UNIT 1 LEARNER-CENTERED TEACHING: FOUNDATIONS AND

CHARACTERISTICS

LESSON 1 LEARNER-CENTERED TEACHING

Introduction

Students learn information by systematically examining the subject and

critically assessing the situation. Students are active members of this learning

process. A teaching approach where students are required to take on active learner

roles and responsibilities beyond listening passively to instructors’ lectures and taking

notes.

In this lesson we will look on to the nature of teaching in a learner centered

way.

Abstraction

Creating a learner-centered environment is the most important thing an

educator can do to optimize students’ learning. At first, this concept might be a little

bit uncomfortable for students, most of whom are accustomed to teacher-centered

learning experiences. Learner-centered teaching means subjecting every teaching

activity (method, assignment, or assessment) to the test of a single question: ‘‘Given

the context of my students, course, and classroom, will this teaching action optimize

my students’ opportunity to learn?’’ A learner-centered environment is different. It

requires students to take on new learning roles and responsibilities that go far

beyond taking notes and passing tests. It is an environment that allows students to

take some real control over their educational experience and encourages them to

make important choices about what and how they will learn. In learner-centered

classrooms, collaboration is the norm, not an occasional class activity.

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Learner-centered teaching can optimize students’ opportunities to learn in

many different ways. Four specific aspects of learner-centered practice that are

crucial to achieving this optimization.

Involving Students in Firsthand Learning

When students engage in firsthand learning experiences, they learn to figure

things out for themselves, to believe in the analytical abilities of their minds, to connect

with the world around them directly, and to learn to use their innate curiosity to

discover the power of their learning abilities (First Hand Learning Inc., 2007).

However, this powerful process is one with which students have limited familiarity,

and they will need our help to learn how to be successful firsthand learners.

Giving Students Choices About and Control of Their Learning

The second aspect, which goes to the heart of the learner-centered practice,

is to share more control over students’ learning with them. Sometimes we in

education forget that it is indeed the students’ learning we are trying to facilitate—it

is, in fact, all about them.

Giving students some say in their own learning is an important aspect of their

lives, giving them a greater sense of control, which leads to a greater sense of

safety, a greater trust in those in charge, and a willingness to be more active

participants in the process.

Teaching Students Lifelong Learning Skills

The third aspect of a learner-centered practice goes hand-in-hand with

teaching for long-term memory. As an integrated part of teaching our course content,

we need to teach the lifelong learning skills that our students will need to live

successfully in an ever-expanding global economy.

To optimize this preparation, we need to help our students develop

lifelong learning skills that include the learning-how-to-learn skills and strategies

needed to deal with the complex and challenging life ahead. Skills such as how to

locate needed information, how to evaluate the source of that information, how to

collaborate with others to create meaningful learning, how to solve problems found in

contexts different from those with which they are familiar, how to organize

information into meaningful patterns, and how to think in the specific ways of a

subject discipline are all skills that most students do not adequately possess and,

therefore, need to learn.

Promoting the Relevance of Learner-Centered Teaching

The fourth aspect of successfully implementing a learner-centered

practice is to be able to explain to students why you want them to change their roles

and responsibilities, and how these changes will produce deeper and long-lasting

learning.

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One fascinating finding in the TV program Sesame Street was that the

children lost interest not because the colors were not bright enough or the characters

attractive, but when they did not understand what was going on. We should take this

lesson from Sesame Street to heart. Students might lose interest in what we are

trying to teach because they do not understand why the information is important or

relevant to their lives or to the learning goals of the class. Or it might be that they do

not understand how the information can be applied in any meaningful way, or why

the particular way the professor is requesting the information be learned is necessary

or the best way to learn it.

LESSON 2 PARADIGM SHIFT: FROM TEACHER-CENTERED TO LEARNER-

CENTERED TEACHING

ESSENTIALISM

Introduction

An essentialist account of human nature could, at first sight, seem to be

something that a dedicated feminist philosopher should oppose. Essentialism is often

associated with old-fashioned, conservative, and even patriarchal thinking. Thus, it is

understood as something entirely inappropriate for the adequate justification of the

ideals crucial to feminist philosophy.

In this lesson, we will understand why this theory, even opposed by many

theories and philosophers still needs to be used as a theory for teacher-centered

learning.

WHAT IS ESSENTIALISM?
 is the view that every entity has a set of necessary attributes to its identity and

function. In early Western thought, Plato's idealism held that all things have

such an "essence"—an "idea" or "form". The contrary view—non-

essentialism—denies the need to posit such an "essence.”

 is the view that certain categories (e.g., women, racial groups, dinosaurs,

original Picasso artwork) have an underlying reality or true nature that one

cannot observe directly.

