SOTE - CYCLE 3 - Facilitating Learner-Centered Teaching

Adaptive Community for the Continuity of Education and Student Services
National Teachers College
Facilitating Learner-Centered Teaching
Student Name: Degree Program:

Section: Mobile Number:
Name of Professor: Email Address:
YOUR GOALS
This module will allow you to explore basic essential theories involving student
learning and development. This will serve as an introductory and preparatory guide to
the succeeding theories that will be discussed at the other modules. At the end of this
learning module, you are expected to demonstrate the following competencies:
1. Identify the different student learning and development theories;

2. Relate the different theories to your personal experiences as you reach the
different stages in life;
3. Identify the different learning approaches concerning student learning and
behavior.
4. Analyze the difference in personalities between someone who has high self
efficacy and someone who has low self-efficacy.
5. Create an expository essay discussing the importance of teacher’s behavior in
shaping student’s learning and behavior.
YOUR EXPERIENCE
Be guided by the following schedule that you can follow in order to

manage your learning experience well:
WEEK TASK OUTPUT
1
1 Student learning and development theory infographics
2
3 Create an educational poster comparing the personalities of

2 someone who has high self-efficacy to someone who has low
4
self-efficacy.
5 Create an 8-box comic strip showing the importance of diversity

PROJECT
in the classroom.
6
REFLECTION: Construct an expository essay
1
Facilitating Learner Centered Teaching
School of Teacher Education, Second Semester, SY 2020-2021
There are required reading resources for this module. In addition, there are
formative assessment activities that will aid your understanding about the specific
topic. You are allowed to look for other related resources if you have the means to do
so. Please do note that our school library has online resources that you can access
and fully utilize.
TASK1: Carefully understand and digest the reading materials. Create an infographic
about your chosen student learning and development theory. Take note that you are
required to choose 1 theory only. A short reflection can be written for your
explanation.
WRITING CONDITIONS
FOR THE INFOGRAPHICS
1. Choose 1 student learning and development theory as discussed.

2. Create an infographic showing the gist of your chosen theory.
3. Take note of the rubrics below and make use of the space provided on the next
page.
FOR THE REFLECTION ESSAY

Take note of the following in formulating your answer:
1. Express your analysis per task in 300 – 500 words. You must indicate your total
word count at the last page of your work.
2. The tasks must be done on a short bond paper using normal margins. Please
ensure a double spacing format.
3. For encoded outputs, use font Century Gothic, font size 12. Use the space on the
succeeding pages.
Rising Star Rock Star Super Star

30 40 50
- Somewhat organized - Majority of the parts are - Output is conscientiously
output. organized. done and all parts are
- Space was not maximized. - Made use of the majority of organized.
space provided. - Maximized the use of the
space provided.
- Output does not easily - Output’s relation to the - Output’s relation to the
relate to the assigned topic. topic can be clearly seen. topic can be clearly seen
and exceeds expectation.
- Output lacks humor and - Output was able to reflect - Output was well drawn, well
creativity. humor and creativity. executed and reflected the
2
- Output seemed rushed. student's humor, creativity

and originality.
- Output explanation - Output explanation - Output explanation was well

reflected how little the reflected connection and articulately explained.
student understood the relevance.
topic.
YOUR SCORE AND NOTES
3
PROVISION FOR OUTPUT
4
Brief explanation and reflection:
READING MATERIAL NO. 1

METACOGNITION: Thinking About Thinking.
(Jahn, D. (2019).OER Commons.
Retrieved from: https://www.oercommons.org/courseware/lesson/58526/overview)
Metacognition
5
6
7

Psychology, Lifespan Development, Lifespan Theories.
(Rice University. (2017).OER Commons.
Retrieved From https://www.oercommons.org/courseware/lesson/15342/overview)
Lifespan Theories
Psychosexual Theory of Development
8
9
Psychosocial Theory of Development
10
Cognitive Theory of Development
11
12
13
14

Psychology, Introduction to Psychology, History of Psychology.
(Rice University. (2017a). OER Commons.
Retrieved From: https://www.oercommons.org/courseware/lesson/15295/overview)
Classical and Operant Conditioning
Classical Conditioning
15
Operant Conditioning
16
17
TASK 2: After reading the two reading materials, you are now tasked to create an
educational poster comparing the personalities of someone who has high self-efficacy
to someone who has low self-efficacy. Be guided by the grading rubric below.
Take note that you have the freedom to add a short paragraph discussing your
output. Make use of the space found on the next page.
WRITING CONDITIONS
FOR THE EDUCATIONAL POSTER
1. Compare and contrast someone with a high self-efficacy to someone with low
self-efficacy.
2. Create an educational poster showing the comparison between the two
people.
page.
3. For encoded outputs, use font Century Gothic, font size 12. Use the space on the
succeeding pages.

