The document discusses the concept of metacognition, which refers to thinking about one's own thinking and learning processes. It defines metacognition as consisting of metacognitive knowledge and regulation. Key aspects of metacognition include monitoring one's progress, evaluating learning strategies, and making adjustments when needed. The document outlines categories of metacognitive knowledge such as knowledge of personal learning variables, task variables, and strategy variables. It also provides examples of teaching strategies that can help develop students' metacognitive abilities.

1. “If you teach a person what to learn, you
are preparing that person for the past.
If you teach a person how to learn, you are
preparing for the future.”
-Cyril Houle

2. METACOGNITION

3. Metacognition
What does it mean?

4. METACOGNITION
To monitor your progress
as you learn, and making
changes and adapting your
strategies if you perceive
you are not doing so well.

5. According to Flavell (1979,
1987), metacognition consists of
both metacognitive knowledge
and metacognitive experiences
or regulation. Metacognition,
simply put, is “thinking about
thinking” or “learning how to
learn”.

6. Categories of Metacognition
Knowledge of person variables
Task variables
Strategy variables

7. Do people learn in the same way?
Human Behavior is mostly a product
of learning
What is learning?
 According to Burton, any change in
the person or his behavior as a result
of experience is leaning.

8. Person Variables
This includes how one views himself as a
learner and thinker. Knowledge of person
variables refers to knowledge about how
human beings learn and process
information, as well as individual
knowledge of one’s own learning process.

9. Task Variables
Knowledge of task variables includes
knowledge about the nature of the task as
wellas the type of processing demands that
it will place upon the individual. It is about
knowing what exactly needs to be
accomplished, gauging its difficulty and
knowing the kind of effort it will demand
from you.

10. Strategy Variables
Knowledgeofstrategy variables involves
awareness of thestrategy you are using to learn a
topic and evaluating whether this strategy is
effective.If you think your strategy is not
working, then you may think ofvarious
strategies and try out one to seeif it will help you
learn better.

11. Terms Related to Strategy
Variables
Meta-attention
Metamemory

12. Meta-attention
Meta-attention is the
awareness of specific
strategies so that you can
keep your attention focused
on the topic or task at hand.

13. Metamemory
Metamemory is your
awareness of memory
strategies that work best
for you.

14. Omrod, includes the following in the
practice of metacognition
• Knowing the limits of one’s own learning
and memory capacities
• Knowing what learning tasks one can
realistically accomplish within a certain
amount of time
• Knowing which learning strategies are
effective and which are not
• Planning an approach to a learning
tasks that is likely to be successful

15. • Using effective learning strategies to
process and learn new material
• Monitoring one’s own knowledge and
comprehension. In other words, knowing
when information has been successfully
learned and when its not.
• Using effective strategies for retrieval of
previously stored information
• Knowledge is said to be metacognitive if it is
keenly used in a purposeful manner to
ensure that a goal is met.

16. Huit believes that metacognition includes
the ability to ask and answer the following
types of questions:
• What do I know about this subject, topic,
issue?
• Do I know what do I need to know?
• Do I know where I can go to get some
information, knowledge?
• How much time will I need to learn this?
• What are some strategies and tactics that I
can use to learn this?

17. • Did I understand what I just heard, read
or saw?
• How will I know if I am learning at an
appropriate rate?
• How can I spot an error if I make one?
• How should I revise my plan if it is not
working on my
expectations/satisfaction?

18. Some examples of teaching
strategies to develop metacognition:
• Have students monitor their own learning and
thinking (Example: have student monitor a
peer’s learning/thinking/behaving in dyad).
• have students learn study strategies (e.g.,
SQ3R, SQ4R).
• Have students make predictions about
information to be presented next based on what
they have read
• Have students relates ideas to existing
knowledge structures. (important to have
relevant knowledge structures well learned)

19. • Have students develop questions; ask
questions of themselves, about what’s going on
around them. (Have you asked a good question
today?)
• Help students to know when to ask for help.
(must be able to self monitor; require students
to show how they have attempted to deal with
the problem of their own)
• show students how to transfer knowledge,
attitudes, values, skills to other situations or
tasks.