PRINCIPLES OF ESSENTIALISM

 Essentialists argue that classrooms should be teacher-oriented. An example

of essentialism would be lecture-based introduction classes taught at

universities. Students sit and take notes in a classroom that holds over one

hundred students. They take introductory-level courses to introduce them to

the content.

 Essentialism is a relatively conservative stance to education that strives to

teach students the knowledge of a society and civilization through a core

curriculum. This core curriculum involves such areas that include the study of

the surrounding environment, basic natural laws, and the disciplines that

promote a happier, more educated living. Other non-traditional areas are also

integrated as well in moderation to balance the education. Essentialists' goals

are to instill students with the "essentials" of academic knowledge, patriotism,

and character development through traditional (or back-to-basic) approaches.

This is to promote reasoning, train the mind, and ensure a common culture for

all citizens.

 Essentialism is a teacher-centered philosophy. The role of the teacher as the

leader of the classroom is a fundamental tenet of Educational essentialism.

The teacher is the center of the classroom, so they should be rigid and

disciplinary. Establishing order in the classroom is crucial for student learning;

effective teaching cannot occur in a loud and disorganized environment. It is

the teacher's responsibility to keep order in the classroom.[3]The teacher must

interpret the essentials of the learning process, take the leadership position and

set the classroom’s tone. These needs require an educator who is

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academically well-qualified with an appreciation for learning and development.

The teacher must control the students with distributions of rewards and

penalties.

 Essentialists believe that teachers should try to embed traditional moral

values and virtues such as respect for authority, perseverance, fidelity to duty,

consideration for others, and practicality and intellectual knowledge that

students need to become model citizens.

PERENNIALISM

Introduction

Perennialism in education aims to teach students to reason and develop minds

that can think critically. It aims to be a closely organized and well-disciplined

environment, which develops in students a lifelong quest for the truth.

In this module, try to engage yourself to adjust to the teacher-centered

principles of learning.

Perennialism is a teacher-centered educational philosophy that focuses

on everlasting ideas and universal truths. To clarify, Perennialism suggests

that education’s focus should be the ideas that had lasted for centuries

believing the ideas are as relevant and meaningful today as when they were

written.

Perennialists believe that the focus of education should be the ideas

that have lasted over centuries. They believe the ideas are as relevant and

meaningful today as when they were written. They recommend that students

learn from reading and analyzing the works by history's finest thinkers and

writers.

The goal of a Perennialism

The goal of a Perennialists education is to teach students to reason

and develop minds that can think critically. A Perennialists classroom aims to

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be a

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closely organized and well-disciplined environment, which develops students a

lifelong quest for the truth. Perennialists believe that education should

epitomize a prepared effort to make these ideas available to students and guide

their thought processes toward understanding and appreciating the great

works, works of literature written by history’s finest thinkers that transcend

time and never become outdated.

Perennialists are primarily concerned with the importance of mastery of

the content and development of reasoning skills. The adage “the more things

change, the more they stay the same” summarizes the Perennialists’

perspective on education. Skills are still developed sequentially. For example,

reading, writing, speaking, and listening are emphasized in the early grades to

prepare students later to study literature, history, and philosophy.

Perennialists believe that the focus of education should be the ideas that

have lasted over centuries. They believe the ideas are as relevant and

meaningful today as when they were written. They recommend that students

learn from reading and analyzing the works by history's finest thinkers and

writers. Essentialists believe that when students study these works and ideas,

they will appreciate learning. Similar top perennialism, essentialism aims to

develop students' intellectual and moral qualities. Perennialists classrooms are

also centered on teachers to accomplish these goals. The teachers are not

concerned about the students' interests or experiences. They use tried and

true teaching methods and techniques that are believed to be most beneficial

to disciplining students' minds. The Perennialists curriculum is universal and is

based on their view that all human beings possess the same essential nature.

Perennialists think it is important that individuals think deeply, analytically,

flexibly, and imaginatively. They emphasize that students should not be taught

information that may soon be outdated or found to be incorrect. Perennialists

disapprove of teachers requiring students to absorb massive amounts of

disconnected information. They recommend that schools spend more time

teaching about concepts and explaining they are meaningful to students. The

only example I can think of would be a class about religion or history. The

instructor would use religious books and historical documents.

PROGRESSIVISM

Introduction

Progressive education is a response to traditional methods of teaching. It is

defined as an educational movement that gives more value to experience than

formal learning. It is based more on experiential learning that concentrates on the

development of a child's talents.

In this lesson, we will look at the progress of education in a progressive way.

