MODULE IN

PRINCIPLES AND STRATEGIES IN TEACHING

MEDICAL LABORATORY SCIENCE

MLS 213

Department of Medical Laboratory Science

SCHOOL OF NATURAL SCIENCES

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 PRINCIPLES AND STRATEGIES IN TEACHING MEDICAL
LABORATORY SCIENCE
MODULE 3: THE LEARNING PROCESS

Well done for making it to Module 3!

In this module, you will be learning about the learning process and the different
learning theories. Teaching students while having much formal knowledge of how
students learn is very important. Learning is about how we perceive and understand
the world, about making meaning. But ‘learning’ is not a single thing; it may involve
mastering abstract principles, understanding proofs, remembering factual information,
acquiring methods, techniques and approaches, recognition, reasoning, debating
ideas, or developing behaviour appropriate to specific situations; it is about change.
The learning process is a process that people pass through to acquire new knowledge
and skills and ultimately influence their attitudes, decisions and actions. The module
will emphasize on the key concepts underpinning a range of learning theories and to
evaluate how these may be applied within Medical laboratory science education.

This module is divided into five topics and is designed for you to finish within two weeks.
You are given 4 graded activities (EVALUATE ACTIVITIES) applying the learned contents
of this module. This module is designed for independent learning. All core materials are
provided and you are highly encourage to read included references and answer
ungraded activities to broaden your understanding.

To be able to help you manage your progress, you are provided in the next page a self
– monitoring form. Take the time tick the “YES” box for each activity that you finish. You
need to be conscious in your own progress.

Good luck! We hope you do well in in your independent learning!

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 MODULE SELF MONITORING FORM
DONE
ACTIVITIES
YES NO

Read the Module Introduction, Module Contents, and Module

Objectives

Read Topic I: Definitions of learning

Do ENGAGE

Do EXPLORE

Submit EVALUATE

Read Topic II: Theories of learning

Do ENGAGE

Submit EVALUATE

Read Topic III: Metacognition and Self-regulated learning

Do ENGAGE

Submit EVALUATE

Read Topic IV: Creativity

Read Topic V: Andragogy

Submit EVALUATE

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 Module Contents
MODULE SELF MONITORING FORM..................................................................................... 3
MODULE OBJECTIVES ............................................................................................................ 5
TOPIC I: Definitions and meaning of learning ................................................................. 7
ENGAGE: How will you enhance your learning? ........................................................... 7
EXPLORE: Quotes for learning............................................................................................. 8
EXPLAIN: Definitions of learning ......................................................................................... 9
ELABORATE: Concepts of learning .................................................................................. 11
EVALUATE: Statements about learning .......................................................................... 12
TOPIC II: Learning theories ................................................................................................ 13
ENGAGE: Challenges of learning .................................................................................... 13
EXPLAIN: The different learning theories ........................................................................ 14
ELABORATE: Putting it all together ................................................................................... 20
EVALUATE: Compare and contrast ................................................................................. 21
Topic III: Metacogniation and self-regulated learning............................................... 22
ENGAGE: Developed proficiency ................................................................................... 22
EXPLAIN: Metacognition and self regulated learning ................................................ 22
ELABORATE: Metacognitive strategies ........................................................................... 24
EVALUATE: Metacognition and cognition ..................................................................... 24
TOPIC IV: Creativity............................................................................................................. 25
EXPLAIN: The importance of creativity in learning....................................................... 25
ELABORATE: Creativity in classroom................................................................................ 25
TOPIC V: Andragogy .......................................................................................................... 25
EXPLAIN: What is andragogy?.......................................................................................... 25
EVALUATE: Andragogy and pedagogy………………………………………………26

References/Sources: ....................................................................................................... 27

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 MODULE OBJECTIVES
1. Analyse the various definitions of learning
2. Compare and contrast the different learning theories
3. Explain metacognition and self-regulated learning
4. Discuss creativity in relation to learning
5. Describe andragogy (adult learning)

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 INTRODUCTION: The learning process
We all know that learning starts right from the birth and continues throughout our life
time. We learn something either incidentally or accidentally in common and natural
situations of our life. As teachers we should know that ‘learning' is the core of the
educational process. Learning is a process continued through various steps.

