FACILITATING LEARNER-CENTERED NG

FACILITATING
LEARNER-CENTERED
TEACHING

MODULE

PONCIANO S. ABDON, MAEd

Associate Professor V
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SECTION 1 ILO
DEMONSTRATE UNDERSTANDING OF LEARNER-CENTERED
THEORIES OF LEARNING AND THE TYPES OF LEARNING

SECTION 2 ILO
RELATE THE DIMENSIONS OF LEARNING IN
SELECTING EFFECTIVE STRATEGIES AND
METHODOLOGIES

SECTION 3 ILO
DESIGN LEARNING ACTIVITIES TO ADDRESS
THE DIVERSE NEEDS OF LEARNERS.

SECTION 4 ILO
DEVELOP MOTIVATIONAL TECHNIQUES FOR
EFFECTIVE LEARNER-CENTERED
LEARNING.

SECTION 5 ILO
DESIGN LEARNING ACTIVITIES TO
FACILITATE THE COGNITIVE AND
METACOGNITIVE PROCESS IN LEARNING.

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Module 3
Chapter 3
Declarative, Procedural, and Functional Knowledge

Introduction
This chapter deals with identifying the three types of learning and differentiating one from the other.
This is important for teachers to know so that they can determineways of crrying out mehtodologies and
activities in the classroom, most appropriate for the learners. This will insure that learning will be raised to
higher levels. It may be noted that one of the outcomes of the learning process is the acquisition of knowledge.
As will be seen later, acquired knowledge comes in different levels depending on the kind of learning
experiences learners are expected to. Thus, the deliberate interventions and activities are significant factors
meant to influence the kind of level or type of knowledge one has acquired or developed.

Learning Outcomes
At the end of this module, you are expected to:
1. Categorize knowledge according to type: declarative, procedural, and functional knowledge
2. Explain each of the categories of knowledge.
3. Discuss the educational implications of knowledge acquisition.

Learning Point: Categories of Knowledge

Declarative Knowledge
Declarative knowledge is the information acquired that one can speak about. It is that which we know
(“Declarative Learning,” n.d.). It is the information that one can declare. Declarative knowledge, also known as
verbal knowledge or factual knowledge, is any piece of information that can only be learned through
memorization. It is an association between two or more items that are linked through memorization. The fact

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that ADDIE represents the words Analysis, Design, Development, Implementation, and Evaluation is declarative
knowledge. Facts, jargon, terminology, and acronyms are some of the most common factual knowledge found
in organizations. Declarative learning is associated with tasks that require greater amount of attention as what
happens in school. As a process, declarative learning occurs consciously and most often through memorization.
As such, it is language-based and is dependent on memory.
In education, declarative knowledge strategies are those that can help the learner construct meaning
(Harris, n.d.) by linking new learning with existing knowledge.
There are three subtypes of declarative knowledge cognition (Harris, n.d.).
a. Labels and names (pairing information)
b. Facts and lists (describing relationships)
c. Organizational discourse (thread of meaning running throughout)

Procedural Knowledge
This theme measures what students do in the classroom to enhance their learning. Lessons that
engage students and varied opportunities for making predictions, estimations, or hypotheses and designing
ways to test them, help students to understand the nature of scientific inquiry. Through practice and reflection,
students can apply these skills in new contexts and recognize their own critical thinking abilities. It refers to what
can do and what one is able to do.
Example: Knowing how to ride a bike.
It is often less conscious than declarative learning. Declarative learning can eventually become procedural
knowledge.
The following are the structure to consider Procedural Knowledge:
 Gives students use a variety of means to represent phenomena under discussion (e.g., graphs,
maps, rock samples) AND interpret different types of information.
 Incorporates opportunities for students to make predictions or estimations or to generate
hypotheses (although it may not include means of testing these conjectures).
 Includes at least one thought-provoking activity followed by an opportunity to assess the
procedure.
Functional Knowledge
It is any piece of stored information that can be adapted and applied to different circumstances or are
transferable to different settings. Functional learning is how people acquire and categorize data often referred to
as “schema” by cognitive theorists. The knowledge becomes functional as the schema becomes robust and
readily adjustable.