Take the challenge

In this lesson, challenge yourself to the following outcomes:

 Define what progressivism is.

 Name the different principles of progressivism in education

Lesson Proper

Activity

Form groups about 3-5 members each.

1. Brainstorm on how each one in the group progresses in their

education, like how they attain such progress.

Analysis

Discussion questions:

1. In what ways you and your groupmates have the same way of

progressing in their education?

2. In what ways you and your groupmates differ in the way of progressing

in their education?

3. What other things can you do to have a progressive education?

Abstraction

What is progressivism?

Progressivists believe that education should focus on the whole child,

then on the content or the teacher. This educational philosophy stresses that
students should test ideas through active experimentation. Learning is rooted

in the questions of learners that arise through experiencing the world.

Progressivists believe that individuality, progress, and change are

fundamental to one's education. Believing that people learn best from what

they consider most relevant to their lives, progressivists center their curricula

on students’ needs, experiences, interests, and abilities.

Goal of Progressivism

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One of its main objectives was to educate the “whole child”—that is, to

attend to physical, emotional, and intellectual growth. The school was

conceived of as a laboratory where the child was to take an active part—

learning through doing.

Most Progressive Education programs have these qualities in common:

 Emphasis on learning by doing – hands-on projects,

expeditionary learning, experiential learning.

 Integrated curriculum focused on thematic units.

 Integration of entrepreneurship into education.

 Strong emphasis on problem-solving and critical thinking

 Group work and development of social skills

 Understanding and action as the goals of learning as opposed to

rote knowledge

 Collaborative and cooperative learning projects

 Education for social responsibility and democracy

 Highly personalized learning accounting for each individual's personal

goals

 Integration of community service and service-learning projects into the

daily curriculum

 Selection of subject content by looking forward to asking what skills will be

needed in the future society

 De-emphasis on textbooks in favor of varied learning resources

 Emphasis on lifelong learning and social skills

 Assessment by evaluation of child's projects and productions

What are progressive methods of teaching?

The new or progressive teaching methods are based on the

Philosophy of John Dewey that education is life, growth, reconstruction of

human experiences, and a social process. The main goal of the

new methods is personality development through proper stimulation, direction,

and guidance.

The new or progressive teaching methods are based on the Philosophy

of John Dewey that education is life, growth, reconstruction of human

experiences, and a social process.

The main goal of the new methods is personality development through

proper stimulation, direction, and guidance. Guidance and counseling of the

students go hand in hand with the regular methods and techniques of

teaching. The new methods place more emphasis on thinking and less upon

memorizing, more on understanding and less on merely accumulating facts,

and more through genuine interest and less learning through coercion.

HUMANISM

Introduction

Based on the belief that the education that is good for a person is also best for

the nation’s well-being, the individual learner is not regarded as passive or at least

easily managed recipient of input. S/he is the choosing or self-selecting organism.

In this lesson, you will learn why humanism in education is important.

What is humanism?

Humanism focuses on human beings being free to act and control

their destinies. It centers on human values, interests, capacities, needs, worth,

and dignity. Learning refers to the acquisition of new knowledge, behaviors,

skills, and values through a process of study, practice, and/or experience.

Why is humanism so important?

During the Renaissance, Humanism played a major role in

education. Humanists —proponents or practitioners of Humanism during the

Renaissance—believed that human beings could be dramatically changed by

education. The Humanists of the Renaissance created schools to teach their

ideas and wrote books all about education.

Overall, Humanist education was thought at the time to be

an important factor in the preparation of life. Its main goal was to improve

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the

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lives of citizens and help their communities. Humanist schools combined

Christianity and the classics to produce a model of education.

What is the humanism theory?

Humanistic psychology is a perspective that emphasizes looking at

the whole individual and stresses concepts such as free will, self-efficacy, and

self-actualization. Rather than concentrating on dysfunction, humanistic

psychology strives to help people fulfill their potential and maximize their

well-being.

What is humanistic approach in curriculum?

The Humanistic Curriculum is based on the belief that the education

that is good for a person is also best for the well-being of the nation. Here, the

individual learner is not regarded as a passive or at least easily managed

recipient of input. S/he is the choosing or self-selecting organism.

What is humanism philosophy of education?

Humanism was developed as an educational philosophy by

Rousseau (1712-1778) and Pestalozzi, who emphasized nature and the basic

goodness of humans, understanding through the senses, and education as a

gradual and unhurried process in which the development of human character

follows the unfolding of nature.

What are the main principles of the humanistic approach to learning?

Some core principles are important: respect for life and human

dignity; equal rights and social justice; respect for cultural diversity, as well as

a sense of shared responsibility and a commitment to international solidarity.