20. Differences Between Novice and
Expert Learners
Aspect of Learning Novice Learners Expert Learners
Knowledge in different
subject areas
•Have limited knowledge
in the different subject
areas
•Have deeper knowledge
in different subject areas
because they look for
interrelationships in the
things they learn
Problem solving •Satisfied at just
scratching the surface;
hurriedly gives a solution
to the problem
•First try to understand the
problem. Look for
boundaries, and create a
mental picture of the
problem
Learning/thinking
Strategies
•Employ rigid strategies
that may not be
appropriate to the task at
hand
•Design new strategies
that would be appropriate
to the task at and

21. Selectivity in
Processing
•Attempt to process all
information they receive
•Select important
information to process;
able to breakdown
information to
manageable chunks
Production of Output •Do not examine the
quality of their work, nor
stop to make revisions
•Check their errors and
redirect their efforts to
maintain quality output

22. LEARNER-CENTERED
PSYCHOLOGICAL PRINCIPLES
(LCP)

23. The Leaner-Centered Psychological
Principles were put together by the
American Psychological Association.
And have a 14 psychological principles
pertain to the learner and the learning
process.

24. The 14 principles have the
following aspects:
• They focus on psychological factors
that are primarily internal to and under
the control of the learner rather than
conditioned habits or physiological
factors. However, the principles also
attempt to acknowledge external
environment or contextual factors that
interact with these internal factors.

25. • The principles are intended to deal
holistically with learners in the context of
real-world learning situations. Thus, they
are best understood as an organized set
of principles; no principle should be
viewed in isolation.
• The 14 principles are divided into those
referring to (1) cognitive and
metacognitive, (2) motivational and
affective, (3) developmental and social,
and (4) individual difference factors
influencing learners and learning.

26. • Finally, the principles are
intended to apply to all learners –
from children, to teachers, to
administrators. To parents, and to
community members involved in
our educational system.

27. Cognitive and
Metacognitive Factors

28. 1. Nature of the Learning Process
The learning of complex subject matter is
most effective when it is an intentional
process of constructing meaning from
information and experience.
 There are different types of learning processes, for example,
habit formation in motor learning; and learning that involves the
generation of knowledge, or cognitive skills and learning
strategies.
 Learning in schools emphasizes the use of intentional
processes that students can use to construct meaning from
information, experiences, and their own thoughts and beliefs.
 Successful learners are active, goal directed, self-regulating,
and assume personal responsibility for contributing to their own
learning.

29. 2. Goal of the learning process
The successful learner, over time and with
support and instructional guidance, can create
meaningful, coherent representations of
knowledge.
 The strategic nature of learning requires students to be goal-
directed.
 To construct useful representations of knowledge and to acquire the
thinking and learning strategies necessary for continued learning
success across the life pan, students’ short-term goals and learning
may be sketchy in an area, but over time their understanding can be
refined by filling gaps, resolving inconsistencies, and deepening
their understanding of the subject matter so that they can reach
longer-term goals.
 Educators can assist learners in creating meaningful learning goals
that are consistent with both personal and educational aspirations
and interests.

30. 3. Construction of knowledge
The successful learner can link new information with
existing knowledge in meaningful ways.
 Knowledge widens and deepens as students continue to build
links between new information and experiences and their
existing knowledge base. The nature of these links can a
variety of forms, such as adding to, modifying, recognizing
existing knowledge or skills. How these links are made or
develop may vary in different subject areas, and among
students with varying talents, interests, and abilities. However,
unless new knowledge becomes integrated with the learner’s
prior knowledge and understanding, this new knowledge
remains isolated, cannot be used most effectively in new
tasks, and does not transfer readily to new situations.
 Educators can assist learners in acquiring and integrating
knowledge by a number of strategies that have been shown to
be effective with the learners of varying abilities, such as
concept mapping and thematic organization or categorizing.

31. 4. Strategic Thinking
The successful learner can create and use a
repertoire of thinking and reasoning strategies to
achieve complex learning goals.
 Successful learners use strategic thinking in their approach to
learning, reasoning, problem solving, and concept learning.
 They understand and can use a variety of strategies to help
them reach learning and performance goals, to apply their
knowledge in novel situations.
 They also continue to expand their repertoire of strategies by
reflecting on the methods they use to see which work well for
hem, by receiving guided instruction and feedback, and by
observing or interacting with appropriate models.
 Learning outcomes can be enhanced if educators assist
learners in developing, applying, and assessing their strategic
learning skills.