Other Ways of classifying knowledge.

a. Episodic Knowledge
It refers to a biological memory reflecting not only what happened but also where and when it
happened. Example: cell phone number of love ones.
b. Semantic Knowledge
Deals with memories and information but not tied to personal biographies. Semantic memory
refers to a portion of long-term memory that processes ideas and concepts that are not drawn from
personal experience. Semantic memory includes things that are common knowledge, such as the names
of colors, the sounds of letters, the capitals of countries and other basic facts acquired over a lifetime.

Subtypes of Semantic Knowledge

a. Declarative – It tells about the statement of truth.
b. Procedural – Knowledge of about how things are done.
c. Conditional – It accounts for knowing when.

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DECLARATIV
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Descriptions
Time elements
Process
Causal relationship
Various levels Episodes
f. Generalization
Principles
Concepts

Dimension of Knowledge
a. Conceptual Knowledge. Conceptual knowledge has been defined as understanding of the principles
and relationships that underlie a domain or knowing why? Knowledge of classification, principles,
generalizations, theories, models, situations pertinent to a discipline.
b. Metacognitive Knowledge. Awareness of one’s own cognition and cognitive process.
c. Factual. Knowledge basic to specific disciplines likes science or math.
Educational Implications of knowledge Acquisition
Appropriate interventions or any other given activities to the students, also the use of
appropriate methodologies will help the students to acquire better knowledge in the teaching-learning
process. The following are the some of the implications or effects of educational in knowledge
acquisition.
a. Process the material semantically.
b. Retrieving important aspects of knowledge with little effort.
c. Using effective strategies.
d. Process and retrieve information frequently.
e. Detecting features and meaningful patterns of information.
f. Create cognitive procedures.
Teachers would be able to determine of which appropriate strategies and methods are to be
applied to help the students in gathering information.
a. Detecting Features and Meaningful Patterns of Organization - People who have developed expertise
areas are, by definition, able to think effectively about problems in those areas. Understanding
expertise is important because it provides insights into the nature of thinking and problem solving.
Experts’ knowledge cannot be reduced to sets of isolated facts or propositions but, instead, reflects
contexts of applicability: that is, the knowledge is “conditional zed” on a set of circumstances.
b. Organization and Depth of Information – Experts have more elaborate networks of information about
an area. Curriculum should be designed in a way that it is easy for the students to organize
information.
c. Fluent Retrieval – Experts can retrieve information fluently or without much effort. Novices readers
spend more time retrieving information from the written word, thus there is less time spent in
comprehension.
d. Adaptive Expertise – Experts are flexible and can adapt equally well to a new situation in a unique
approach.
e. Strategies – Experts use effective strategies in understanding information in their area of expertise.
Students have limited and fragmented knowledge that limits their ability to differentiate between
accurate and inaccurate information. Teachers should help the students by guiding them into
differentiating between important and non-important. Teachers should also teach the best strategies

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that will practice them into relevant situations.
f. Spreading out and Consolidating Learning – Teachers should always discuss to students about the
importance of reviewing and monitoring of their learned lessons.
g. Asking Themselves Questions – Teachers should encourage students to ask questions. This will help
in expanding the associations of information they need to retrieve.
h. Taking Good Notes – Note taking is one of the most important activities for students. Taking notes is
about summarizing core concepts as precisely as possible in your own words. The following are the
strategies to organize notes.
a. Summarizing
b. Outlining
c. Using concept maps
i. Using a Study System – Study system will help the students for more meaningful learning.
Students need to develop
a. For developing declarative knowledge – The appropriate methods would be to provide activities on
organizing to facilitate learning.
b. For developing concept learning – The appropriate methods in application of learning is the most
important. The use of inquiry or expository approach is the best application to use.
c. For Learning procedures – The application of procedural methods is the best approach to use. The
application of recall, application, analysis, recognition, and completion steps are the methods best for
it.
d. For learning of Principles – Cause and effect strategies are effective to teach principle

References:
1. Facilitating Learner-Centered Teaching by: Dalisay G. Brawner, Ed.D.
2. https://www.psychologydiscussion.net/learning/learning-meaning-nature-types-and- theories-
of-learning/652
3. https://www.scribbr.com/methodology/case-study/
4. https://www.nap.edu/read/9853/chapter/5
5. https://poorvucenter.yale.edu/
6. https://www.psychologydiscussion.net/learning/learning-meaning-nature-types-an d- theories-
of-learning/652

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