These principles are all fundamental aspects of our common humanity.

Humanistic principles

A humanistic approach to education and development is based on the

foundation of an integrated approach to knowledge, learning and development.

Some core principles are important: respect for life and human dignity; equal

rights and social justice; respect for cultural diversity, as well as a sense of

shared responsibility and a commitment to international solidarity. These

principles are all fundamental aspects of our common humanity. It is an

approach that recognizes the diversity of knowledge systems, worldviews, and

conceptions of well-being as a source of wealth. It recognizes the diversity of

lived realities while reaffirming a common core of universal values. A

humanistic approach implies a central concern for sustainable human and

social development, in which the fundamental purpose of education should

be to sustain and enhance the dignity, capacity and welfare of the human person in

relation to others and to nature. This implies inclusive policy-making, and

transparency and accountability in the provision of meaningful learning

opportunities for all.

Humanistic approach

The major focus of a humanistic approach is the development of the

whole student with an emphasis on emotional aspects of the student. The

learning concentrates upon the development of the student’s self-concept. If

the student feels good about him or herself then that is a positive start.

Feeling good about yourself involves an understanding of your talents,

strengths and weaknesses, and a belief in your ability to improve.

Learning is not an end in itself. It is the means to progress towards the

pinnacle of self-development (self-actualization). A student learns because he

or she is intrinsically driven, and derives his or her reward from the sense of

achievement that having learned something affords. This differs from the

behaviorist view that expect extrinsic rewards to be more effective.

Within the humanistic approach, education is about creating a need

within the student, or cooperate with the student his self-motivation. Humanism

is about rewarding yourself. Intrinsic rewards are rewards from within oneself,

rather like a satisfaction of a need.

Gage and Berliner (1991) described 4 basic objectives:

1. Promote and develop positive self-direction and independence;

2. Develop the ability to take responsibility for what is learned;

3. Promote and develop creativity;

4. Promote and develop curiosity.

CONSTRUCTIVISM

Introduction

Constructivism is an approach to learning that holds that people actively

construct or make their own knowledge and that reality is determined by the

experiences of the learner.

In this lesson, we will learn how this theory is used in the learner-centered

learning.

Constructivism is based on the belief that learning occurs

as learners are actively involved in a process of meaning and knowledge

construction as opposed to passively receiving information. Learners are the

makers of meaning and knowledge.

Constructivism is 'an approach to learning that holds that people actively

construct or make their own knowledge and that reality is determined by the

experiences of the learner'.

Constructivism says that learners bring their personal experiences into

the classroom and these experiences have a tremendous impact on students'

views of how the world works.

Characteristics of constructivism

1. Learners construct understanding. Constructivist do not view learners as

active thinkers who interpret new information based on what they already

know. They construct knowledge in a way that makes sense to them.

2. New learning depends on current understanding. Background information is

very important. I t is through the present views or scheme that the learner

has that new information will be interpreted.

3. Learning is facilitated by social interaction. Constructivist believe in creating

a community of learners within classrooms. Learning communities help

learners take responsibility for their own learning. Learners have a lot of

opportunities to cooperate and collaborate to solve problems and discover

things. Teachers play the role of a facilitator rather than an expert who has

all the knowledge.

4. Meaningful learning occurs within authentic learning task. An authentic task

is the one that involves a leaning activity that involves constructing

knowledge and understanding that is so kin to the knowledge and

understanding needed when applied in the real world.

Two views of Constructivism

Individual Constructivism. This also called cognitive constructivism. It

emphasizes individual, internal construction of knowledge. It is largely based

on Piaget’s theory. Proponents of this type choose child-centered and

discovery learning. They believe the learners should be allowed to discover

principles through their own exploration rather than direct instruction by the

teacher.

Social Constructivism. This view emphasizes that knowledge exist in

a social context and is initially shared with others instead of being represented

solely in the mind of an individual. Hence, construction of knowledge is shared

by two or more people. According to social constructivists, the opportunity to

interact and share among learners help to shape and refine their ideas.

Knowledge construction becomes social, not individual.

LESSON 3 DIMENSIONS OF LEARNER-CENTERED TEACHING

In a book written by Weimer (2002), she said that students to be learner-centered,

the instructional practice needs to change in five ways:

1. The function of content in learner-centered teaching includes giving

students a strong knowledge foundation, applying the content, and the ability

to learn more independently. Students need to understand why they need to

know the content, and they need to be actively engaged in learning.

2. The role of the instructor focuses on helping students learn. Instructors

should not just disseminate information. Instead, they should create an

environment in which students can learn. The teaching and learning methods

that instructors use should be appropriate for student learning goals.