The major attributes of learning as a process include it as a permanent change in the

behaviour of an individual, but not because of changes due to illness, fatigue and use
of intoxicants. The next attribute is that learning is manifested in the behaviour or
activities of an individual which could be not directly observable. Learning results in
some change of persistent contact with nature.
The final attribute is that learning depends on practice and experience in a given
situation.

As we know the main objective of learning is to bring desirable changes to our

behaviour, it is quite essential for us to get knowledge about how people learn when
they come in contact with the learning environment and in the process of interaction
with the individuals. It is also very important to know how an individual apply the gained
knowledge through learning to the environment and people living around. By knowing
the process of learning, we could improve and accelerate learning process in such a
way to achieve the desired learning outcomes.

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 TOPIC I: Definitions and meaning of learning

ENGAGE: How will you enhance your learning?

With the Covid-19 pandemic, adjusting to distance learning is indeed a challenging
one. What are the actions you plan to do to enhance your learning?
This activity is ungraded but you are encourage to do so for the experience.

Answer here:

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 EXPLORE: Quotes for learning

We all know that the human brain is immensely complex and still somewhat of a
mystery. It follows then, that learning a primary function of the brain is understood
in many different ways. To further understand what learning is, try to explain each
quote.
This activity is ungraded but you are encourage to do so for the experience.

Quotes Explanation

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 EXPLAIN: Definitions of learning
The word ‘Learning' obviously means us to think of study and classroom related
activities. We then think about the various subjects and skills we intend to master in
school. But ‘Learning ‘is not limited to school. It is happening in our day today life. We
start to learn at once after our birth by adapting to the new environment. This learning
may be deliberate or unintentional, for better or for worse, correct or incorrect and
conscious or unconscious.

Every stage in our life is being moulded to bring modifications in our knowledge and
behaviour. A baby cries to make know the mother when he or she feels hunger and
gradually learn to cry whenever the baby feels uncomfortable in any situation in order
to get care from the mother. Thus changes in our behaviour are brought by the
experiences that we gained through the interaction with the environment and its
people.

Learning situations are most natural and common in life and every one of us is learning
one thing or the other although he may not necessarily be aware of it. An individual
starts learning immediately after his birth. While approaching a burning matchstick,
child is burnt and he withdraws himself always. He learns to avoid not only the burning
but also all burning things. When this happens we say that the child has learned that if
he touches a flame he will burnt. In this way the behaviour of an individual is changed
through direct or indirect experiences. This change in behaviour brought about by
experience is commonly known as learning. This is very simple explanation of learning,
but a complete understanding of term needs more clarification and exact definitions.
Some well-known definitions are as follows:
1. ―Learning is an episode in which a motivated individual attempts to adapt his
behavior so as to succeed in a situation which he perceives as requiring action to
attain a goal.
By-Robinson and Horrocks (1967, p.232)

2. ―Learning is the acquisition of habits, knowledge and attitudes. It involves dew

ways of doing things and it operates on an individual‘s attempts to overcome
obstacles or to adjust to new situation. It represents progressive changes in behavior.
It enables him to satisfy interests to attain a goal.
By- Crow and Crow (1973,p.225)

3. ―Learning is the process by which an activity originates or is changed through

reacting to an encountered situation, or temporary states of the organism (e.g.
fatigue or drugs, etc.)

4. Learning is to modify behavior and experience

By- Munn.

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 5. ―Learning without thought is labour lost thought without learning is perilous
By –Comenius

6. “Learning is the process by which behaviour (in the broader sense) is originated or
changes through practice or training”
– Kingsley and R. Garry (1957)

7. “Learning is a relatively permanent change in behavioural potentiality that occurs

as a result of reinforced practice”
– Kimble (1961)
8. “Learning is the acquisition of new behaviour or the strengthening or weakening of
old behaviour as the result of experience”
– Henry P. Smith (1962)

9. “The term learning covers every modification in behaviour to meet environmental

requirements”
– Garder Murphy (1968)

10. ―Any change of behaviour which is the result of experience and which causes
people to face later situations differently may be called learnin.
By- Blair, Jones and Simon

11. ―Any activity can be called learning so far as it develops the individual (in any
respect, good or bad) and makes him alter behavior and experience different from
what that would otherwise have been
By Woodworth (1945, p. 288) 62

12. ―Learning is the process by which an activity originates or is changed through

reacting to an encountered situation, or temporary states of the organism (e.g.
fatigue or drugs, etc.)
By- Hilgard (1958, p.3)

13. ―Learning is a process of progressive behaviour through experience and training.

