Prof Ed - Facilitating Learner-Centered Teaching 2020

1. Metacognitive
Strategies
that Teachers can use to develop
METACOGNITION
in students

2. Metacognitive
Knowledge
Self-knowledge
Task knowledge
Strategic
Knowledge

3. Monitoring one's own knowledge and
behavior, learning, thinking
Dyad monitoring, peer/buddy/accountability
partner
1. Monitoring

4. 2. Study/Learning Strategies
TQLR
PQ4R

5. TQLR
Tune in. get students ready to learn; Motivation,
before motivation of lesson; Get students’ attention
To trigger awareness
Question. not given by the teacher, but also from
classmate; Goal is to awaken or spark interest
T
Q

6. TQLR
Listen. Intently listen; ask question to find out if they
can answer
Remember. Remembering is not memorization but
technique work at desperate times; Just make sure
you understand what you are saying or talking about
L
R

7. PQ4R
Preview Question
preview, compare on book,
movie
Scan, not read thoroughly
some questions are hard to
answer
give questions about other
interests, they can recall
fast

8. PQ4R
Read Recite
do not highlight the book,
cannot focus because you
are distracted of the colored
parts
explain ideas or concepts in
your own words

9. PQ4R
Review Reflect
go back to topics you may
find difficult and read again
to open your mind and
comprehend better
ask questions to reflect
be honest about what you
really learned
think of ways on how you can
apply the learning, not only in
classroom but also for life.

10. 3. Make predictions
4. Relate ideas to existing knowledge
5. Develop good questions, ask about
current events or what's going on
around them to prompt reflections
6. Make sure you did everything
first to deal with your problem
before you ask others for help

11. transfer knowledge, attitudes, values, skills
to other situations, tasks or apply to other
complex/complicated problems
7. Application

12. Difference
Novice Learner Expert Learner
continuously
improve how
they facilitate
their own
learning
fail to improve
how they
facilitate their
own learning

13. Difference
Novice Learner Expert Learner
frequent
application of
metacognition
underdeveloped
strategies for
metacognition;
ineffective, misuse
of metacognition

14. Difference
Novice Learner Expert Learner
more aware of
learning process,
they monitor learning
and adjust strategies
for effectivity
not taught and
not encouraged to
apply
metacognition

15. Difference
Novice Learner Expert Learner
have deeper
knowledge
have limited
knowledge in
different subjet
areas

16. Difference
Novice Learner Expert Learner
takes time to
understand the
problem, evaluate,
analyze the problem
and generate solution
to problem
do not go beyond
problem; hurriedly
gives solution to
the problem

17. Difference
Novice Learner Expert Learner
design and think own
strategy when faced
with a challenging task
employ strategies
that are not
appropriate to the
task

18. Difference
Novice Learner Expert Learner
selective of information
to which to process;
breakdown information
according to its
importance
attempt to
process all
information
received

19. Difference
Novice Learner Expert Learner
mindful of errors, put
effort to finalize and
ensure quality of
work/output
rush work, not
sure of quality of
output; did not
seek revisions

20. Question
Time