PROFED 4 M1-6

Metacognition

Coined by John Flavell, is defined as any knowledge or cognitive activity that takes as its cognitive object, or that regulates, any aspect of any cognitive activity.

"Thinking about Thinking" or "Learning How to Learn"

involves being knowledgeable about and in control of one's cognitive abilities

Categories of Metacognition

Knowledge or Person Variable, Task Variable, Strategy Variable.

Knowledge or Person Variable (Person Category)

Refers to how one views oneself as a learner and a thinker.

Task Variable

Refers to knowledge about the nature of the task as well as the type of processing demands that it will place upon the individual.

Strategy Variable

Knowledge of strategy involves awareness of the strategy you are using to learn a topic and evaluating whether this strategy is effective.

Meta-Attention

Refers to the awareness of the strategy so you can keep your attention focus on the topic or task at hand.

Meta-Memory

Is your awareness of memory strategies that work best for you.

14 Learner-Centered Principles

These 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.

Cognitive and Metacognitive Factors, Developmental and Social Factors, Motivational and Affective Factor, Individual Differences Factors.

Nature of the learning process (Cognitive and Metacognitive Factors)

Schools emphasizes the use the intentional processes that students can use to construct meaning from information, experience and their own thoughts, beliefs.

Goals of the Learning Process (Cognitive and Metacognitive Factors)

This involves personally-relevant goals and educators can assist learners in creating meaningful learning goals that are consistent with both personal and educational aspirations and interests.

Construction of Knowledge (Cognitive and Metacognitive Factors)

Successful learners use strategic thinking and understand which variety of strategies will help them learn and reach their performance goals.

Thinking about thinking. (Cognitive and Metacognitive Factors)

Successful learners can reflect on how they think and learn, and know what to do if a problem arises.

Strategic Thinking. (Cognitive and Metacognitive Factors)

The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals.

Context of Learning (Cognitive and Metacognitive Factors)

Technologies and instructional practices must be appropriate for learner's level of prior knowledge, cognitive abilities, and their learning and thinking strategies.

Motivational and emotional influences of learning (Motivational and Affective Factors)

The world of thoughts, beliefs, goals, and expectations for success and failure can enhance or interfere with the learner's quality of thinking or processing.

Intrinsic Motivation to Learn (Motivational and Affective Factors)

is facilitated on tasks the learners perceive as interesting and personally relevant and meaningful, appropriate in complexity and difficulty to the learner's abilities, and on which they believe they can succeed.

Effects of Motivation on Effort. (Motivational and Affective Factors)

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.

Developmental influences on Learning (Developmental and Social Factors)

The cognitive, emotional, and social development of individual learners and how they interpret life experiences are affected by prior schooling, home, culture and community factors.

Social Influences on Learning (Developmental and Social Factors)

Learning can be enhanced when the learner has an opportunity to interact and to collaborate with others on instructional tasks.

Individual Differences on Learning (Individual Differences Factors)

Individuals are born with and develop their own capabilities and talents.

Learning and Diversity (Individual Differences Factors)

Careful attention to these factors in the instructional setting enhances the possibilities for designing and implementing appropriate learning environments.

Standards and Assessments (Individual Differences Factors)

An assessment provides feedback on the learner's understanding of the curricular materials and progress toward learning goals.

This scientist used operant conditioning to train rats and pigeons to differentiate between light and dark.

Skinner

Who introduces the use of intervening variables into psychology

Tolman

Exposing someone to something repeatedly to reduce their fear or anxiety while the person is deeply relaxed, emotional stimuli.

Stimulus Discrimination

Which is not included in the Tolman ' s Key Concepts.

Logical Positivism

Connectionism Theory has three primary laws. Which does not belong?

Law of Attention

This emphasizes the importance of observation, imitation, and self-reward in the development and learning of social skills, personal interactions, and many other behaviors.

Social Learning Theory

In Conditioning on Little Albert, under the Establish, rat is considered as what kind of stimulus or response?

Neutral Stimulus

In purposive behaviorism, the S-R theory was expanded to S-O-R (Stimuli-Organism-Response). The psychologist who believes that an organism learns by pursuing signs to a goal and expanded the S-R theory to S-O-R is Tollman.

Both sentences are wrong

According to which law of connection theory states that the more readiness the learner has to respond to the stimulus, the stronger will be the bond between them?

Law of Readiness

Which of the Social Learning Theory's conditions suggests that one cannot learn by observation unless one is aware of the important aspects of a model's performance?

Attention

In operant conditioning, there are 4 types of partial reinforcement schedules except:

Variable Interval Ratio Schedules

He believes that an organism learns by pursuing signs to a goal, i.e. learning is acquired through meaningful behavior.

Edward Tolman

He is an American psychologist who developed the connectionsm theory.

Edward Thorndike

Below is Tolman's expanded S-R theory, arrange the following in the correct order.

Response, Stimulus, Organism

Stimulus, Organism, Response

Which of the following psychologist experimented on a young child named Albert?

John B. Watson

It refers to emphasizing the importance of observation, imitation, and self-reward in the development and learning of social skills, personal interactions, and many other behaviors.

Social Learning Theory

A child's retention becomes stronger through repetition. What type of Connectionism Theory is this?

Law of Exercise

What type of Partial Reinforcement Schedule is this?

A rabbit is given a pellet as a reward for every 10 taps it makes, on average. One time, the pellet is given after 15 taps, then 8 taps, then back to 10 taps, and so on. The reinforcement schedule will average out to one reinforcement after every 10 taps, but the precise reinforcement schedule still continues to be random.

