Pasumbal Gillianne Grace M. FACILITATING SEMIFINAL

FACILITATING LEARNING
Name: Pasumbal, Gillianne Grace M.

Year & Course: BSED II English
Learning Objectives:
 Anaylze the cognitive, metacognitive, motivational socio-cultural factors affecting

learning
 Apply theories of learning and development to the teaching-learning process
 Draw educational implications of research findings related to child and adolescent
learning and development along with biological , linguistic, cognitive, social and
psychological dimensions
 Organize a learning environment that is responsive to learner’s needs and that promotes
fairness among learners of various cultures, family background and gender
I. THE LEARNER
A. Principles of Learning
Horne and Pine (1990) identified the following principles of learning to guide teachers on how to
teach:
1. Learning is an experience which occurs inside the learner and is activated by the learner.
2. Learning is the discovery of the personal meaning and relevance of ideas.
3. Learning (behavioral change) is a consequence of experience.
4. Learning is a cooperative and collaborative process. Cooperation fosters learning.
5. Learning is a evolutionary process.
6. Learning is sometimes a painful process
7. One of the richest resources of learning is the learner himself.
8. The process of learning is emotional as well as intellectual.
B. Learning and Thinking Styles
Asa G. Hilliard describes “learning style” as the sum of the patterns of how individuals develop
habitual ways of responding to experience.
There are several perspective about learning-thinking styles. Let us focus on sensory preferences
and the global-analytical
1. Sensory Preferences- Individuals tend to gravitate toward one or two types of sensory
inputs and maintain a dominance.
A. Visual Learners
 Visual Iconic- prefer visual imagery like film, graphic display or pictures.
Visual Symbolic- prefer abstract symbolisms like written words or mathematical
formula.
B. Auditory Learners
 Listeners- remember things said to them and make the information their own.
 Talkers- prefer to talk and discuss.
2. Global Analyitcal Continuum

A. Analytic- tend toward the linear, step-by-step processes of learning and see finite
elements of patterns rather than the whole.
B. Global- lean towards non-linear and tend to see the whole pattern rather than particle
elements
C. Multiple Intelligences
The Theory of Multiple Intelligences (MI) was first described by (Howard Gradner) in “Frames of
Mind” (1983) Gardner defines intelligence as “the capacity to solve problems or to fashion products
that are valued in one or more cultural setting” (Gardner & Hatch 1989)
1. VISUAL/SPATIAL - children who learn best visually and organizing things spatially. They like to
see what you are talking about in order to understand. They enjoy charts, graphs, maps, tables,
illustrations, art, puzzles, costumes - anything eye catching.
2. VERBAL/LINGUISTIC - children who demonstrate strength in the language arts: speaking,
writing, reading, listening. These students have always been successful in traditional classrooms
because their intelligence lends itself to traditional teaching.
3. MATHEMATICAL/LOGICAL - children who display an aptitude for numbers, reasoning and
problem solving. This is the other half of the children who typically do well in traditional
classrooms where teaching is logically sequenced and students are asked to conform.
4. BODILY/KINESTHETIC - children who experience learning best through activity: games,
movement, hands-on tasks, building. These children were often labeled "overly active" in
traditional classrooms where they were told to sit and be still!
5. MUSICAL/RHYTHMIC - children who learn well through songs, patterns, rhythms, instruments
and musical expression. It is easy to overlook children with this intelligence in traditional
education.
6. INTRAPERSONAL - children who are especially in touch with their own feelings, values and
ideas. They may tend to be more reserved, but they are actually quite intuitive about what they
learn and how it relates to themselves.
7. INTERPERSONAL - children who are noticeably people oriented and outgoing, and do their
learning cooperatively in groups or with a partner. These children may have typically been
identified as "talkative" or " too concerned about being social" in a traditional setting.
8. NATURALIST - children who love the outdoors, animals, field trips. More than this, though, these
students love to pick up on subtle differences in meanings. The traditional classroom has not been
accommodating to these children.
9. EXISTENTIALIST - children who learn in the context of where humankind stands in the "big
picture" of existence. They ask "Why are we here?" and "What is our role in the world?" This
intelligence is seen in the discipline of philosophy.
D. Sternberg’s Successful Intelligence Theory
Four skills:
a.) Memory Skills - recall facts and information.
b.) Analytical Skills - determine if a certain idea is good.
c.) Creative Skills - come up with new idea to answer a need or solve a problem.
d.) Practical Skills - apply what one has learned.