3. The responsibility for learning shifts from instructor to the students.

Instructors should proactively assist their students in taking responsibility for

their learning by creating situations that motivate them to accept this

responsibility. Further, instructors should guide students to acquire skills that

will help them learn in the future. When students assume responsibility for their

learning, they become self-directed, lifelong learners aware of their learning

abilities.

4. The purposes and processes of assessment shifts from only assigning

grades to include providing constructive feedback to assist student

improvement. Learner-centered teaching integrates assessment with feedback

as a part of the learning process.

5. The balance of power shift so that the instructor shares some decisions about

the course with the students such that the instructor and students collaborate

on course policies and procedures. Learner-centered teaching maintains an

appropriate balance of power between the instructor and the students by giving

them opportunities to learn and control overexpressing perspectives and their

learning methods and assessment.

UNIT 2 LEARNER-CENTERED PSYCHOLOGICAL

PRINCIPLES

LESSON 1 14 LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES

Duration

Introduction

The following 14 psychological factors pertain to the learner and the learning

process. They focus on psychological factors that are primarily internal to and under

the control of the learner rather than conditioned habits or physiological factors.

However, the principles also attempt to acknowledge the external environment or

contextual factors that interact with these internal factors.

COGNITIVE AND METACOGNITVE FACTORS

1. Nature of the learning process. The learning of complex subject

matter is most effective when it is an intentional process of

constructing meaning from information and experience.

 There are different learning processes; such as, habit

formation in motor learning, learning that involves the

generation of knowledge or cognitive skills and learning

strategies.

 Learning in schools emphasizes the use of intentional

processes that students can use to construct meaning from

information, experiences, and thoughts, and beliefs.

 Successful learners are active, goal-directed, self-regulating,

and assume personal responsibility for contributing to their

learning.

2. Goals of the learning process. Over time and with support and

instructional guidance, the successful learner can create meaningful,

coherent representations of knowledge.

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 The strategic nature of learning requires students to be goal-

directed.

 To construct useful representations of knowledge and acquire

the thinking and learning strategies necessary for continued

learning success across the life span, students must generate

and pursue personally relevant goals. Initially, students’ short-

term goals and learning may be sketchy in an area, but over

time their understanding can be refined by filling gaps,

resolving inconsistencies, and deepening their knowledge of

the subject matter so that they can reach longer-term goals.

 Educators can assist learners in creating meaningful learning

goals that are consistent with both personal and educational

aspirations and interests.

3. Construction of knowledge. The successful learner can link new

information with existing knowledge in meaningful ways.

 Knowledge widens and deepens as students continue to build

links between new information and experiences and their

existing knowledge base. The nature of these links can take

various forms, such as adding to, modifying, or reorganizing

existing knowledge or skills. How these links are made or

develop may vary in different subject areas and among

students with varying talents, interests, and abilities. However,

unless new knowledge becomes integrated with the learner’s

prior knowledge and understanding, this new knowledge

remains isolated, cannot be used most effectively in new

tasks, and does not transfer readily to new situations.

 Educators can help learners acquire and integrate knowledge

through several strategies that are effective with learners of

varying abilities, such as correct mapping and thematic

organization or categorizing.
4. Strategic thinking. The successful learner can create and use a

repertoire of thinking and reasoning strategies to achieve complex

learning goals.

 Successful learners use strategic thinking in their approach to

learning, reasoning, problem-solving, and concept learning.

 They understand and can use various strategies to help them

reach learning and performance goals and apply their

knowledge in novel situations.

 They also continue to expand their repertoire of strategies by

reflecting on the methods they use to see which work well for

them, by receiving guided instruction and feedback, and

observing or interacting with appropriate models.

 Learning outcomes can be enhanced if educators help

learners in develop, apply, and assess their strategic learning

skills.

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5. Thinking about thinking. Higher-order strategies for selecting and

monitoring mental operations facilitate creative and critical thinking.

 Successful learners can reflect on how they think and learn,

set practical learning or performance goals, select potentially

appropriate learning strategies or methods, and monitor their

progress toward these goals.

 Successful learners also know what to do if a problem occurs

or if they are not making sufficient or timely progress toward

a goal. They can generate alternative methods to reach their

goal (or reassess the goal’s appropriateness and utility).

 Instructional methods that focus on helping learners develop

these higher-order (metacognitive) strategies can enhance

student learning and personal responsibility.

6. Context of learning. Learning is influenced by environmental factors,

including culture, technology, and instructional practices.

 Learning does not occur in a vacuum. Teachers play a

significant interactive role with both the learner and the

learning environment.