Variable Ratio Schedules

Refers to the procedure in which an experimenter successively reinforces behaviors that lead up to or approximate the desired behavior.

Shaping

These are the processes of Social learning Theory, EXCEPT ONE.

Cognition

it refers to the actions taken in which behaviors have a positive and negative.

LAW of Effect

it is a type of theory in which refers people can learn by observing

General Princlples of SL Theory

it's state that learning has taken place when a strong connection or bond between stimulus and response is formed.

Connectionism Theory

This is learning that is not demonstrated in behavior until its application becomes useful

Latent Learning

Is the term used to describe a kind of learning in which a neutral stimulus develops the capacity to elicit a response that was previously suppressed in response to an alternative stimulus.

Classical conditioning

is a description of how the structure and characteristics of an environment are mentally represented in the brain.

Cognitive Map

This refers to a consequence that occurs after a behavior increases the chance that the behavior will occur again.

Reinforcement

Which of the following is not included in the four processes/conditions of SL Theory?

Realization

resulted when behaviorism was combined with logical positivism

Neo-behaviorism

is a process by which humans and animals learn to behave in such a way as to obtain rewards and avoid punishments.

Operant Conditioning

is a theory of learning that states all behavior are learned through interaction with the environment through a Process of conditioning

Behavioral Psychology

In Edward C. Toman's Theory, what S-O-R stand for?

Stimulus - Organism - Response

___________ describes the best known examples of operant conditioning: receiving a reward for acting in a certain way.

Positive Reinforcement

A two-year old always sees her dad operate the t.v. remote control and observes how the t.v. is turned on or how channel is changed, and volume adjusted. After sometime, the parents are surprised that on the first time that their daughterholds the remote control, she already knows which buttons to press for what function.

The situation above is an example of _______ learning.

Latent Learning

What animal did Ivan P. Pavlov uses for his Classical Conditioning?

Dog

A Psychologist known for his famous Bobo Doll Experiment. It challenged the existing view that behaviour came from internal forces and showed that it can be influenced by copying the behaviour of those around us.

Albert Bandura

Refers to a fear of a stimulus or situation that is disproportionate to the danger posed.

Phobia

This refers to a mental representation in the brain of the layout of an environment and its features.

Cognitive Map

The classical conditioning that learned the ability to respond differently to similar stimuli.

Stimulus Discrimination

A person's judgment about whether he or she can successfully learn knowledge and skills

Self Efficacy

KNOWLEDGE (FROM eTESDA)

is the cognitive representation of ideas, events, activities or tasks derived from practical or professional experience as well as from formal instruction or study, e.g. memory, understanding, analysis

SKILL (FROM eTESDA)

refers to the acquired and practiced ability to carry out a task or job

COMPETENCY (FROM eTESDA)

-is the application of knowledge, skills and attitude required to complete a work activities to the standard expected in the workplace

-the possession and application of knowledge, skills and attitudes to the standard of performance required in the workplace

COMPETENCY STANDARD (FROM eTESDA)

-are industry-determined specification of competencies required for effective work performance

-They are expressed as outcomes and they focus on work place activity rather than training or personal attributes, and capture the ability to apply skills in new situations and changing work organization

QUALIFICATION

-refers to the formal certification that a person has successfully achieved specific learning outcomes relevant to the identified academic, industry or community requirements.

-It is also a certification awarded to a person on successful completion of a course and/or in recognition of having demonstrated competencies relevant to an industry.

Basic Competency (Qualification)

skills and knowledge that everyone needs for work

Common competency (Qualification)

skills and knowledge needed by people working in a particular industry

Core competency (Qualification)

specific skills and knowledge needed in a particular area of work- industry sector/occupation/job role

Philippine Qualification Framework (PQF)

PQF is a quality assured national system for the development, recognition and award of qualifications based on standards of knowledge, skills and values acquired in different ways and methods by learners and workers of the country.

Competency-Based Training (From eTESDA)

CBT is the framework in teaching skill-based lesson and focuses on skills development. It includes:
Competency-Based Curriculum (CBC)
Competency-Based Learning Material (CBLM)

Competency-Based Curriculum (From eTESDA)

is the set of specifications for a course or subject (module) which describes all the training experiences a trainee or learner undergoes
It specifies outcomes which are consistent with the requirements of the workplace as agreed through industry or community consultations

Competency-Based Learning Material (From eTESDA)

CBLM refers to the print and non-print instructional media used as guide in learning workplace activities

Trainers Methodology Level 1

The TRAINERS METHODOLOGY LEVEL I consists of competencies a TVET trainer performing functions of trainer and assessor must achieve.

Trainer or TVET Trainer (From eTESDA)

is a person who enables group of learners to develop competencies toward performing a particular trade or technical work

Assessor (From eTESDA)

is an individual accredited and authorized to evaluate or assess competencies of a candidate applying for certification or any one of the purpose of assessment a person who enables group of learners to develop competencies toward performing a particular trade or technical work

Principle One

The training is based on curriculum (CBC) developed from the competency standards (CS).

Principle Two

Learning is competency based or modular in structure.

Principle Three

Training delivery is individualized and self-paced.

Principle Four

Training is based on work that must be performed.

Principle Five

Training materials are directly related to the competency standards and the curriculum modules.

Principle Six

Assessment is based in the collection of evidences of the performance of work to the industry required standard.

Principle Seven

Training is based both on and off the job components.

Principle Eight

The system allows Recognition of Prior Learning (RPL) and or current competencies.

Principle Nine

Training allows multiple entry and exit in the training program.

Principle Ten

Approved training programs are nationally accredited. Programs of each institution or training center are registered with UTPRAS (Unified TVET Program Registration and Accreditation System).