32. 5. Thinking about Thinking
Higher order strategies for selecting and
monitoring mental operations facilitate creative and
critical thinking.
 Successful learners can reflect on how they think and learn,
set reasonable learning or performance goals, select
potentially appropriate learning strategies or methods, and
monitoring their progress toward these goals
 In addition, successful learners know what to do if a problem
occurs or if they are not making sufficient or timely progress
toward a goal. They can generate alternative methods to
reach their goal (or reassess the appropriateness and utility of
the goal).
 Instructional methods that focus on helping learners develop
these higher order (metacognitve) strategies can enhance
student learning and personal responsibility for learning.

33. 6. Context of Learning
Learning is influenced by environmental factors,
including culture, technology, and instructional
practices.
 Learning does not occur in a vacuum. Teachers play a major
interactive role with both the learner and the learning
environment.
 Cultural or group influences on studies can impact many
educationally relevant variables, such as motivation,
orientation toward learning, and ways of thinking.
 Technologies and instructional practices must be appropriate
for learner’s level or prior knowledge, cognitive abilities, and
their learning and thinking strategies.
 The classroom environment, particularly the degree to which it
is nurturing or not, can also have significant impacts on
student learning.

34. Motivational and
Affective Factors

35. 7. Motivational and Emotional influences on learning
What and how much is learned is influenced by the
learner’s motivation. Motivation to learn, in turn, is
influenced by the individual’s emotional states, beliefs,
interest and goals, and habits of thinking.
 The rich internal world of thoughts, beliefs, goals, and
expectations for success or failure can enhance or interfere with
the learner’s quality of thinking and information processing.
 Student’s beliefs about themselves as learners and the nature of
learning have a marked influence on motivation. Motivational
and emotional factors also influence both the quality of thinking
and information processing as well an individual’s motivation to
learn.
 Positive emotions, such as curiosity, generally enhance
motivation and facilitate learning and performance. Mild anxiety
can also enhance learning and performance by focusing the
learner’s attention on a particular task.

36. 8. Intrinsic Motivation to Learn
The learner’s creativity, higher order thinking, and
natural curiosity all contribute to motivation to learn.
Intrinsic motivation is simulated by tasks optimal
novelty and difficulty, relevant to personal interests, and
providing for personal choice and control.
 Curiosity, flexible and insightful thinking, and creativity are major indicators of
the learners’ intrinsic motivation to lean, which is in large part a function of
meeting basic needs to be competent and to exercise personal control.
 Intrinsic motivation is facilitated on tasks that learners perceive as interesting
and personally relevant and meaningful, appropriate in complexity and
difficulty to the learners’ abilities, and on which they believe they can
succeed.
 Intrinsic motivation is also facilitated on tasks that are comparable to real-
world situations and meet needs for choice and control .
 Educators can encourage and support learners’ natural curiosity and
motivation to learn by attending to individual differences in learners’
perceptions of optimal novelty and difficulty, relevance, and personal choice
and control.

37. 9. Effects of Motivation on Effort
Acquisition of complex knowledge and skills requires
extended learner effort and guided practice. Without learners’
motivation to learn, the willingness to exert effort is unlikely
without coercion.
 Effort is another major indicator of motivation to learn. The
acquisition of complex knowledge and skills demands the
investment of considerable learner energy and strategic effort,
along with persistence over time.
 Educators need to be concerned with facilitating motivation by
strategies that enhance learner effort and commitment to learning
and to achieving high standards of comprehension and
understanding.
 Effective strategies include purposeful learning activities, guided
by practices that enhance positive emotions and intrinsic
motivation to learn, and methods that increase learners’
perceptions that a task is interesting and personally relevant.

38. Developmental and
Social Factors

39. 10. Developmental influences on Learning
As individuals develop, there are different
opportunities and constraints for learning. Learning
is most effective when differential development
within and across physical, intellectual, emotional,
and social domains is taken into account.
 Individuals learn best when material is appropriate to their
developmental level and is presented in an enjoyable and
interesting way.
 The cognitive, emotional, and social development of individual
learners and how they interpret life experiences affected by
prior schooling, home, culture, and community factors.
 Awareness and understanding of developmental differences
among children with and without emotional, physical, or
intellectual disabilities, can facilitate the creation of optimal
learning contexts.