By- Skinner

14. “A change in human disposition or capability that persists over a period of time
and is not simply ascribable to processes of growth.”
— From The Conditions of Learning by Robert Gagne

15. “The process of gaining knowledge and expertise.”

From The Adult Learner by Malcolm Knowles

Analyse the various definitions of learning, can you find some common or
unique words from each definition? This will help you make a concept of what
learning is.

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 ELABORATE: Concepts of learning
It is quite essential for the teachers to know about the concept of the term ‘learning'
before engaging in the teaching process. It would facilitate the teachers to get a
thorough understanding of the meaning and definitions of learning.

Learning is an act of getting experience, knowledge, skills and values by

understanding what to do and how to do any task by synthesizing the different types
of information perceived by us. Learning brings about changes in the existing
behaviour of an individual. Human beings, animals and plants do learning.

A child starts learning even in the womb of the mother and it involves continuous
training or practice to produce a permanent change in the behaviour. Learning not
only brings about changes in the existing behaviour of an individual but also enable
individuals to acquire new behaviour. The changes brought about through experience
and training by learning would be stable and enduring. It prepares the individual for
adjusting and adapting with the existing environment.
Learning is a process which occupies an important role in moulding the structure of our
personality and behaviour. It develops socially accepted behaviours and also there is
equal chance of building negative side of human behaviour. Learning necessities to
meet some personal need as it is a purposeful and goal oriented. Recognising and
identifying such needs enable us to evaluate whether that learning has been
worthwhile and successful.

Learning involves new ways of doing things with no limit to adopt the ways and means
to attain the goal. It is a continuous, comprehensive process which involves different
methods and covers conative, cognitive and affective domains of human behaviour.

Temporary changes due to maturation or hunger are excluded from learning. Also we
should know that responses to tendencies like instincts and reflexes etc. could not be
attributed to learning. Ex. We blink our eyes on bright light; we remove our hands
immediately when you touch a hot thing or a cold thing.

If you opt to become a teacher in the future, how can you explain learning?

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 EVALUATE: Statements about learning
Now that you have read and analysed the different definitions, Write10 statements
about learning.
Example: Learning is a continuous process

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Prepare your output using word processors (i.e., Word by Microsoft, Writer
by OpenOffice) and save them for future submission. Use short bond paper
(8.5” x 11” with narrow or 0.5” margins in portrait orientation; use font style
Arial and size 11).
For online students: Follow additional instructions on submission of outputs
that shall be posted by your respective instructor in the designated Google
Classroom or related digital platforms.

For offline students: Save PDF file of your output using the OTG flash/pen drive
provided (File Name: MLS 231L_Class Code_Activity No._Student’s Last
Name, First Name)

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 TOPIC II: Learning theories

ENGAGE: Challenges of learning

As the COVID-19 Pandemic runs its course, there is a sudden change in delivering
education. A sweeping change in lifestyle had to be made, and a new order must
be put in place.
As a BSMLS student, how did you feel about the change in learning delivery, from
classroom to online? What are the challenges you had encountered and how did
you adapt?
This activity is ungraded but you are encourage to do so for the experience.
How did you feel about the change in learning delivery?

Challenges you had encountered?

1.

2.

3.

How did you adapt?

1.

2.

3.

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 EXPLAIN: The different learning theories
Learning theories are organized set of principles explaining how individuals
acquire, retain, and recall knowledge. By studying and knowing the different learning
theories, we can better understand how learning occurs. The principles of the theories
can be used as guidelines to help select instructional tools, techniques and strategies
that promote learning.

The theories listed here can be found in most Ed Psych textbooks and the class notes
of most higher education students. In schools of education graduate students are
required to write position papers on various learning theories and styles. Once one has
solid foundation experimentation begins as teachers work through what seems to be
best form their students and themselves.

A. Behaviorism
Behaviorism is a theory of animal and human learning that only focuses on
objectively observable behaviors and discounts mental activities. Behavior theorists
define learning as nothing more than the acquisition of new behavior.
Discussion

Experiments by behaviorists identify conditioning as a universal learning process.