 Cultural or group influences on students can impact many

educationally relevant variables, such as motivation,

orientation toward learning, and ways of thinking.

 Technologies and instructional practices must be appropriate

for learners’ level of prior knowledge, cognitive abilities, and

their learning and thinking strategies.

 The classroom environment, particularly the degree to which

it is nurturing or not, can significantly impact student learning.

MOTIVATIONAL AND AFFECTIVE FACTORS

7. Motivational and emotional influences on learning. What and how

much is learned is influenced by the learner’s motivation. In turn,

motivation to learn, is influenced by the individual’s emotional states,

beliefs, interests and goals, and habits of thinking.

 The rich internal world of thoughts, beliefs, goals, and

expectations for success or failure can enhance or interfere

with the learner’s quality of thinking and information

processing.

 Students’ beliefs about themselves as learners and the nature

of learning have a marked influence on motivation.

Motivational and emotional factors also influence both the

quality of thinking and information processing and an

individual’s motivation to learn.

 Positive emotions, such as curiosity, generally improve

motivation and facilitate learning and performance. Mild

anxiety can also enhance learning and performance by

focusing the learner’s attention on a particular task. However,

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intense negative emotions (e.g., anxiety, panic, rage,

insecurity) and relative thoughts (e.g., worrying about

competence, ruminating about failure, fearing punishment,

ridicule, or stigmatizing labels) generally detract from

motivation, interfere with learning, and contribute to low

performance.

8. Intrinsic motivation to learn. The learner’s creativity, higher-order

thinking, and natural curiosity all contribute to motivation to learn.

Intrinsic motivation is stimulated by tasks of optimal novelty and

difficulty relevant to personal interests, and personal choice of

control.

 Curiosity, flexible and insightful thinking, and creativity are

major indicators of the learners’ intrinsic motivation to learn,

which is, in large part, a function of meeting basic needs to

be competent and to exercise personal control.

 Intrinsic motivation is facilitated on tasks that learners

perceive as exciting and personally relevant and meaningful,

appropriate in complexity and difficulty to the learners’

abilities, and believe they can succeed.

 Intrinsic motivation is also facilitated on tasks comparable to

real-world situations and meet needs for choice and control.

 Educators can encourage and support learners’ natural

curiosity and motivation to learn by attending to individual

differences in learners’ perception of optimal novelty and

difficulty, relevance, and personal choice and control.

9. Effects of motivation and effort. The acquisition of complex

knowledge and skills requires extended learner effort and guided

practice.

 Without learners’ motivation to learn, the willingness to exert

this effort is unlikely without coercion. The effort is another

main indicator of motivation to learn. The acquisition of

complex knowledge and skills demands the investment of

considerable learner energy and strategic effort, along with

persistence over time.

 Educators need to be concerned with facilitating motivation by

strategies that enhance learner effort and commitment to

learning and achieve high comprehension and understanding

standards.

 Effective strategies include purposeful learning activities,

guided by practices that enhance positive emotions and

intrinsic motivation to learn, and methods that increase

learners’ perceptions that a task is interesting and personally

relevant.

Task force on Psychology In Education

-Appointed by American Psychological Association

(APA) in early 1990s to conduct studies that could

further enhance the current underdtanding of

educators on the nature of the learners about

teaching and learning process.

INTRODUCTION

Originally specified twelve (12) fundamental principles about

learners and learning that, taken together, provide an

integrated perspective on factors influencing learning for all

learners.

Now 14
Task Force on Psychology in Education

END GOAL – to improve the existing school practices so that

learning becomes more meaningful to all kinds of learning

becomes becomes meaningful to all kinds of learners.

LEARNER-CENTERED

The perspective that couples a focus on individual

learners – their heredity, experiences, perspective,

backgrounds, talents, interests, capacities and needs.

With a focus on learning – the best available knowledge

about learning and how it occurs and about teaching

practices that are most effective in promoting the highest

levels of motivations, learning and achievement for all

learners

This dual focus then informs and drives educational decision making.

Learner-centered is a reflection in practice of the learner-Centered

Psychological Principles – in the programs, practices, policies, and

people that support learning for all.

The Principles apply to all learners in and outside of school, young and

old.

Learner-centered is also related to the belief, characteristics,

dispositions ansd practices of teqchers-practices primarily created by

the teacher.
Include learners in decision about how and what they

learn and how that learning is assessed;

Value each learner’s unique perspectives;

Respect and accomodate individual differences in

learner’s background, interest, abilities, and

experiences; and

Treat learners as co-creators and partners in the

teaching and learning process.