40. 11. Social Influences on Learning
Learning is influenced by social interactions,
interpersonal relations, and communication with
others.
 Learning can enhanced when the learner has an opportunity
to interact and to collaborate with others on instructional
tasks.
 Quality personal relationships that provide stability, trust, and
caring can increase learners’ sense of belonging, self-respect
and self-acceptance, and provide a positive climate for
learning.
 Family influences, positive interpersonal support and
instruction in self-motivation strategies can offset factors that
interfere with optimal learning such as negative beliefs about
competence in a particular subject, high levels of test anxiety,
negative sex role expectations, and undue pressure to
perform well.

41. Individual
Differences Factors

42. 12. Individual Differences in Learning
Learners have different strategies.
Approaches, and capabilities for learning that are
a function of prior experience and heredity.
 Individuals are born with and develop their own capabilities and
talents.
 In addition, through learning and social acculturation, they have
acquired their own preferences for how they like to learn and
the pace at which they learn.
 Educators need to help students examine their learning
preferences and expand or modify them, if necessary.
 The interaction between learner differences and curricular and
environmental conditions is another key factor affecting learning
outcomes.
 Educators need to be sensitive to individual differences, in
general

43. 13. Learning and Diversity
Learning is most effective when differences in
learners’ linguistic, cultural, and social backgrounds are
taken into account.
 The same basic principles of leaning, motivation, and
effective instruction apply to all learners. However,
language, ethnicity, race, beliefs, and
socioeconomics status all can influence learning.
 When learners perceive that their individual
differences in abilities, backgrounds, cultures, and
experiences are valued, respected, and
accommodated in learning tasks and contexts, levels
of motivation and achievement are enhanced.

44. 14. Standards and Assessment
Setting appropriately high and challenging
standards and assessing the leaner as well as
learning progress – including diagnostic, process,
and outcome assessment – are integral parts of the
learning process.
 Assessment provides important information to both the learner and
teacher at all stages of the learning process.
 Standardized assessment of learner progress and outcomes
assessment provides one type of information about achievement
levels both within and across individuals that can inform various types
of programmatic decisions.
 Performance assessments can provide other sources of information
about the attainment of learning outcomes.
 Self-assessments of learning progress can also improve students self
appraisal skills and enhance motivation and self-directed learning.

45. SUMMARY OF THE 14
PRINCIPLES
Alexander and Murphy gave a
summary of the 14 principles and
distilled them into 5 areas:

46. 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. Learners 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 (from
within), 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 and context. Learning happens in the context of a
society as well as within an individual.

47. Piaget’s Stages of Cognitive
Development

48. For sixty years, Jean Piaget conducted research on
cognitive development. His research method involved
observing small number of individuals as they responded to
cognitive tasks were later known as Piagetian tasks.
Piaget called his general theoretical framework “genetic
epistemology” because he was interested in how knowledge
develop in human organisms. Piaget was initially into biology
and he also had a background in philosophy. Knowledge from
both these disciplines influenced his theories and research of
child development. Out of his researches, Piaget came up with
the stages of cognitive development.
Piaget examined the implications of his theory not only to aspects
of cognition but also to intelligence and moral development. His
theory has been applied widely to teaching and curriculum
design especially in the preschool and elementary curricula.

49. Basic Cognitive
Concepts

50. Schema
Piaget use the term schema to refer to the cognitive
structures by which individuals intellectually adapt to and
organize their environment . It is an individual’s way to
understand or create meaning about a thing or
experience. It is like the mind filing cabinet and each
drawer has folders that contain files of things he has had
an experience with. For instance, if a child sees dog for
the first time, he creates a his own schema of what a dog
is. It has a four legs and a tail. It barks. It’s furry. The child
then “puts this description of a dog “on file” in his mind.
When he sees another similar dog, he “pulls” out the file
(his schema of a dog) in his mind, looks at the animal, and
says, “four legs, tail, barks, furry… That’s a dog!”

51. Assimilation
This is the process of fitting a new
experience into an existing or previously
created cognitive structure or schema. If
the child sees another dog, this time a little
smaller one, he would make sense of what
he is seeing by adding this new
information (a different-looking dog) into
his schema of a dog.

52. Accommodation
This is the process of creating a new
schema. If the same child now sees another
animal that looks a little bit like a dog, but
somehow different. He might try to fit it into his
schema of a dog and say, “look mommy, what a
funny looking dog. Its bark is funny too!” Then
the mommy explains, “That’s not a funny looking
dog. That’s a goat!” With mommy's further
descriptions, the child now create a new
schema, that of a goat. He now adds a new file
in his cabinet.