There are two different types of conditioning, each yielding a different behavioral
pattern:

Classic conditioning occurs when a natural reflex responds to a stimulus. The most
popular example is Pavlov’s observation that dogs salivate when they eat or even
see food. Essentially, animals and people are biologically “wired” so that a certain
stimulus will produce a specific response.

Behavioral or operant conditioning occurs when a response to a stimulus is

reinforced. Basically, operant conditioning is a simple feedback system: If a reward or
reinforcement follows the response to a stimulus, then the response becomes more
probable in the future. For example, leading behaviorist B.F. Skinner used
reinforcement techniques to teach pigeons to dance and bowl a ball in a mini-alley.

There have been many criticisms of behaviorism, including the following:

Behaviorism does not account for all kinds of learning, since it disregards the activities
of the mind.

Behaviorism does not explain some learning–such as the recognition of new

language patterns by young children–for which there is no reinforcement
mechanism.

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 Research has shown that animals adapt their reinforced patterns to new information.
For instance, a rat can shift its behavior to respond to changes in the layout of a
maze it had previously mastered through reinforcements.

How Behaviorism Impacts Learning

This theory is relatively simple to understand because it relies only on observable

behavior and describes several universal laws of behavior. Its positive and negative
reinforcement techniques can be very effective–both in animals, and in treatments
for human disorders such as autism and antisocial behavior. Teachers, who reward or
punish student behaviors, often use behaviorism.

B. Humanism
Humanistic Learning Theory, often called Humanism, focuses on the specific human
capabilities including creativity, personal growth, and choice. Humanists believe
people are good and noble. Maslow’s research into hierarchical needs is a major
concept in this learning theory, especially Self-Actualization, as it is only at this level
the student can truly experience growth.

Humanistic Learning Theory can be summarized this way:

1. Learners can be trusted to find their own goals and should have some options or
choices in what they learn at school.
2. Students should set their standards and should evaluate their work.
3. The school experience should help students to develop positive relations with their
peers

The Role of the Learner

Ideally, learning should be an active process, where the student is engaged with the
learning activities to acquire the knowledge specific to their situation. Since a major
theme is the learner being the source of authority, the learner determines what learning
materials are used, and how they will learn the material. They could choose to read,
listen to speeches, watch movies or practice what they have learned through social
interactions or by producing a specific output.
The learner also establishes the quantity of learning, as in how much do I need to learn
about a specific subject. But making the correct or incorrect choice in their learning
decisions rests with the student and not the teacher. This reinforces the student as the
source of authority.

The Role of the Teacher

Just because the learner is the source of authority and makes the decision about
what and how they will learn something, doesn’t negate the need for the teacher.
The teacher assumes the role of a coach or facilitator to assist the student in
establishing and using their learning strategy to achieve their goal. Doing this means
the teacher must be aware of the student’s unique needs, to be effective at
supporting the student in acquiring the desired knowledge.

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 By understanding the student’s unique needs, the teacher can assist in designing the
strategy to support the individual student’s intellectual and emotional development.
Creating a non-threatening and supportive environment is important to this
development.

While the student identifies the learning methods and materials, the teacher needs to
ensure the learning activities are related to actual life experience, so the student can
apply the learning to their daily living, which is a key concept in Roger’s Experiential
Learning Theory.

C. Cognitivism
It is the psychology of learning which emphasizes human cognition or intelligence as
a special endowment enabling man to form hypotheses and develop intellectually"
(Cognitivism) and is also known as cognitive development. The underlying concepts of
cognitivism involve how we think and gain knowledge. Cognitivism involves examining
learning, memory, problem solving skills, and intelligence. Cognitive
theorists may want to understand how problem solving changes throughout
childhood, how cultural differences affect the way we view our own academic
achievements, language development, and much more. (Feldman, Cognitivism)

How does learning occur?

Cognitive theories stress the acquisition of knowledge and internal mental structures
and, as such, are closer to the rationalist end of the epistemology continuum (Bower
& Hilgard, 1981). Learning is equated with discrete changes between states of
knowledge rather than with changes in the probability of response. Cognitive theories
focus on the conceptualization of students’ learning processes and address the issues
of how information is received, organized, stored, and retrieved by the mind. Learning
is concerned not so much with what learners do but with what they know and how
they come to acquire it (Jonassen, 1991b). Knowledge acquisition is described as a
mental activity that entails internal coding and structuring by the learner. The learner
is viewed as a very active participant in the learning process.

