Final Module EDUC 312

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
National Highway, Crossing Rubber, Tupi, South Cotabato
COLLEGE OF TEACHER EDUCATION

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LEARNING MODULE
FOR
EDUC 312: FACILITATING LEARNER-CENTERED TEACHING
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WEEK 13
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EDUC 312: Facilitating Learner Centered Teaching

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC. Page 1 of
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COURSE OUTLINE
COURSE CODE : EDUC 312

TITLE : Facilitating Learner-centered Teaching
TARGET POPULATION: All Education Students
INSTRUCTOR : MR. JUNMARK C. PORAL, LPT
Overview:
This course explores the fundamental principles and practices anchored on learner-centeredness
and other educational psychologies as theses apply to facilitate various teaching-learning delivery
modes to enhance learning.
Objectives:
a. analyze the context, content and perspective of different theories of facilitating learner-centered
teaching;
b. demonstrates understanding of learner-centered psychological principles;
c. apply the different theories related to the learners development; and its implications to teaching;
d. write reflection paper on selected topic related to facilitating learning;
e. give an in-depth explanation of learning theories in facilitating learning;
f. develop awareness on the issues of student’s diversity and multiple intelligences.
The following are the topics to be discussed
Week 13 MOTIVATION: MEANINGS AND TYPES OF MOTIVATION, THEORIES ON

FACTORS AFFECTING MOTIVATION
Week 14 STUDENTS’ DIVERSITY IN MOTIVATION, MOTIVATION IN THE CLASSROOM
Week 15 THE CLASSROOM CLIMATE AND SOCIAL EMOTIONAL LEARNNG
Week 16 THE PHYSICAL LEARNING ENVIRONMENT
Week 17 ASSESSMENT STRATEGIES THAT CAN INCREASE MOTIVATION AND

OUTCOME-BASED TEACHING AND LEARNING
Instruction to the Learner
Each chapter in this module contains a major lesson involving the facilitating learner-centered
teaching. The units are characterized by continuity and are arranged in such a manner that the present
unit is related to the next unit. For this reason, you are advised to read this module. After each unit,
there are exercises to be given. Submission of task given will be every Tuesday during your scheduled
class hour.

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WEEK 13
MOTIVATION: MEANINGS AND TYPES OF MOTIVATION, THEORIES ON FACTORS AFFECTING
MOTIVATION
Meaning of Motivation
Motivation is an inner drive that causes you to do something and persevere at something. It
energizes you to do something. It is the strength of the drive toward an action. While ability refers to
what children can do, motivation refers to what these children will do. Motivation refers to the initiation,
direction, intensity and persistence of behavior. When we get motivated to do something, it is not
enough that we start working at that thing but that we get attracted to it. Our attraction towards it
becomes so intense that we persist working on it through thick and thin until its completion. Learner's
motivation is the primary factor influencing both performance and success in school (Ryan, et al, 2007).
Indicators of a High Level of Motivation

Your student's level. of motivation is. shown in his/her choice of action, intensity and persistence of
effort. If you have a highly motivated student, you have a student who is excited about learning and
accomplishing things. S/he takes the initiative to undertake learning tasks, assignments and projects
without being pushed by his/her teachers and parents. S/he has goals to accomplish and dreams to
realize. S/he is convinced that accomplishing the things s/he is asked to accomplish in class helps
her/him realize the goals s/he has set for herself/himself and his/her dream in life. S/he is willing to give
up the satisfaction of immediate goals for the sake of more important remote goals. An example is her
willingness to give up joining his/her barkada to watch a movie in order to prepare thoroughly for final
examinations.
A student who is highly motivated to learn enjoys learning and learns much more than the one who
is not as motivated. S/he persists and perseveres in her/his studies even when things turn out to be
difficult. S/he does not give up easily. As a result, his/her performance is satisfactory. In contrast, a
student who is not motivated to learn does not enjoy learning, does not study unless pushed". When
s/he feels the difficulty of study, s/he readily gives up. S/he lacks perseverance.
In summary, motivated students have the following characteristic traits:

• have positive attitudes toward school and describe school as satisfying.
• persist on difficult tasks and cause few management problems.
• Process information in depth and excel in classroom learning expertise. (Stipek, 1996, 2002
cited by Wooltok, 2013).
Types of Motivation
Motivation is classified as either intrinsic or extrinsic. It is intrinsic when the source of motivation is
from within the person himself/herself or the activity itself. It is motivation to engage in an activity for its
own sake (Schunk et al, 2008). An example is when a student reads pocketbooks because s/he
herself/himself wants to read them or because reading them is in itself worthwhile and enjoyable.
Motivation is extrinsic when that which motivates a person is someone or something outside him/her.
When a student studies because s/he was told by her/his teacher or because s/he is afraid to fail and
his/her parents will make her him stop schooling or because it will lead to a good grade, we can say
that s/he is extrinsically motivated. Extrinsic motivation is motivation to engage in an activity as a means
to an end. In our examples, the student studies to please her/his teacher, parents or to get a good
grade. He does not study for the joy of studying
Obviously, intrinsic motivation is more beneficial than extrinsic motivation because intrinsic
motivation comes from within the person himself/herself. If that which motivates a person is something
or someone outside, the moment that person or that something is gone, the person's motivation is also
gone. Intrinsic motivation is evident when people engage in an activity for its own sake, without some
obvious external incentive present. Reading for no reason other than the joy of reading illustrates
intrinsic motivation. Research indicates that intrinsic motivation is preferable because of its focus on
learning and understanding (Brophy, 2004).
The Role of Extrinsic Motivation

Initially, extrinsic motivation is necessary to develop the love for learning among poorly motivated
students. If good grades, rewards, praises or words of encouragement or fear of failing grade can

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motivate unmotivated students to study, why not? For as long as students are hardly motivated, external
motivation in the form of rewards, incentives or punishment play a significant role in the development
of motivated students. It is expected, however, that these extrinsic motivational factors be gradually
replaced by internal motivation. In the concrete, this means that after motivating the students to study
by way of reward, praise, encouragement, punishment, hopefully the students develop the genuine
love for learning and becomes intrinsically motivated in the process. In short, we may begin employing
extrinsic motivation at the start, but this should fade away as the students get intrinsically motivated
themselves.
Theories on Factors Affecting Motivation
Attribution theory
What is the attribution theory? This theory explains that we attribute our successes or failures or
other events to several factors. For instance, you attribute your popularity to your popular, parents or
to your own sterling academic performance. Or you attribute the poor economic condition you are into
the Land Reform of the Philippine government (your lands were subjected to land reform) or to the
vices of your father. These attributions differ from one another in three ways-locus, stability and
controllability (Ormrod, 2004)
1. Locus (place): Internal versus external. If your student traces his good grade to his ability
and to his hard work, he attributes his good grade to internal factors. If your student, however,
claims that his good grade is due to the effective teaching of his teacher or to the adequate library
facilities, he attributes his good grades to factors external to himself.
2. Stability: Stable versus unstable. If you attribute your poor performance to what you have
inherited from your parents, then you are attributing the cause of your performance to something
stable, something that cannot change because it is in your genes. If you attribute it to excessive
watching of tv, then you are claiming that your poor eyesight is caused by an unstable factor,
something that can change. (You can prolong or shorten your period of watching tv.)
3. Controllability: Controllable versus uncontrollable. If your student claims his poor academic
performance is due to his teacher's ineffective teaching strategy, he attributes his poor performance
to a factor beyond his control. If, however, your student admits that his poor class performance is
due to his poor study habits and low motivation, he attributes the event to factors which are very
much within his control.
How does attribution affect motivation?

If your student attributes his/her success or failure to something within him/her and therefore is
within his/her control or to something unstable and, therefore, can be changed s/he is more likely to be
motivated. If, however, your student traces his/her success to something outside him/her and therefore
beyond his/her control, s/he is. likely to be less motivated.
Motivation tends to increase when students attribute failure to lack of effort because effort can be
controlled. It tends to decrease when students attribute failure to uncontrollable causes (e.g., luck, or
ability if viewed as stable (Weinstock, 2007).
This is something interesting. "People tend to attribute their successes to internal causes (e.g., high
ability, hard work) and their failures to external causes (e.g., luck, behaviors of others. March 1990).
When students do poorly, for example, they commonly attribute their failure to poor teaching, boring
topics, poor tests. Poor academic performance is everyone's fault except the student.
Table 1 Relationships Among the Dimensions of Attributions