E. Learners with Exceptionalities
1. Cognitive or Academic Difficulties
A.) Learning Disabilities - perception, language, memory or metacognition Dyslexia -
reading disorder Dysgraphia – writing disorder Dyscalculia – arithmetic disorder Dyspraxia –
psychomotor disorder.
B.) Attention-Deficit Hyperactivity Disorder - ADHD (Attention-Deficit Hyperactivity
Disorder) – inattention, distractibility; with or without hyperactivity.
C.) Speech and Communication Disorders - spoken language including voice disorders
(e.g. difficulties pronouncing sounds, or articulation disorders, and stuttering)
2. Social/Emotional and Behavioral Difficulties
A.) Autism - social skills, repetitive behaviors, speech and nonverbal communication.
B.) Mental Retardation - sub-average intelligence and deficits in adaptive behavior –
imbecile
C.) Emotional/Conduct Disorders - presence of emotional states like depression and
aggression disturbing learning and performance in school
3.Phyiscal Disabilities and Health Impairments
Sensory Impairments
a.) Visual Impairments - malfunction of the eyes or optic nerves that prevent normal
vision even - myopia (farsightedness) - hyperopia (nearsightedness) - astigmatism
b.) Hearing Impairments - (otherwise known as hearing loss) - malfunction of the ear or
auditory nerves that hinders perception of sounds within the frequency range of normal
speech e. Giftedness
4. Giftedness - speaks of talent, which includes all areas of a child’s life: academic, artistic, athletic,
and social. (US Department of Education, 1993)  involves significantly high levels of cognitive
development  performance and accomplishment  Identification: - Ability vs. Achievement - Tests
vs. Grades - Standardized Testing - Ability - IQ - Creative and Critical Thinking Achievement  Twice
Exceptional Learners
“People-First Language” - No generic labels - Emphasize abilities; not limitations - No
euphemisms - No implication of illness of suffering. Brief and simple instructions. Clear definition of
course requirements, the dates of exams and deadline of assignments. Handouts and visual aids and
study guides Several examples and demonstrations. Consultation time. Asking and providing
assistance Encouragement  Patience, patience, patience and PATIENCE!
II. METACOGNITION
A. Metacognition
It is defined in simplest terms as “thinking about your own thinking.” The root “meta” means
“beyond,” so the term refers to “beyond thinking.” Specifically, this means that it encompasses the
processes of planning, tracking, and assessing your own understanding or performance.
Flavell further divides metacognitive knowledge into three categories: knowledge of (a) person, (b)
task variables, and (c) strategy variables.
Person variables - Declarative knowledge/“person knowledge,” or understanding one’s own
capabilities. This type of metacognitive knowledge is not always accurate, as an individual’s self-
assessment can easily be unreliable.
Task variables - Procedural knowledge/“task knowledge,” including content (what do I need to
know?) and length (how much space do I have to communicate what I know?). Task knowledge is
related to how difficult an individual perceives the task to be as well as to their self-confidence.
Strategy variables- Strategy knowledge/“conditional knowledge,” or one’s ability to use strategies
to learn information, as well as for adapting these strategies to new situations. This is related to the
age or developmental stage of the individual. For example, a kindergartener can be taught
strategies, but needs to be reminded to use them, such as sounding out words when learning to
read. In contrast, an upper elementary student understands this strategy and knows when it will be
effective under different circumstances.
B. Metacognitive Strategies
1. TQLR - it is a metacognitive strategy before listening to a story or a presentation.
T- Tune In - It is first important for the learner himself to be aware that he is paying
attention, and that he is ready to learn.
Q- Question - the learner is given questions or he thinks of questions about what he will
soon learn.
L- Listen - the learner exerts effort to listen.
R- Remember - the learner uses ways or strategies to remember what was learned.
2. PQ4R - this strategy is used in a study of a unit or chapter.

P- Preview - Scan the whole chapter before delving in each paragraph
Q- Question - Read the guide question provided, or think of your own questions about
the topic.
R- Read - Check out sub headings as you read. Find out the meaning of words that are
not clear to you.
R- Recite - Work on answering the questions you had earlier.
R- Review - Pinpoint topics you may need to go back and read in order to understand
better.
R- Reflect - Think about what you read.
Reference/s:
https://www.slideshare.net/AllainJoseph/the-principles-of-learning-principles-of-teaching-1-43379771
https://www.slideshare.net/laralundang/diversity-of-learners
https://web.cortland.edu/andersmd/learning/MI%20Theory.htm
https://www.slideshare.net/IdaLynAzuelo/sternbergs-successful-intelligence-theory-and-wics-model-
problem-solving-and-creativity-meaning-and-types-of-motivation
https://www.slideshare.net/MireaMizushima1/learners-with-exceptionalities-76540000
https://www.learning-theories.com/metacognition-flavell.html
https://cmcacalda19.wordpress.com/2017/10/22/29/

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FACILITATING LEARNING

Name: Pasumbal, Gillianne Grace M.

 Anaylze the cognitive, metacognitive, motivational socio-cultural factors affecting

2. Global Analyitcal Continuum

d.) Practical Skills - apply what one has learned.

2. PQ4R - this strategy is used in a study of a unit or chapter.

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