Which influence learning?

Cognitivism, like behaviorism, emphasizes the role that environmental conditions play
in facilitating learning. Instructional explanations, demonstrations, illustrative examples
and matched non-examples are all considered to be instrumental in guiding student
learning. Similarly, emphasis is placed on the role of practice with corrective feedback.
Up to this point, little difference can be detected between these two theories.
However, the “active” nature of the learner is perceived quite differently. The cognitive
approach focuses on the mental activities of the learner that lead up to a response
and acknowledges the processes of mental planning, goal-setting, and organizational
strategies (Shuell, 1986).
Cognitive theories contend that environmental “cues” and instructional components
alone cannot account for all the learning that results from an instructional situation.
Additional key elements include the way that learners attend to, code, transform,
rehearse, store and retrieve information. Learners’ thoughts, beliefs, attitudes, and

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 values are also considered to be influential in the learning process (Winne, 1985). The
real focus of the cognitive approach is on changing the learner by encouraging
him/her to use appropriate learning strategies.

D. Constructivism
Constructivism is a philosophy of learning founded on the premise that, by reflecting
on our experiences, we construct our own understanding of the world we live in.
Each of us generates our own “rules” and “mental models,” which we use to make
sense of our experiences. Learning, therefore, is simply the process of adjusting our
mental models to accommodate new experiences.

There are several guiding principles of constructivism:

1. Learning is a search for meaning. Therefore, learning must start with the issues
around which students are actively trying to construct meaning.

2. Meaning requires understanding wholes as well as parts. And parts must be

understood in the context of wholes. Therefore, the learning process focuses on
primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that students use
to perceive the world and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning,
not just memorize the “right” answers and regurgitate someone else’s meaning. Since
education is inherently interdisciplinary, the only valuable way to measure learning is
to make the assessment part of the learning process, ensuring it provides students
with information on the quality of their learning.

How Constructivism Impacts Learning

Curriculum–Constructivism calls for the elimination of a standardized curriculum.

Instead, it promotes using curricula customized to the students’ prior knowledge. Also,
it emphasizes hands-on problem solving.

Instruction–Under the theory of constructivism, educators focus on making

connections between facts and fostering new understanding in students. Instructors
tailor their teaching strategies to student responses and encourage students to
analyze, interpret, and predict information. Teachers also rely heavily on open-ended
questions and promote extensive dialogue among students.

Assessment–Constructivism calls for the elimination of grades and standardized

testing. Instead, assessment becomes part of the learning process so that students
play a larger role in judging their own progress.

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 E. Brain-based Learning

This learning theory is based on the structure and function of the brain. As long as the
brain is not prohibited from fulfilling its normal processes, learning will occur.

Discussion

People often say that everyone can learn. Yet the reality is that everyone does learn.
Every person is born with a brain those functions as an immensely powerful processor.
Traditional schooling, however, often inhibits learning by discouraging, ignoring, or
punishing the brain’s natural learning processes.

The core principles of brain-based learning state that:

1. The brain is a parallel processor, meaning it can perform several activities at

once, like tasting and smelling.
2. Learning engages the whole physiology.
3. The search for meaning is innate.
4. The search for meaning comes through patterning.
5. motions are critical to patterning.
6. The brain processes wholes and parts simultaneously.
7. Learning involves both focused attention and peripheral perception.
8. Learning involves both conscious and unconscious processes.
9. We have two types of memory: spatial and rote.
10. We understand best when facts are embedded in natural, spatial memory.

11. Learning is enhanced by challenge and inhibited by threat.

12. Each brain is unique.

The three instructional techniques associated with brain-based learning are:

Orchestrated immersion–Creating learning environments that fully immerse students

in an educational experience

Relaxed alertness–Trying to eliminate fear in learners, while maintaining a highly

challenging environment

Active processing–Allowing the learner to consolidate and

internalize information by actively processing it

How Brain-Based Learning Impacts Education

Curriculum
Teachers must design learning around student interests and make learning
contextual.