INTRODUCTION

Categories/Domain of the 14

Learner-Centered Psychological

Principles

Cognitive and Metacognitive

Motivational and Affective

Developmental and Social

Individual difference

bochins.paw

COGNITIVE AND METACOGNITIVE

COGNITIVE FACTORS

-refers to the mental processes the learners undergo

as they process an information

METACOGNITIVE

-concern on the way learners think about their

thinking as they engage in mental task.

NATURE OF LEARNING

PROCESS

The learning of complicated subject matter is most effective when

it is an intentional process of constructing meaning from

information and experience.

Teachers

-play significant role in guiding their learners to become active,

goal-directed, and self-regulating and to assume personal

responsibility for their learning.

-when planning for lesson plan their lesson and topics, they always

need to consider how they can bring reality in the classroom.

NATURE OF LEARNING

PROCESS

Learning activities and opportunities provided by the teachers are very

important situations where learners can integrate knowledge and concepts to

their experience.
Learners need to have a color and concrete inderstanding of knowledge and

concepts presented so that they would also know in what particular situations

they have to apply them.

Learning through experience is the most effective way of teaching.

Intentional learning environment is one that fosters activity and feedback and

creates a culture that promotes metacognition, one in which the learners

becomes aware and use tools to enhace his or her learning process.

GOAL OF THE LEARNING

PROCESS

The succesful learner, over time and with support and instructional guidance, can create

meaningful, coherent representations of knowledge.

Learners need to be goal-directed and set their goal not dictated by others to ensure their

willingness to achieve them.

Teachers have to guide learners in terms of determining their personal goals.

Meaningful learning takes when what is presented to learners is very much related to

their needs and interest.

CONSTRUCTION OF

KNOWLEDGE

The successful learners can link new information with existing

knowledge in meaningful ways.

Knowledge widens and deepens as students continue to build links

between new information and experiences and their knowledge

base.

It would be more effective if the teachers connect the learners

existing knowledge to new information

Integration of prior experiences to a new concept to be learned is a

way of making connections between what is new and what is

already known.

CONSTRUCTION OF

KNOWLEDGE

The very heart of constructivism supports that new

knowledge is created from old knowledge.

Teacher should initiate more opportunities for learners to

share ideas, expereiences, observations and readings as

the need arises.

Sharing prior knowledge can be in creative strategies like

concept mapping, group activities, and other collaborative

techniques where learners can able to learn from each

other’s experiences.

STRATEGIC

THINKING

The successful learner can create and use a repertoire of

thinking and reasoning strategies to achieve complex learning

goals.
Successful learners use in approach to learning reasoning,

problem solving, and concept mapping.

Strategic thinking is a person’s ability to use reasoning in

different ways to solve problems, address concerns and issues,

decrease difdiculties in certain situations, and make sound

decisions and judgements in varied conditions.

STRATEGIC

THINKING

Strategic Thinkers

-don’t easily give up even in difficult situations

-are more challenged to find ways to solve a problem to matter how

many times they already failed.

-are not affraid to commit mistakes because they perceive them as

meaningful learning experiences to continously discover other ways

of arriving at solutions.

Teachers

-must give opportunities to learn experiment, solve, and explore new

ideas and concepts.

-must motivate and encourage learners to be more creative and

innovate in their ideas opinions, and responses.

THINKING ABOUT

THINKING
Successful learners can reflect on how they think and learn set reasonable

learning or performance goals, select potentially appropriate learning

strategies or methods, and monitors their progress towards these goals.

Teachers Challenge

-to develop among students their Higher Order Thinking Skills (HOTS) where

they can evaluate, synthesize, analyze, and interpret varied concepts,

information and knowledge.

Learners develop thinking skills when provided wih opportunitues and

learning experiences to process varied events and situations specially of

given with real problems.

THINKING ABOUT

THINKING

Discovery, problems solving, creation and evaluation

should be integrated in students learning experience.

Assessment tool in school should be authentic

Students can make inference, sound judgements,

relevant conclusions, and use their learned knowledge to

varied situations.

CONTEXT OF

LEARNING

Learning is influenced by environmental factors, including culture, technology and

instructional practices.
Learning doesn’t only take place inside the classroom.

Much of what learners learn in thr classroom can only have meaning once they

see them concretely in their everyday life.

Examples given in the classroom should be a reflection of their actual life

experiences.

Digital tools and instructional practices must be carefully selected to facilitate a

motivatinh, stimulating, and encouraging learning environment geared toward

effective acquisition of knowlede, concept, and skills, among learners.

Learner Centered

Psychological Principles

Motivational and

Affective Factors

WHAT IS MOTIVATION

Affective is usually used in the field

of psychology and addresses emotions

and feelings.

WHAT IS AFFECTIVE?

