Facilitating Learner Centered Teaching Modules Final PDF

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Application 1. Conduct a metacognitive observation based on the procedures below: (Source: Prof. Joanna M. Grymes, Ph.D. of Arkansas State University). Reflection 1. How accurate were the children in predicting how well they would remember the word list? How well did they remember the list? 8 out of 10, this is the right rating for me on how well the child remembers the words and stories that I tell to them. Were they able to tell you what they did to remember the words after repeating the list? Yes, they were able to repeat what they remember after I repeat the list. Were there any differences in age in terms of how accurate their predictions or their lists were? Yes, there were differences in terms of the age of the children, they are different in terms of catching up the words or the flow of the story I’ve read. How well did the children do in retelling the story. Did the children tend to tell the story in the “correct” order or in the order you told it? Were there age differences in how they responded here? The children responded differently in terms of their age. Aged 10 and above responded correctly in order and they give their opinions that are related to the story I’ve read.

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Consider the older children’s responses to the questions about memory and reading. Given their responses, how well to schools seem to support children developing metacognitive strategies for memory and reading? Elementary schools support children in developing their memory and reading and also their comprehension. I guess there were libraries in each school and also there were mini corner in each room where they can read in their free time, with that their memory, reading and their comprehension develops. Did the children have the sense in which they learn best? Yes. Do they seem to think that teachers help them with this? Yes. How effective do schools seem to be in creating and supporting and appreciation of reading in children? Schools are supporting these areas to improve and develop the memory and reading skills of the children. Do the children seem to see teachers being helpful in these areas? Yes. Teachers are really helpful in these areas. Teachers can help in improving and developing the reading and memory and also the comprehension of the students.

Whatever the subject area, a teacher can apply metacognitive strategies in his or her class to facilitate learning more effectively. Watch this short video of the author’s daughter sharing how her Grade 2 teacher taught them about TQLR: Title: TQLR metacognition in the primary grades YouTube link: http://www.youtube.com/watch?v=IfXdWeAzgCo

What did you learn from the video? How can you also apply this? I learned more metacognitive strategies and on how to apply it to facilitate learning more effectively. Make your own output: a song, chant, poster or question list on any of the seven strategies discussed in the book. You may also create a video and upload it in YouTube8. Tell about its purpose, and describe the chant or song. Have a sharing in class. Purpose: To improve one’s memory and reading comprehension Description of your output: It contains questions that can help to know how accurate the children’s memory and reading comprehension Explanation: The question list below can help both learners and teachers. To teachers, by this question list you can know your leaner if what to improve and on how to improve it. To learners, the question list below can help you to improve and develop your memory and reading comprehension     

Do I see in what I did? Were the strategies and skills I used effective for this assignment? How did my mindset affect how I approached my work? Did I do an effective job of communicating with others before, during and after learning? What have I learned about my strengths and my areas in need of improvement?

Synapse Strengtheners 1. Surf the internet for additional readings on metacognition.

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Make a collection of metacognitive strategies that can make learning more effective and efficient Make a collection of teaching strategies that develop metacognition in students.

Metacognitive Strategies  Identifying one’s own learning style and needs  Planning for a task  Gathering and organizing materials  Arranging a study space and schedule  Monitoring mistakes  Evaluating task success  Evaluating the success of any learning strategy and adjusting

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Use your syllabus as a roadmap Summon your prior knowledge Think aloud Ask yourself questions Use writing Organize your thoughts Take notes from memory Review your exams

Research Connection Read a research or study related to metacognition. Fill out the matrix below. The study sample included 40 students studying in the 2nd semester at Kermanshah University. They were selected through convenience sampling technique and were randomly assigned into two equal groups of experimental and control.

What is the effect of metacognitive instruction on problem solving skills of Iranian students?

The Effect of Metacognitive Instruction on Problem Solving Skills in Iranian Students of Health Sciences Yahya Safari and Habibeh Meskini Kermanshah University

The findings of the posttest showed that the total mean scores of problem solving skills in the experimental and control groups were indicating a significant difference between them.

