Psychology of learning, Educational psychology 

Facilitating Human Learning is a competency- and resource-based CHED and PAFTE compliant textbook that hones the learners' cognitive and metacognitive skills, redefines their discriminate choices, cultivates their critical thinking habits, and enhances their work and life skills. This book is designed to provide insights into the richness of instruction and curriculum in line with best practices.

Facilitating Human Learning is designed for everyone who wishes to learn how to learn. It is designed for various stakeholders such as school administrators, parents, teachers, and other personnel who have the passion to affect meaningful learning for their students. Also, it is intended for education students. This book provides key concepts and practical examples for embedded learning, study skills, and strategies for more effective learning. Discussions of theories and best practices, as well as practical applications, are likewise provided.

All human beings need to think. Regardless of who they are or what they do, all their endeavors require the ability to think. The ability to think is a requirement not only for survival but also for a meaningful life. With their thinking skills and abilities, they may learn a lot of things that will help them get through life challenges.

It is, therefore, the main objective of this text to provide readers with a wide range of topics necessary in developing appropriate frameworks within which they understand and make decisions on the various methods, practices, paradigms, and issues on facilitating learning as a critical process in the teaching profession.

Content Coverage and Organization

The content of this book is organized accordingly. First, it provides a panoramic view of what learning is, why it occurs, and how it can be best facilitated in the classroom. Second, the topics include different examples and exercises from a practical vantage point. Third, the text is divided into six parts corresponding to themes that are developed sequentially.

Part I Focuses on the cognitive and meta cognitive factors in learning. It includes lessons on the cognitive processes and learner-centered psychological principles. Additionally, it involves lessons on the role of prior knowledge and analogical process in learning. The metacognitive processes including biological and environmental predispositions in learning are given emphasis as well.

Part II Accounts for learning and knowledge acquisition. It examines the nature of learning and how it occurs. It includes discussions on optimal learning theories and emerging learning metaphors. In the same way, this part involves discussion on the types of knowledge learned in the classroom.

Part III Deals with motivational factors in learning. Specifically, this part discusses the role of motivation in shaping learning. In the same manner, it includes discussion on the elements of motivational system.

Part IV Emphasizes the developmental dimensions of learning. This part discusses children's, adolescents, and adult learning. It also discusses the types of study strategies, principles of effective studying, and instructional design, including the principles of lesson planning.

P art V Explores the socio-cultural dimensions of learning. This part stresses lessons on the social processes of learning. Specifically, it discusses the functions, characteristics, attributes, and dimensions of language. This part also explains the basic principles that govern effective communication in teaching and learning and the theories of situated learning. Moreover, this part discusses the social and cultural influences on the cognitive and motivational processes in learning.

Part VI Involves discussion on individual differences in learning. Specifically, the last part of this book involves lessons on the theories of intelligence, structure of the intellect, differences in stylistic cognitive dimensions, diversity in learning, and students with special learning needs.

Each part opens with Focus Questions that is anchored on the domains of the National Competency-Based Teacher Standards (NCBTS) to help students hone their reflective thinking. It is followed by Making Connections for students to activate their prior knowledge. In the same way, each chapter opens with a Student Portrait that serves as a simple vignette in which learners will be required to use critical thinking.

Exercises for practice are offered to develop the basic skills for more complex activities that require higher-level cognitive tasks. On the other hand, casebook development is encouraged for reflective thinking which is not devoid of human thoughts. 

Illustration ; Newsprint ; 26 cm
Includes bibliographic reference and index