53. Equilibration
Piaget believed that people have the natural
need to understand how the world works and to find
order, structure, and predictability in their life.
Equilibrium is achieving proper balance between
assimilation and accommodation. When are
experience do not match our schemata ( plural of
schema) or cognitive structures, we experience
cognitive disequilibrium. This means there is a
discrepancy between what is perceived and what is
understood. We then exert effort through
assimilation and accommodation to establish
equilibrium once more.

54. Piaget’s Stages of
Cognitive
Development

55. Stage 1. Sensori-motor Stage
The first sage responds from
birth to infancy. This is the stage
when a child who is initially
reflexive in grasping, sucking and
reaching becomes more organized
in his movement and activity. The
term sensori-motor focuses on the
prominence of the senses and
muscle movement through which
the infant comes to learn about
himself and the world. In working
with children in the sensori-,motor
stage, teachers should aim to
provide a rich and stimulating
environment with appropriate
objects to play with.
Object
Permanence.
This is the ability
of the child to know
that an object still
exists even when out
of sight. This ability is
attained in the sensory
motor stage.

56. Stage 2. Pre-operational Stage.
The pre-operational stage covers from about two
to seven years old, roughly corresponding to
the preschool years. Intelligence at this stage is
intuitive in nature. At this stage, the child can
now ever closer to the use of symbols. This
stage is high-lighted by the following:

57. Symbolic Function. This is the ability to represent objects and
events. A symbol is a thing that represents something else. A
drawing, a written word, or a spoken word comes to be
understood as representing a real object like a real MRT train.
Symbolic function gradually develops in the period between 2 to
7 years.
Egocentrism. This is the tendency of the child to only
see his point of view and to assume that everyone
also has his same point of view. The child can not take
the perspective of others.
Centration. This refers to the tendency of the child to
only focus on one aspect of a thing or event and
exclude other aspects.
Reversibility. Pre-operational children still has the
inability to reverse their thinking. They can understand
that 2 + 3 is 5, but cannot understand that 5-3 is 2.

58. Animism. Thus is the tendency of children to attribute
human like traits or characteristics to inanimate
objects. When at night, the child is asked, where the
sun is, she will reply, “Mr. Sun is asleep.”
Transductive reasoning. This refers to the pre-
operational child’s type of reasoning that is neither
inductive nor deductive. Reasoning appears to be
from particular to particular i.e., if A causes B, then B
causes A. for example, since her mommy comes
home everyday around six o’clock in the evening ,
when asked why it is already night, the child will say,
“because my mom is already home.”

59. Stage 3.Concrete- Operational Stage.
This stage is characterized by the
ability of the child to think logically but
only in terms of concrete objects. This
covers approximately the ages
between 8-11 years or the elementary
school years. The concrete
operational stage is marked by the
following:

60. Decentering. This refers to the ability of the child to perceive
the different features of objects and situations. No longer is
the child focused or limited to one aspect or dimension. This
allows the child to be more logical when dealing with
concrete objects and situations.
Reversibility. During the stage of concrete operations, the child
can now follow that certain operations can b done in reverse
. For example, they can already comprehend the
commutative property of addition, and that subtracted is the
reverse of addition. They can also understand that a ball of
clay shaped into a dinosaur can again be rolled back into a
ball of clay.

61. Conservation. This is the ability to know that certain
properties of objects like number, mass, volume, or area
do not change even if there is a change even in
appearance. Because of the development of the child’s
ability of decentering and also reversibility, the concrete
operational child can now judge rightly that the amount
of water in a taller but narrower container is still the
same as when the water was in the shorter but wider
glass. The children progress to attain conservation
abilities gradually being a pre-conserver, a transitional
thinker and then a conserver.
Seriation. This refers to the ability to order or arrange
things in a series based on one dimension such as
weight, volume or size.

62. Stage 4. Formal Operational Stage.
In the final stage of formal operations covering ages
between 12 and 15 years, thinking becomes more
logical. They can solve abstract problems and can
hypothesize. This stage is characterized by the following:
Hypothetical Reasoning. This is the ability to come
up with different hypothesis about a problem and
to gather and weigh data in order to make a final
decision or judgment. This can be done in the
absence of concrete objects. The individuals can
now deal with “what if” questions.

