinking about thinking – higher order strategies for selecting and monitoring mental operations facilitate creative and critical thinking. f. Context Learning – learning is influenced by environmental factors, including culture, technology, and instruction practices. 2. motivational and affective a. Motivational and emotional influences on learning – motivation to learn in turn are influenced by the individual’s emotional states, beliefs, interest and goals, and habits of thinking. b. Intrinsic Motivation to learn – learning by oneself or internally. c. Effects of motivation on effort.

3. developmental and social factors a. Development influences on learning b. Social Influences – learning is influence by social interactions, interpersonal relation and communication with others.

4. Individual factors influencing learners and learning a. Individual Differences in learning b. Learning Diversity c. Standards and Assessment

Alexander and Murphy gave a summary of the 14 principles and distilled them into 5 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 make associations and filters new experiences. 2. Strategic processing and control. Learner 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, 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 at the context of a society as well as within an individual. The principal goal of education is to create men who are capable of doing new things not simply repeating what other generation have done men who are creative, essential and discovers.

MODULE 3 Piaget’ Piaget’ss Stages of Deve Development lopment

Piaget, Jean cognitiv cognitive e Theory it focu focuss is on how individual individualss construct knowledge. Piaget’s stages of Cognitive Development Stage 1:

Sensory Motor stage – It focuses on the prominence of his senses and muscles movement through which the infant were to learn about himself and the world.

Stage 2:

Pre-operational stage – The pre-operational stage covers from about two to seven years old. Intelligence is intuitive in nature. The child is closer to the use of symbols. He is egocentric.

Centration – tendency to focus on one aspect of a thing or event, and exclude other aspects. Reversibility – ability to reverse their thinking Animism – tendency to attribute human like traits or characteristics to inanimate objects. Transductive reasoning – reasoning from particular to particular(deductive nor inductive.) Stage 3:

Concrete-Operational Stage- The child think logically but only in terms of concrete objects.

Decentering – Ability of the child to perceive the different features of objects and situations. Conservation – ability to know the properties of objects like volume, masses, etc. Seriation – Ability to order, arrange things in series based on love dimension such as volume etc. Stage 4: Formal Operation Stage – age 12 and 15 Hypothetical Reasoning – about a problem Analogical Reasoning – ability to perceive the relationship in one instance and the use that relationship to narrow down possible answer in another similar situations or problem. Deductive Reasoning – ability to think logically by applying a spherical rule to a particular instance or situation.

MODULE 4

Erickson’ Erickson’ss Psycho-Social Theory of Dev Development elopment

Erickson’ Erickson’ss Theory on maladaptation and mali malignancy gnancy Malignancy – too little of the positive and too much of the negative aspect of the task such as a person who can’t trust others. Maladaptation – too much of the positive, too little of the negative such as a person who trust too much. His theory of Psycho – social crisis from the stage of infancy, young adult, adult, old age, etc. The epigenetic principles – As Boeree explains “The principle say that we develop through a predetermined unfolding of our personality in eight stages. Our progress through each stage is part determined by our success or luck of success, in all the previous stage. A little like the unfolding of a rose bud, each petal opens up at a certain time in a certain order, which nature through its genetics has determined. If we interfere in the natural order of development by pulling a petal forward prematurely or out of order, we ruin the development of the entire flower.

MODULE 5 Vigotsky’ Vigotsky’ss Socio-Cultur Socio-Cultural al Theory Scaff Scaffolding olding term use by Vigotsky appropriate assistance given by the teacher to assist the learner accomplish a task. Vygotsky Socio – Cultur Cultural al theory – He’s theory is that social interaction plays a very important role in cognitive development. He believe that individual development could not be understood without looking into the social and cultural context within which development happens through participation in social activities, making the social context of learning crucial.

MODULE 6

Kohlberg’ ohlberg’s’ s’ Stages of M Moral oral Dev Development elopment Lawrence Kohlberg was interested in studying the development of the moral reasoning. Moral Development occurs in six (6) stages 1. Punishment/ Obedience – one is motivated by fear of punishment. He will act in order to avoid punishment. 2. Mutual Benefit – one is motivated to act by the benefit that one may obtain later. “You scratch my back, I’ll scratch yours”. 3. Social approval – one is motivated by what others expect in behavior good boy, good girl. The person act because he/she gives importance on what people will think or say. 4. Law and Order – one acts in order to upholds law and order. The person will follow the law, because it is the law.

5. Social contract. Laws that are wrong can be changed. One will act based on social justice and the common good. 6. Universal Principle. This is associated with the development of ones conscience. Having a set of standards that drives one to possess in order responsibility to make societal changes regardless of consequences to oneself. Examples are Mother Theresa and Martin Luther. The levels of moral development are the following: 1. Pre-conventional level – Moral reasoning is based on the consequences/ result of the act itself is good or bad. 2. Conventional – Moral reasoning is based on the convention are “norms” of society. These may include approval of others law and orders. 3. Post – conventional – Moral reasoning is based on enduring or consistent principles. It is not just recognizing the law, but the principles behind the law. MODULE 7

Individu Individual al Differences Diversity Factors that aff affe ect div diversity ersity ersity, 1 Socio economic Status 2 Thinking, Learning style 3 Exceptionalities Student Diversity enriches the learning of environment because student’s self awareness is enhanced, it also contributes to cognitive development, it also

prepare the learner for their role as responsible members of society, it also can promote harmony.

Module 8 Learning/Thinki Learning/Thinking ng Styles and Multipl Multiple e Intelligences This refer to the preffered way an individual process an information. Clyde Kluckholn an American anthropologist has commented. “Every human is at the same time like all other humans, like same humans, and like no other human”, His observation is a paradox in the human experience, namely; We are all the same in different ways. Learning Styles by Silver 1. Visual a. Visual-iconic – learner are more interested in visual imagery such a film, graphic display, or pictures in order to solidify leasrning. b. Visual-symbolic – learner are comfortable in abstract symbolism. 2. Auditory a. Listener – a learner is comfortable if he/she is listening. b. Talkers – learner who preferred to talk and discuss. 3. Kinesthetic a. Analytic – tend toward the linear, step-by-step process of learning. b. Global – linear thought tend to see the whole pattern rather than particle elements. Multiple Intelligence by Howard Gardner. There are nine (9) Intelligence like, 1. Spatial Ability – to “see things in one’s mind in planning to create a product or solve problem. 2. Verbal Linguistic – learning through the spoken and written word. 3. Mathematical/Logical – learning through reasoning and problem solving. 4. Bodily Kinesthetic – learning through interaction with one’s environment. This intelligence is not the domain of “overly” active learners. It promotes understanding through concrete experience. 5. Musical – learning through patterns rhythm and music. 6. Intrapersonal – learning through feelings, values and attitudes. 7. Interpersonal – learning through interaction with other. This intelligence promotes collaboration and working cooperatively with others. 8. Naturalist – learning through classification, categories and hierarchies. All areas of study not only in nature. 9. Existentialist – learning through by seeing the “big picture” . What is my place in my family, school and community? This intelligence seeks connections to real world understanding and application of new learning....