UNIT I: LEARNER – CENTERED PSYCHOLOGICAL PRINCIPLES Flashcards
The mental processes involved in gaining knowledge and
comprehension.
Cognitive Factor
What processes are included in cognitive factors?
thinking, knowing, remembering, judging, and problem-solving. (TKRJPs)
it monitors the relative effectiveness and success of any specific technique they use and then self-regulate to redirect their strategy as needed.
Metacognitive Factor
This ability to be ______ and______ is at the heart of
metacognition
self-aware and reflective
allow learners to become progressively more effective at learning
self-regulatory processes
The term comes from the root word ____, meaning “beyond”.
meta
- a higher level of cognition
- Can be used to help students learn what to learn
- One of the most powerful predictors of learning.
- Involves thinking about one’s own thinking process such as study skills, memory capabilities, and the ability to monitor learning. This concept needs to be explicitly taught along with content instruction.
“knowing what we know” and “what we don’t know”
“cognition about cognition”, “thinking about thinking”, “knowing about
knowing”, becoming “aware of one’s awareness” and higher-order thinking
skills, “knowledge of cognition”
metacognition
metacognition is labelled by American developmental psychologist, _______ in 1976
John H. Flavell
______ said that metacognition is the knowledge you have of your
own cognitive processes (your thinking). It is your ability to
control your thinking processes through various strategies, such
as organizing, monitoring, and adapting.
John H. Flavell, Flavell
it is about one’s own cognitive processes
and the understanding of how to regulate those processes to
maximize learning.
Metacognitive knowledge
Forms of Metacognition (2)
- knowledge about cognition
- regulation of cognition
being aware of one’s own learning and memory capabilities and of what
learning task can be accomplished
knowledge about cognition
- learning which learning strategies are effective and which are not
- knowledge about when and how to use (control) particular strategies
for learning or for problem-solving
regulation of cognition
Components of Metacognitive Knowledge(3)
DECLARATIVE KNOWLEDGE
PROCEDURAL KNOWLEDGE
CONDITIONAL KNOWLEDGE
- Knowledge about things
- Knowledge about one’s own abilities
- Knowledge about factors affecting one’s performance
Declarative Knowledge
- Knowledge on how to do things
- Knowledge on how to execute skills
Procedural knowledge
- Knowledge on when and why to apply cognitive acts
- Knowledge on when a strategy is appropriate
Conditional Knowledge
strategies for developing metacognitive behavior (6)
- Identifying what you know and what you do not know.
- Talking about thinking
- Keeping a thinking journal
- Planning and self-regulation
- Debriefing/examine the thinking process
- Self evaluation
The learning of complicated subject matter is most effective when it is an
intentional process of constructing meaning from information and experience
Principle 1. Nature of the Learning Process
The successful learner, over time and with
Support and instructional guidance, can create
Meaningful, coherent representation of knowledge.
Principle 2. Goal of the Learning Process
The successful learner can link new information with existing knowledge in
meaningful ways.
Principle 3. Construction of Knowledge
The successful learner can create and use a
Repertoire of thinking and reasoning strategies to
Achieve complex learning goals.
Principle 4. Strategic Thinking
Higher-order strategies for selecting and monitoring mental operations
facilititate creative and critical thinking.
Principle 5. Thinking about thinking
Learning is influenced by environmental
Factors, including culture, technology, and
Instructional practices
Principle 6. Context of Learning
What and how much is learned is influenced by the learners’ motivation.
* Motivation to learn, in turn, is influenced by individual states, beliefs and
interests, goals and habits of thinking
Principle 7. Motivational and Emotional Influences on Learning
The learner’s creativity, higher-order thinking, and natural
curiosity all contribute to motivation to learn.
* Relevant to personal interests, and providing for personal
choice and control
Principle 8. Intrinsic Motivation to Learn
The acquisition of knowledge and skills demands a great deal of effort,
time, and energy.
Principle 9. Effects of Motivation on Effort
As individuals develop, there are different opportunities and constraints
for learning.
Principle 10. Developmental Influence on Learning
Learning is influenced by :
* social interactions
* Interpersonal relations
* communication with others
Principle 11. Social Influences on Learning
Learners have different strategies, approaches and capabilities for
learning that are a function of prior experience and heredity.
Principle 12. Individual differences in learning
Learning is most effective when differences in learners’ linguistic,
cultural, and social backgrounds are taken into account.
Principle 13. Learning and Diversity
Setting appropriately high and challenging standards and assessing the
learner as well as the learning progress – including diagnostic, process,
and outcome assessment – are integral parts of the learning process.
Principle 14. Standards and Assessment