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 Instruction
Educators let students learn in teams and use peripheral learning. Teachers structure
learning around real problems, encouraging students to also learn in settings outside
the classroom and the school building.

Assessment
Since all students are learning, their assessment should allow them to understand their
own learning styles and preferences. This way, students monitor and enhance their
own learning process.

What Brain-Based Learning Suggests

How the brain works has a significant impact on what kinds of learning activities are
most effective. Educators need to help students have appropriate experiences and
capitalize on those experiences.

Teachers must immerse learners in complex, interactive experiences that are both
rich and real. One excellent example is immersing students in a foreign culture to
teach them a second language. Educators must take advantage of the brain’s
ability to parallel process.

Students must have a personally meaningful challenge. Such challenges stimulate a

student’s mind to the desired state of alertness.

In order for a student to gain insight about a problem, there must be intensive
analysis of the different ways to approach it, and about learning in general. This is
what’s known as the “active processing of experience.”

A few other tenets of brain-based learning include:

1. Feedback is best when it comes from reality, rather than from an authority
figure.

2. People learn best when solving realistic problems.

The big picture can’t be separated from the details.

3. Because every brain is different, educators should allow learners to customize

their own environments.

4. Designers of educational tools must be artistic in their creation of brain-friendly

environments. Instructors need to realize that the best way to learn is not through
lecture, but by participation in realistic environments that let learners try new things
safely.

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 F. Social learning theory
Social Learning Theory, theorized by Albert Bandura, posits that people learn from
one another, via observation, imitation, and modeling. The theory has often been
called a bridge between behaviorist and cognitive learning theories because it
encompasses attention, memory, and motivation.

Key Concepts
People learn through observing others’ behavior, attitudes, and outcomes of those
behaviors. “Most human behavior is learned observationally through modeling: from
observing others, one forms an idea of how new behaviors are performed, and on
later occasions this coded information serves as a guide for action.” (Bandura).
Social learning theory explains human behavior in terms of continuous reciprocal
interaction between cognitive, behavioral, and environmental influences.

Necessary conditions for effective modelling

Attention — various factors increase or decrease the amount of attention paid.
Includes distinctiveness, affective valence, prevalence, complexity, functional value.
One’s characteristics (e.g. sensory capacities, arousal level, perceptual set, past
reinforcement) affect attention.
Retention — remembering what you paid attention to. Includes symbolic coding,
mental images, cognitive organization, symbolic rehearsal, motor rehearsal
Reproduction — reproducing the image. Including physical capabilities, and self-
observation of reproduction.
Motivation — having a good reason to imitate. Includes motives such as past (i.e.
traditional behaviorism), promised (imagined incentives) and vicarious (seeing and
recalling the reinforced model)

ELABORATE: Putting it all together

Learning Learning Process Technology Support
Theory

Behaviorism Through positive/ negative Educational software can

reinforcement and be used to measure the
punishment students assessment

Cognitivism Rehearsing information and Flashcards and memory

then storing it for long term use games can help retain
information taught in a
lesson

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 Constructivism Constructing one’s own Group PowerPoint
knowledge through past projects allow students to
experiences and group work together and
collaboration combine their knowledge
to learn

Humanism Learning is about Student-centered learning

development of a person. A applications
personal act to fulfil potential.

Brain based Based on the structure and Software applications

learning function of the brain. As long such as games that
as the brain is not prohibited improve memory as well
from fulfilling its normal as concentration
processes, learning will occur

Social learning Watching actions performed Video demonstrations

theory either in a form of media or
real life then mimicking the
observe behavior

If you will start your journey as a teacher, how will you apply these theories?

EVALUATE: Compare and contrast

-Compare and contrast humanism and behaviorism

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Classroom or related digital platforms.

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provided (File Name: MLS 231L_Class Code_Activity No._Student’s Last
Name, First Name)

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 Topic III: Metacogniation and self-regulated learning
ENGAGE: Developed proficiency
This activity is for you to address questions meant to get you thinking about how you
develop proficiency at something and then translate that to your anticipated
professional life.
This activity is ungraded but you are encourage to do so for the experience.
1. What is something you consider yourself to be good at?
2. How did you get good at this?
3. How many different approaches (e.g. drills, strategies, or activities) have you used
to develop your proficiency? How have you monitored your progress?
4. How does this relate to your learning in this course?
5. How does this relate to you becoming a skilled professional?