Since metacognitive instruction has positive effects on student’s problem solving skills and is required to enhance academic achievement, metacognitive strategies are recommended to be caught to the students.

Reference: https://ncbi.lm.nih.gov/pmc/articles/PMC4803928

Assessment Task/s 1. Based on the principles of metacognition, prepare your own metacognitive game plan on how you can apply metacognition to improve your study skills.

Self-Planning

Self-Evaluation

METACOGNITION Self-Monitoring

5-minute non-stop writing Your 5-minute non-stop writing begins NOW! From the module on metacognition, I realized that metacognition is the ability to encourage students to understand how they learn best. It also helps them to develop self-awareness skills that become important as they get older. People who have developed metacognition are able to assess their thought processes and reframe the way they think to adapt to new situations.

Module 2: Learner-Centered Psychological Principles (LCP) Activity 1 Do this activity before you can read about the; 1. Examine the title, “Learner-Centered Psychological Principles”. Quickly jot down at least 10 words that come to your mind. 2. Go back to each word and write phrases about what you think the word can be associated with LCP.  Learning o LCP help the students in learning new skills and knowledge.  Personal. o LCP focuses on the personal goals of an individual.  Principles o LCP consists of principles that help in students’ development.  Self-assessment o LCP allows the students to assess and fully understand themselves.  Student o LCP focuses on the students’ learning development.  Strategy o LCP consists of strategic principles that will help the students in their learning.  Thinking o LCP helps in the development of the students’ critical thinking.  Cognitive o LCP helps in the understanding of the psychological capacity of the students.  

Development o LCP helps in the development of the student’s character and personality. Effective o LCP teaches the effective principles that will help the students in their learning.

Analysis Form groups of three members each. Share your responses. Summarize your group’s responses. We think that Learner-Centered Psychological Principles focus on the development of the learner’s skills in assessment and analysis of their thoughts and behaviors in order to learn more effectively. Research Connection Read a research or study related to Learner-Centered Psychological Principles (LCP). Fill out the matrix below.

Research Methodology Problem The study was a cluster-randomized control trial This article examines the effectiveness of training facilitators in secondary schools to follow APA with 36 match pairs of schools and 246 students in the rural USA. learner-centered principles to support learners in distance education. Title and Source Hannum, W., Irvin, M., Lei, P., & Farmer, T. (2008). Effectiveness of using learner-centred principles on student retention in distance education courses in rural schools. University of North Carolina at Chapel Hill & Pennsylvania State University Findings Recommendation The article suggests that the facilitator training The results indicated that students where their should center on how to apply learner-centered facilitators were trained to follow a more learnerapproaches to support students taking online centered approach to supporting students, courses. completed the first semester at a statistically higher rate than did students, where the facilitators did not have this training

Assessment Task/s 1. Describe what you can do to advocate the use of the 14 Learning-Centered Psychological Principles. As a teacher, I will attend courses and train myself to practice the Learning-Centered Psychological Principles. In this way, my colleagues will be inspired and influenced to practice the Learner-centered approach. 2.

Advocate the use of the 14 learning principles by means of any of the following: a. PowerPoint presentation consisting of 5 slides or less b. A 3-minute speech Student motivation is always the essential ingredient to mentoring a successful student. Student focused education is many times more effective than teacher focused. In order to use this approach, you need to understand how people learn. Learner-centered education helps the students develop skills that will better equip them for their professional careers. Teachers can be trained in this approach, so they can apply the principles and provide their students with a better learning experience.

5-minute non-stop writing Your 5-minute non-stop writing begins NOW! From the Module on Learner-Centered Psychological Principles, I realized that metacognition it provide a knowledge base for understanding learning and motivation as a natural processes that occur when the conditions and context of learning are supportive of individual learner needs, capacities, experienced and interest. It also helps students to gain an understanding of the situations, processes and methods that work best for them. They may discover that a technique that works for one class doesn’t work for all of them or that studying for one subject might require more time than another. Through the process of trial and error, students succeed in some methods and fail in others before trying again.

