Psychology of learning, Educational psychology, Cognitive learning, Metacognition 

The fourth edition of this book on Facilitating Learning: A Metacognitive Process aims to align teacher education with the CHED prescribed new teacher education curriculum that is reflective of the National Competency-Based Teacher Standards with the end in view of contributing to the formation of the ideal professional teacher as concretely described in the seven integrated domains of the teaching and learning process. The activities or exercises at the end of every lesson were intended not only for drill and evaluative purposes but also for purposes of advocacy for current trends in education such as reflective education, multicultural education, interactive, constructivist, collaborative and outcomes-based teaching.

This 4th edition of Facilitating Learning is a response to the need for outcomes-based instructional material for Outcomes-Based Teaching and Learning (OBTL). OBTL is Outcomes-Based Education (OBE) applied in the classroom. The shift to an outcomes-based quality assurance made explicit in CHED Memo 46 s. 2012 necessitates the articulation of educational goals in terms of learning outcomes. Learning outcomes are what students know and are able to do after instruction. In OBE, the focus of education shifts from what the teacher or expert gives to the student to the competencies that the student acquires / develops. Competencies refer to knowledge, skills and values that students acquire from instruction.

This textbook is outcomes-based. It observes the alignment of learning outcomes per Module with the Course Outcomes which in turn are aligned to the Program Outcomes. The Course Outcomes are the learning outcomes for the course, in this case, Facilitating Learning. The Program Outcomes are the outcomes for the entire teacher education program. The Program Outcomes stated here are lifted from CHED Memo 30, 3.2004 but enriched by other sources such as Philippine Qualifications Framework, ASEAN Qualifications Framework, the 21St Century Skills, UNESCO ICT Competencies for Teachers and CHED Memo 46 3.2012. The main source of the Program Outcomes, however, is the list of the National Competency-Based Teacher Standards (NCBTS), the standards for good teaching in the Philippines.

For OBTL, the course, Facilitating Learning, must contribute to the attainment of Program Outcomes. Which specific Program Outcomes are addressed by Facilitating Learning as a course? The curriculum mapping on page vii shows that only Program Outcomes a, b, c and h are addressed by the course on Facilitating Learning. L means Teaching-Learning of the specific Program Outcomes is done purposively and, therefore, will definitely be assessed at the end of the course. In other words, these are the specific contributions of the course, Facilitating Learning, to the attainment of the Program Outcomes. Take note that the specific Modules where the inputs will be given and assessed are cited.

In addition, the Course Outcomes must also be assessed at the end of the course. The Course Outcomes are on page 282. In other words, the summative assessment of Facilitating Learning must include assessment of the Course Outcomes and the Program Outcomes which are directly addressed by the course. This will ensure alignment of curriculum, instruction and assessment. The knowledge, skills, values and attitudes that we want our students to learn are the focus of instruction. They are at the same time the focus of assessment. This is the essence of OBE and OBTL. 

Newsprint ; Ill. ; 26 cm
Includes bibliographic references