30 40 50
- Somewhat organized - Majority of the parts are - Output is conscientiously
output. organized. done and all parts are
- Space was not maximized. - Made use of the majority of organized.
space provided. - Maximized the use of the
space provided.
- Output does not easily - Output’s relation to the - Output’s relation to the
relate to the assigned topic. topic can be clearly seen. topic can be clearly seen
and exceeds expectation.
- Output lacks humor and - Output was able to reflect - Output was well drawn, well
creativity. humor and creativity. executed and reflected the
- Output seemed rushed. student's humor, creativity
and originality.
- Output explanation - Output explanation - Output explanation was well
18
reflected how little the reflected connection and articulately explained.

student understood the relevance.
topic.
19

EDUCATIONAL POSTER
20
Brief explanation and reflection:
21

Other Behavioral Concepts
(Rice University. (2017, July). Learning Approaches. OERCommons.
https://www.oercommons.org/courseware/lesson/15354/overview)
22
23

Teacher Behavior
(Gibson, A. M., Wang, J., & Slate, J. R. (2011, February). Teachers Behaving Unprofessionally: Stories from
Students. OERCommons.
https://www.oercommons.org/courses/teachers-behaving-unprofessionally-stories-from-students)
24
25
26
27
28
References
Blair, J. (2001, April 18). High noon. Education Week, 20(31), 36-41. Retrieved September 7, 2007, from Academic Search
Premier database.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
Demmon-Berger, D. (1986). Effective teaching: Observations from research. Arlington, VA: American Association of School
Administrators. (ERIC Document Reproduction Service No. ED 274087)
Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.
Greimel-Fuhrmann, B., & Geyer, A. (2003). Students’ evaluation of teachers and instructional quality—Analysis of relevant
factors based on empirical evaluation research. Assessment & Evaluation in Higher Education, 28(3), 229-238.
Jepson, E., & Forrest, S. (2006). Individual contributory factors in teacher stress: The role of achievement striving and
occupational commitment. British Journal of Educational Psychology, 76(1), 183-197. Retrieved July 22 2007, from Academic
Search Complete database.
Mathews, J. (2005, April 12). When all the fourth-grade teachers quit. Washingtonpost.com. Retrieved September 9, 2007,
from the Washingtonpost.com website: http://www.washingtonpost.com/wp-dyn/articles/A46379-2005Apr12.html
Mathews, J. (2007, August 28). Teachers in trouble, parents ignored, part III. Washingtonpost.com. Retrieved September 9,
2007, from the Washingtonpost.com website:
http://www.washingtonpost.com/wp-dyn/content/article/2007/08/28/AR2007082800357.html?sub=AR
29
Minor, L. C., Onwuegbuzie, A. J., Witcher, A. E., & James, T. L. (2002). Preservice teachers’ educational beliefs and their
perceptions of characteristics of effective teachers. Journal of Educational Research, 96(2), 116-127.
Native American families and Winner School District announce settlement in case alleging discrimination. (2007). Retrieved
September 9, 2007, from the American Civil Liberties Union website:
http://www.aclu.org/crimjustice/juv/30155prs20070618.html.
Onwuegbuzie, A. J., Witcher, A. E., Collins, K. M. T., Filer, J. D. Wiedmaier, C. D., & Moore, C. W. (2007). Students’ perceptions
of characteristics of effective college teachers: A validity study of a teaching evaluation form using a mixed-methods
analysis. American Educational Research Journal, 44(1), 113-160.
Slate, J. R., Capraro, M. M., & Onwuegbuzie, A. J. (2007). Students’ stories of their best and poorest K-5 teachers: A mixed
data analysis. Journal of Educational Research & Policy Studies, 7(2), 53-79.
Stronge, J. H. (2002). Qualities of effective teachers. Alexandria, VA: Association for Supervision and Curriculum
Development.
Schweizer, P. (1998). Firing offences. National Review, 50(15), 27-29. Retrieved September 7, 2007, from Academic Search
Premier database.
Tuckman, B. W. (1995). Assessing effective teaching. Peabody Journal of Education, 70(2), 127-138.
Wang, J., Gibson, A., & Slate, J. R. (2007). Effective teachers as viewed by students at a 2-year college: A multi-stage mixed
analysis. Issues in Educational Research, 17(2), 272-295. Available online athttp://www.iier.org.au/iier17/wang.html
Weeding out bad teachers. (2005). Christian Science Monitor, 97(232), 8. Retrieved September 7, 2007, from Academic
Search Premier database.
Weele, M. V. (1994). Why it’s too hard to fire bad teachers. Washington Monthly, 26(11), 12-15. Retrieved September 7,
2007, from Academic Search Premier database.
Wentzel, K. R. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence.
Child Development, 73(1), 287-302.
Witcher, A. E., Onwuegbuzie, A. J., Collins, K. M. T., Filer, J. D., Wiedmaier, C. D., & Moore, C. (2003). Students’ perceptions of
characteristics of effective college teachers. (ERIC Document Reproduction Service No. ED482517).
Witcher, A. E., Onwuegbuzie, A. J., & Minor, L. C. (2001). Characteristics of effective teachers: Perceptions of preservice
teachers. Research in the Schools, 8(2), 45-57.
30
YOUR PROJECT
When you have finished going through the experiences and reading
resources contained in this module, you will create an expository essay
discussing the importance of teacher’s behavior in shaping both student’s learning
and behavior. Be mindful of the output conditions and expectations that follow.
FOR THE COMIC STRIP
1. Choose 1 topic under the different learning approaches discussed.
2. Create an 8-box comic strip showing the gist of your chosen topic.
page.
3. For encoded outputs, use font Century Gothic, font size 12.
4. Use the space on the succeeding pages.
Grading Rubric