EXPLAIN: Metacognition and self regulated learning

A. Metacognition
Metacognition refers to “thinking about thinking” and was introduced as a concept
in by John Flavell, who is typically seen as a founding scholar of the field. Flavell said
that metacognition is the knowledge you have of your own cognitive processes (your
thinking).Flavell (1979). It is your ability to control your thinking processes through
various strategies, such as organizing, monitoring, and adapting. Additionally, it is
your ability to reflect upon the tasks or processes you undertake and to select and
utilize the appropriate strategies necessary in your intercultural interactions.

Metacognition is considered a critical component of successful learning. It involves

self-regulation and self-reflection of strengths, weaknesses, and the types of strategies
you create. It is a necessary foundation in culturally intelligent leadership because it
underlines how you think through a problem or situation and the strategies you
create to address the situation or problem.
Many people become accustomed to having trainers and consultants provide them
with knowledge about cultures to the point where they are dependent on the
coach, mentor, trainer, or consultant. However, they need to learn to be experts in
cultural situations themselves through metacognitive strategies such as adapting,
monitoring, self-regulation, and self-reflection. Culturally intelligent leaders can use
metacognition to help themselves and to train themselves to think through their
thinking.

Metacognition is broken down into three components: metacognitive knowledge,

metacognitive experience, and metacognitive strategies. Each of these is discussed
in the following sections.

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 a. Metacognitive knowledge
Refers to knowledge about learning A more specific understanding of the nature of
this knowledge, however, requires a consideration of the following its defining
characteristics, the categoriees which distinguish one kind of metacognitive
knowledge from another, and the distinction between metacognitive knowledge
and metacognitive strategies

b. Metacognitive experience
In metacognition, there are feelings and emotions present that are related to the
goals and tasks of learning. These components of metacognition speaks
to metacognitive experience, which is your internal response to learning. Your
feelings and emotions serve as a feedback system to help you understand your
progress and expectations, and your comprehension and connection of new
information to the old, among other things.

c. Metacognitive strategies
Metacognitive strategies are what you design to monitor your progress related to
your learning and the tasks at hand. It is a mechanism for controlling your thinking
activities and to ensure you are meeting your goals.

B. Self-regulated learning
Self-regulated learning strategies help to prepare learners for lifelong learning and
the important capacity to transfer skills, knowledge, and abilities from one domain or
setting to another.

Self-regulated learning is a cyclical process, wherein the student plans for a task,
monitors their performance, and then reflects on the outcome. The cycle then
repeats as the student uses the reflection to adjust and prepare for the next task. The
process is not one-size-fits-all; it should be tailored for individual students and for
specific learning tasks (Zimmerman, 2002).

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 ELABORATE: Metacognitive strategies
Metacognition enables students to be more active in their learning, i.e., to mobilize
all of their resources in order to have successful learning experiences. In order to do
this, they must know how they learn and be aware of the steps that are followed and
the means that are used to acquire knowledge, solve problems, and perform tasks.
Metacognition is the understanding and awareness of one's own mental or cognitive
processes. Here are some examples of metacognition:
1. A student learns about what things help him or her to remember facts, names, and
events.
2. A student learns about his or her own style of learning.
3. A student learns about which strategies are most effective for solving problems.

Students become increasingly autonomous in their learning as they become aware of

their strengths and weaknesses and understand that being successful depends on the
effort they make and the strategies they implement. Their ability to regulate their
cognitive processes increases accordingly and their self-image improves.

If you will become a faculty, how will you improve metacognition in the
classroom?

EVALUATE: Metacognition and cognition

-What are the differences of Metacognition and cognition?

Prepare your output using word processors (i.e., Word by Microsoft, Writer by
OpenOffice) and save them for future submission. Use short bond paper (8.5” x 11”
with narrow or 0.5” margins in portrait orientation; use font style Arial and size 11).

For online students: Follow additional instructions on submission of outputs that shall
be posted by your respective instructor in the designated Google Classroom or related
digital platforms.