Module 3 – Review of the Development Theories

Advance Organizer Erikson

Kohlberg 3 Levels and 6 Substages of Moral Development - Preconventional Level (Stage 1: Punishment/Obedience & Stage 2: Mutual Benefit) - Conventional Level (Stage 3: Social Approval & Stage 4: Law and Order) - Postconventional Level (Stage 5: Social Contract & Stage

8 Psycho-social Stages of Development - Stage 1: Trust vs Mistrust - Stage 2: Autonomy vs Shame and Doubt - Stage 3: Initiative vs Guilt - Stage 4: Industry vs Inferiority - Stage 5: Identity vs Confusion - Stage 6: Intimacy vs Isolation - Stage 7: Generativity vs Stagnation - Stage 8: Integrity vs Despair

Bronfenbrenner Theories Related To the Learners’ Development

Bio-Ecological System - Microsystem - Mesosystem - Exosystem - Macrosystem

Freud

Piaget 4 Stages of Cognitive Development - Sensorimotor - Preoperational - Concrete Operational - Formal Operational

3 Components of Personality - Id, Ego, and Superego 5 Psychosexual Stages of Development - Oral - Anal - Phallic - Latency - Genital

Vygotsky - Language is used to know and understand the world and solve problems. - The Zone of Proximal is a zone which represents a learning opportunity where a knowledgeable adult can assist the child’s development.

Activity Who said what? D. Vygotsky 1.“The teacher must orient his work not on yesterday’s Sigmund Freud development in the child but on tomorrow’s.”

A.

F. Erikson 2.“Healthy children will not fear life if their have integrity B. Urie Bronfenbrenner enough not to fear death.” E. Kohlberg 3.“Right action tends to be defined in terms of general C. Jean Piaget individual rights and standards that have been critically examined and agreed upon by the whole society.” C. Piaget 4.“The principal goal of education in the schools should D. Lev Vygotsky be creating men and women who are capable of doing new things, not simply repeating what other generations have done.” A.Freud 5.“The mind is like an iceberg, it floats with one-seventh E. Lawrence Kohlberg of its bulk above water.” B. Bronfenbrenner 6.“We as a nation need to be reeducated about the necessary F. Erik Erikson and sufficient conditions for making human beings human. We need to be reeducated not as parents – but as workers, Neighbors, and friends; and as members of the organizations, Committees, boards – and, especially, the informal networks G. Robert Havighurst That controls our social institutions and thereby determine the conditions of life for our families and their children.” Analysis

Challenge your stock knowledge! After answering the short exercise above, write what you remember most about the ideas of the following theorists. Focuses on what you think are their most important ideas about the development of learners. 1) Sigmund Freud was an Austrian neurologist who is perhaps most known as the founder of psychoanalysis. Freud's developed a set of therapeutic techniques centered on talk therapy that involved the use of strategies such as transference, free association, and dream interpretation. 2) Jean Piaget was a Swiss psychologist and genetic epistemologist. He is most famously known for his theory of cognitive development that looked at how children develop intellectually throughout the course of childhood. 3) Lawrence Kohlberg was an American psychologist best known for his theory of stages of moral development. He served as a professor in the Psychology Department at the University of Chicago and at the Graduate School of Education at Harvard University. 4) Lev Vygotsky was a seminal Russian psychologist who is best known for his sociocultural theory. He believed that social interaction plays a critical role in children's learning. Through such social interactions, children go through a continuous process of learning. 5) Urie Bronfenbrenner was an American psychologist who was critical of previous theories of child development. He argued that studies of children in unfamiliar laboratory environments with one other person, usually a stranger, were ecologically invalid. Bronfenbrenner believed that a person's development was affected by everything in their surrounding environment. He divided the person's environment into five different levels: the microsystem, the mesosystem, the exosystem, the macrosystem, and the chronosystem.