75 85 100
- Expresses ideas in a - Expresses insightful main - Express original or insightful

somewhat organized ideas in an organized main ideas in a clear and
manner. manner. creative manner. Presents
- Is able to discuss thoughts - Presents with informative with precise and informative
about the subject/topic. details. details.
- Majority of output showed - Is able to articulately discuss - Uses elaboration strategies to
grammatical errors. thoughts about the subject. convey depth of thought
- Inconsistency in the format - Has less than 4 grammatical about the subject.
out output. errors. - Uses varied sentence
- Met expectations and - Met expectations and structures and has no or very
31
requirements. requirements. few grammatical errors.

- Met and exceeded all
expectations and
requirements.
32

COMIC STRIP
33

REFLECTION
34

Learning Approaches
(Rice University. (2017, July). Learning Approaches. OERCommons.
https://www.oercommons.org/courseware/lesson/15354/overview)
35
36
37
REFERENCES:
1. Brand, R. (2018, August 20). The Influence of Diversity in the Classroom. OER Commons. Retrieved
November 03, 2020, from
https://www.oercommons.org/authoring/47736-the-influence-of-diversity-in-the-classroom.
38

SOTE - CYCLE 3 - Facilitating Learner-Centered Teaching

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Adaptive Community for the Continuity of Education and Student Services

National Teachers College

Facilitating Learner-Centered Teaching

Student Name: Degree Program:

1. Identify the different student learning and development theories;

Be guided by the following schedule that you can follow in order to

WEEK TASK OUTPUT

3 Create an educational poster comparing the personalities of

5 Create an 8-box comic strip showing the importance of diversity

FOR THE INFOGRAPHICS

1. Choose 1 student learning and development theory as discussed.

FOR THE REFLECTION ESSAY

Rising Star Rock Star Super Star

- Output seemed rushed. student's humor, creativity

- Output explanation - Output explanation - Output explanation was well

YOUR SCORE AND NOTES

PROVISION FOR OUTPUT

Brief explanation and reflection:

READING MATERIAL NO. 1

READING MATERIAL NO. 2

Psychosexual Theory of Development

Psychosocial Theory of Development

Cognitive Theory of Development

READING MATERIAL NO. 3

Classical and Operant Conditioning

FOR THE EDUCATIONAL POSTER

FOR THE REFLECTION ESSAY

Take note of the following in formulating your answer:

Rising Star Rock Star Super Star

- Output explanation - Output explanation - Output explanation was well

reflected how little the reflected connection and articulately explained.

YOUR SCORE AND NOTES

PROVISION FOR OUTPUT

Brief explanation and reflection:

READING MATERIAL NO. 4

READING MATERIAL NO. 5

FOR THE COMIC STRIP

1. Choose 1 topic under the different learning approaches discussed.

FOR THE REFLECTION ESSAY

Take note of the following in formulating your answer:

4. Use the space on the succeeding pages.

Rising Star Rock Star Super Star

- Expresses ideas in a - Expresses insightful main - Express original or insightful

requirements. requirements. few grammatical errors.

YOUR SCORE AND NOTES

PROVISION FOR OUTPUT

PROVISION FOR OUTPUT

READING MATERIAL NO. 6

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