63. Analogical reasoning. This is the ability to perceive the
relationship in one instance and then use that
relationship to narrow down possible answers in another
similar situation or problem. The individual in the formal
operations stage make an analogy.
Deductive Reasoning. This is the ability to think logically by
applying a general rule to a particular instance or
situation.
From Piaget’s findings and comprehensive theory, we can
derive the following principles:
1. Children will provide different explanations of reality at
different stages of cognitive development.
2. Cognitive development is facilitated by providing
activities or situations that engage learners and require
adaptation (i.e., assimilation and accommodation).

64. 3. Learning materials an activities should involve the
appropriate level of motor or mental operations for a
child of given age; avoid asking students to perform
tasks that are beyond their current cognitive capabilities.
4. Use teaching methods that actively involve students and
present challenges.

65. The Learning Process
Learning is an integrated, on
going occurring within the
individual, enabling him to
meet specific aims, fulfill
needs and interests, and cope
with the living process.
* Learning is behavior change.

66. Characteristics of Learning
Learning is developmental.
Learning is interactive.
Learning is basic.

67. The teacher as facilitator
of learning:
1. Provides the conditions for effective learning
2. Seeks to meet the needs and interests of the
learner
3. Helps to create conditions for openness,
respect, trust, acceptance, confrontation, and
self-evaluation
4. Places emphasis on the uniqueness and rights
of the individual
5. Seeks feedback which will improve his
effectiveness as a facilitator of the learning
process.

68. Principles of Learning
(Magoon and Garrison 1976)
1. The learner must clearly perceive the goal.
Effective instruction occurs when maximum
communication exists between the teacher and learner
regarding the goals and objectives of the instruction.
2. The learner must be psychologically and
physiologically ready.
This principle is in consonance with Thorndike’s law of
readiness and law of effect.

69. 3. The learner must be motivated to learn.
The learner must be motivated to learn is the basic
principle in the teaching –learning process.
Two types of MOTIVATION
a. Extrinsic motivation – in the form of reward and
punishment
b. Intrinsic Motivation – means of creating a desire
to learn a subject because it is worth knowing.

70. Principles of Motivating Learners
a. Intrinsic motivation is better than
extrinsic motivation
b. Goal setting is an important
motivational aspect of learning.
c. Successful experiences are
important motivators.
d. Feedback about one’s progress
can be an effective motivation.

71. e. Considering learner’s interest is
important in classroom learning.
f. Reward rather than punishment is better
motivation for learning
g. Meaningful materials and tasks serve as
good motivators.
h. Success generally increases the level of
aspiration and achievement of the
learner.
i. Teacher’s expectation of the learner’s
performance influence the learner’s
achievement.

72. 4. The must be active not passive for maximum
learning.
This principle is adroitly expressed in the Chinese Adage:
I hear and I forget,
I see and I remember,
I do and I understand.
5. The learner must repeat or practice what he has
learned in order to remember.
Thorndike’s law of exercise states that a constant
repetition of a response strengthens its connection with
the stimulus and disuse of a response weakens it.

73. 6. The learner must put together the parts of s
task and perceive it as a meaningful whole.
Gestalt school of psychology- the principle places
emphasis upon the concept that learning is a process of
discovering and understanding relationships and of
organizing and finding significance in the sensory
experiences aroused by the external situation. Insight-
perceptual organization.
7. The learner must see the significance,
meanings, implications, and applications
that will make a given experience
understandable.
What has been experienced bears upon subsequent
activity and upon the modification or strengthening of
behavior.

74. 8. The learner must be prepared to respond.
There are times when the individual is more ready to
do better able to engage in activity in a particular set of
learning activities.
9. The process of problem solving and
learning are highly unique and specific.
Each individual has his own unique style of learning
and solving problems. As individual become aware of how
they learn and solve problems and become exposed to
alternative models used by other individuals, they can
refine and modify their personal learning style so that this
can be employed more effectively.

75. Conditions which Facilitate Learning
Learning is facilitated in an atmosphere:
 which encourages learners to be active
 which promotes and facilitates the individual’s
discovery of the personal meaning of ideas
 which different ideas can be discussed but not
necessarily accepted
 which consistently recognizes the individual’s right to
make mistakes
 which evaluation is a comparative process
 when individuals feet they are respected and
accepted

76. END OF THE LESSON!!!!!!!!!