7.Motivational and emotional influences on learning. What

and how much is learned is influenced by the learner’s

motivation.
•The rich internal world of thoughts, beliefs, goals, and

expectations for success or failure can enhance or interfere

with the learner’s quality of thinking and information

processing.

MOTIVATIONAL AND AFFECTIVE

FACTORS

•Students’ beliefs about themselves as

learners and the nature of learning have a

marked influence on motivation.

•Positive emotions, such as curiosity,

generally improve motivation and facilitate

learning and performance.

8. Intrinsic motivation to learn. The learner’s creativity,

higher-order thinking, and natural curiosity all contribute

to motivation to learn.

•Curiosity, flexible and insightful thinking, and creativity are

major indicators of the learners’ intrinsic motivation to

learn

•Intrinsic motivation is facilitated on tasks that

learners perceive as exciting and personally

relevant and meaningful

•Intrinsic motivation is also facilitated on tasks

comparable to real-world situations and meet

needs for choice and control.

•Educators can encourage and support

learners’ natural curiosity and motivation to

learn

9.Effects of motivation and effort.

•Without learners’ motivation to learn, the willingness to

exert this effort is unlikely without coercion.

•Educators need to be concerned with facilitating

motivation by strategies

•Effective strategies include purposeful learning activities

-IGNACIO ESTRADA

“If a child can't learn the way we teach,

maybe we should teach the way they learn

RA 10533

ENHANCED BASIC

EDUCATION ACT

OF 2013

What is RA 10533?

▧ Republic Act 10533 is the Enhanced Basic Education Act of 2013

(Section 1).

▧ It is an act enhancing the Philippine Basic Education System by

strengthening its curriculum and increasing the number of years for basic

education.
WHO and WHEN?

▧ The law was approved on May 15, 2013 by

former President Benigno Simeon Aquino III

and took it's effect June 8, 2013.

WHY?

▧ Only country in Asia with 10 years of basic

education.

▧ Poor quality of Education.

▧ Too many non-practical subjects.

▧ Not prepared for college education.

▧ Too young for labor force.

▧ No global recognition.

What's more inside the RA

10533?

Section 2: Declaration of Policy

“The State shall establish, maintain and support a

complete, adequate, and integrated system of education

relevant to the needs of the people, the country and

society-at-large.”

Section 3: Basic Education

“Basic education is intended to meet basic learning needs

which provides the foundation on which subsequent

learning can be based. It encompasses kindergarten,

elementary and secondary education as well as alternative

learning systems for out-of-school learners and those with

special needs.”

Section 4: Enhanced Basic Education Program

“The enhanced basic education program encompasses at

least one (1) year of kindergarten education, six (6) years

of elementary education, and six (6) years of secondary

education, in that sequence. Secondary education includes

four (4) years of junior high school and two (2) years of

senior high school education.”

Section 5: Curriculum Development

▧ DepEd shall formulate the design and details of the

education curriculum.

▧ DepEd shall work with CHED and TESDA

▧ DepEd shall undertake consultation to other national

government agencies and stakeholders.

Section 6: Curriculum Consultative Commitee

▧ Commission on Higher Education (CHED)

▧ Technical Education Skills and Development Authority (TESDA)

▧ Department of Labor and Employment (DOLE)

▧ Philippine Regulatory Commission (PRC)

▧ Department of Science and Technology (DOST)

▧ Information Technology- Business Process Outsourcing (IT-BPO)

Section 7: Teacher Education and Training

▧ In-service Training on Content and Pedagogy

▧ Training of New Teachers

▧ Training of School Leadership

Section 8: Hiring of Graduates of Science, Mathematics,

Statistics, Engineering and Other Specialists in Subjects

With a Shortage of Qualified Applicants,

Technical-Vocational Courses and Higher Education

Institution Faculty.

Section 9: Career Guidance and Counselling Advocacy

▧ The DepEd in coordination with DOLE, TESDA, and the

CHED shall regulary conduct career advocacy activities for

secondary level.

▧ Section 27 of RA 9258 or "Guidance and Counselling Act

of 2004”
Section 10: Expansion of E-GASTPE Beneficiaries

The benefits accorded by Republic Act No. 8545, or the

“Expanded Government Assistance to Students and

Teachers in Private Education Act”, shall be extended to

qualified students enrolled under the enhanced basic

education.

What is the importance of Enhanced Basic Education

Act of 2013?

Preparedness for

tertiary learning

Readiness to join the

workforce

Skill competency in the

Global Job Market

• 36,461 items created for SHS

 3,950 teachers hired from Higher

Education Institutions

 928 availed of the “Green Lane” or

Priority Lane