Synapse Strengtheners Freud’s Components of the Personality Review the three components and write important concepts about them in the spaces provided.

Id

Ego

The id is the primitive and instinctive component of personality. It consists of all the inherited (i.e., biological) components of personality present at birth, including the sex (life) instinct – Eros (which contains the libido), and the aggressive (death) instinct - Thanatos

The ego is 'that part of the id which has been modified by the direct influence of the external world.' The ego develops to mediate between the unrealistic id and the external real world. It is the decision-making component of personality. Ideally, the ego works by reason, whereas the id is chaotic and unreasonable. The ego operates according to

Superego The superego incorporates the values and morals of society which are learned from one's parents and others. It develops around the age of 3 – 5 years during the phallic stage of . The superego's function is to control the id's impulses, especially those which society forbids, such as sex and aggression It also has

persuading the ego to out realistic ways of satisfying which responds directly turn to moralistic goals the id’s demands, often and immediately to basic rather than simply compromising or postponing urges, needs, and realistic ones and to satisfaction to avoid negative desires. The personality strive for perfection. consequences of society. The of the newborn child is ego considers social realities all id and only later does and norms, etiquette and rules Freud’s Psycho-Sexual Stages of Development it develop an ego and in deciding how to behave. super-ego. Write the descriptions, erogenous zone and fixation of each of the stages below.

ORAL STAGE

ANAL STAGE

(1 to 3 years old) During the anal stage of psychosexual development the libido becomes focused on the anus, and the child derives great pleasure from defecating. The child is now fully aware that they are a person in their own right and that their wishes can bring them into conflict with the demands of the outside world (i.e., their ego has developed).

PHALLIC STAGE

(3 to 6 years) The phallic stage is the third stage of psychosexual development, spanning the ages of three to six years, wherein the infant's libido (desire) centers upon their genitalia as the erogenous zone.

LATENCY STAGE

(6 years to puberty) The latency stage is the fourth stage of psychosexual development, spanning the period of six years to puberty. During this stage the libido is dormant and no further psychosexual development takes place (latent means hidden).

GENITAL STAGE

Stage 1. Infancy

2. Toddlerho

(Birth to 1 year) In the first stage of psychosexual development, the libido is centered in a baby's mouth. During the oral stages, the baby gets much satisfaction from putting all sorts of things in its mouth to satisfy the libido, and thus its id demands. Which at this stage in life are oral, or mouth orientated, such as sucking, biting, and breastfeeding.

(Puberty to adult) The genital stage is the last stage of Freud's psychosexual theory of personality development, and begins in puberty. It is a time of adolescent sexual experimentation, the successful resolution of which is settling down in a loving one-to-one relationship with another person in our 20's.

Erikson’s Psychological Stages of Development Review the Psycho-social stages and fill out the matrix below Signific Maladaptation Malignancy Virtue (includes Crisis ant (include (includes descriptions) Person descriptions) descriptions) birth – Sensory Hope – strong belief Withdrawal – Trust vs. 12 Maladjustment – depression, that even when Mistrust paranoia, & months overly trusting, things are not going possibly of age gullible, this well, they will work psychosis. person cannot out well in the end believe anyone would mean them harm. Autonom 18 Impulsiveness – a Compulsiveness Willpower/Determin y vs. months – sort of shameless – this person ation – having the

3 years of age

willfulness that leads you to jump into things without proper consideration of your abilities.

thinks that they must do everything perfectly to avoid making mistakes.

confidence to do things.

Initiative 3. Preschoole vs. Guilt rs

3–6 years of age

Ruthlessness – this is being heartless and they do not care who they step on to achieve their goals.

Courage – the capacity for action despite a clear understanding of limitations & past failures.

4. SchoolAge

Industry vs. Inferiorit y

6 – 1...