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provided (File Name: MLS 231L_Class Code_Activity No._Student’s Last Name, First
Name)

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 TOPIC IV: Creativity

EXPLAIN: The importance of creativity in learning

Creativity has been defined as original ideas that have value (Robinson, 2011).
Similarly, it involves originality and novelty combined with utility or value (Kleimanm,
2008). Creative capacity is seen as a rich human characteristic. Creativity has been
linked with: attitudes of curiosity; willingness to engage and explore; being proactive;
being willing to take risks, having determination and even obsession. There are is a set
of characteristics for creativity, including in being: imaginative; original or inventive;
able to adapt and improvise; curious and resourceful; and able to see things
differently. What prepares students for life beyond the classroom is learning how to be
more creative, which includes flexibility in perception and execution of tasks.

ELABORATE: Creativity in classroom

When designing learning experiences, teachers can plan and frame
curriculum and provide tools that give students options, voice, and choice
in order to enable them to be creative.

Ways in developing creativity in classroom

1. Set up learning activities that allow students to explore their creativity in
relevant, interesting, and worthwhile ways.
2. Value creativity and celebrate and reward it.
3. Teach students the other skills they need to be creative.
4. Remove constraints for creativity and give the students spac e and a
framework in which they can be creative.

TOPIC V: Andragogy

EXPLAIN: What is andragogy?

Andragogy is a learning theory that is developed on the specific needs of adults. In
contrast to pedagogy, or learning in childhood, Knowles emphasizes that adults are
self-directed and expect to take responsibility for decisions. Adult learning programs
must accommodate this fundamental aspect.

Knowles’ 5 Assumptions of Adult Learners

1. Self-Concept
– Because adults are at a mature developmental stage, they have a more secure
self-concept than children. This allows them to take part in directing their own
learning.
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 2. Past Learning Experience
– Adults have a vast array of experiences to draw on as they learn, as opposed to
children who are in the process of gaining new experiences.

3. Readiness to Learn
– Many adults have reached a point in which they see the value of education and
are ready to be serious about and focused on learning.

4. Practical Reasons to Learn

– Adults are looking for practical, problem-centered approaches to learning. Many
adults return to continuing education for specific practical reasons, such as entering
a new field.

5. Driven by Internal Motivation

– While many children are driven by external motivators – such as punishment if they
get bad grades or rewards if they get good grades – adults are more internally
motivated.

Based on these assumptions about adult learners, Knowles discussed four principles
that educators should consider when teaching adults.

1. Since adults are self-directed, they should have a say in the content and process
of their learning.

2. Because adults have so much experience to draw from, their learning should
focus on adding to what they have already learned in the past.

3. Since adults are looking for practical learning, content should focus on issues
related to their work or personal life.

4. Learning should be centered on solving problems instead of memorizing content.

EVALUATE: Andragogy and pedagogy

-How does Andragogy differ from pedagogy?

Prepare your output using word processors (i.e., Word by Microsoft, Writer by
OpenOffice) and save them for future submission. Use short bond paper (8.5” x 11”
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be posted by your respective instructor in the designated Google Classroom or
related digital platforms.

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provided (File Name: MLS 231L_Class Code_Activity No._Student’s Last Name, First
Name)

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 References/Sources:
Ivanišin, M. (2009). Technology enhanced learning between technology and
humanism. Informatologia, 42, 273-279.

Chauhan, S.S. (1978) :Advancededucationalpsychology.New Delhi: Vikas

Publication House.

Mangal, S.K. (1984):Psychological foundations of education. Ludhiana: Prakash

Publishers.

Gauvian, M. & M. Cole (Eds).:Readings on the development of children. New York:

W.H.Freeman.

Aggarwal, J.C (1994):Essentials of educational psychology. New Delhi: Vikas

Publication House.

Fry, H., Ketteridge, S., & Marshall, S. (Eds.). (2009). A handbook for teaching and
learning in higher education (Third ed.). Routledge.

McKeachie, W. J., & Svinicki, M. D. (2014). Mckeachie's teaching tips (Fourteenth ed.).
Wadsworth, Cengage Learning.

Vygotsky, L.S. (1962). Thought and language. Cambridge, MA: MIT Press. (Original
work published 1934)

Vygotsky, L.S. (1978). Mind in Society: The development of higher psychological

processes. Cambridge, MA: Harvard University Press.

Bandura, A (1997) Self-efficacy: Toward a unifying theory of behavioral change.

Psychological Review, 84(2), 191-215

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