Attributions Locus (location of cause) Stability (of Cause) Control (of learning situation)
Ability Inside the learner Stable (cannot change) Learner out of control
Effort Inside the learner Unstable (can change) Learner in control
Luck Outside the learner Unstable (can change) Learner out of control
Task difficulty Outside the learner Stable (cannot change) Learner out of control
Source: Eggen Paul and Don Kauchak. 2008 Educational Psychology. Windows on Classrooms. 8th ed. OH. Pearson Co.
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Self-efficacy theory
A sense of high self-efficacy means a high sense of competence, Self-efficacy is the belief that one
has the necessary capabilities to perform a task, fulfill role expectations, or meet a challenging situation
successfully. When your students believe that they have the ability to perform learning activities
successfully, they are more likely to be intrinsically motivated to do such learning activities. The secret,
therefore, to enhancing intrinsic motivation is enhancing our students sense of self-efficacy. Social
cognitive theorists identified several self- efficacy-enhancing strategies:
• Make sure students master the basic skills. Mastery of the basic skills like reading, writing,
rithmetic will enable the child to tackle higher level activities. Imagine how miserable it is for a
student who has not mastered the basic skills! Unable to perform higher-level learning tasks that
require and use of basic skills, your student will feel he is a failure in his school life. The move
of the Department of Education to focus on the Most Essential Learning Competencies (MELC)
in this COVID crisis supports students' mastery of the basic skills and so enhances students
sense of self-efficacy.
• Help them make noticeable progress on difficult tasks. You like to give up climbing a mountain
when you feel that you are not making progress at all. When you have spent hours and hours
on a difficult task and you seem not to be progressing, you are made to think that your efforts
are leading you nowhere and you want to give up. That's why, it is good that you are helped to
see progress while you are working on your difficult task. The knowledge that you are
progressing inspires you to keep on.
• Communicate confidence in students' abilities through words and actions. Express confidence
that your students, with all their abilities, can easily tackle the learning task. Words like, "if you
were able to do a more difficult task yesterday, what you are asked to do today is much easier
than that of yesterday." Needless to say, that your body language and your words expressing
your belief in their abilities must match.
• Expose them to successful peers. Being with successful peers, your students will inhale success
and get energized to succeed as well. Success is infectious in the same way that failure is also
contagious. (Ormrod, 2004).
Other recommendations from motivation theorists are:

• Provide competence-promoting feedback. Communicate to your students that they can do the
job. They have the ability to succeed.
• Promote mastery on challenging tasks. Don't give your students extremely difficult nor extremely
easy task. If the task you give is extremely easy, they do not get challenged and you do not draw
the best from them; if it is extremely difficult, they get frustrated. Then it is best to strike the
golden mean between the two extremes. A challenging task is one that encourages your
students to stretch themselves to their limits.
• Promote self-comparison rather than comparison with others. Desiderata says: If you compare
yourself with others, you will become vain and bitter. For always there will be greater and lesser
persons than yourself."
After encouraging your students to set their personal goals, ask them to evaluate their progress
against their own goals.
• Be sure errors occur within an overall context of success. (Ormrod, 2004) There will always be
errors or mistakes as we learn, as we go through life. But they cease to be mistakes once we
learn from them. But if it is all errors that come one after another without a taste of success,
chances are your students will feel so down that they are robbed of the courage to proceed.
"The learning process requires the challenge of new and different experiences, the trying of the
unknown, and therefore, necessarily must involve the making of mistakes. In order for people to
learn, they need the opportunity to explore new situations and ideas without being penalized or
punished for mistakes which are integral to the activity of learning." (Ortigas, 1990).

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Table 2 The Influence of Self-Efficacy on Motivation
High Self-Efficacy Learners Low Self-Efficacy Learners
Task orientation Accept challenging tasks Avoid challenging tasks
Effort Expend high effort when faced with Expand low effort when faced with
challenging challenging tasks
Persistence Persist when goals aren’t initially reached Give up when goals aren’t initially
reached
Beliefs Believe they will succeed Focus on feelings of incompetence
Control stress and anxiety when goals aren’t Experience anxiety and depression
met when goals aren’t met
Believe they’re in control of their environment Believe they’re not in control of their
environment
Strategy use Discard unproductive strategies Persist with unproductive strategies
Performance Perform higher than low-efficacy students of Perform lower than high-efficacy
equal ability students of equal ability.
Source: Eggen Paul and Don Kauchak. 2008 Educational Psychology. Windows on Classrooms. 8th ed. OH. Pearson Co.
Self-determination and self-regulation theories

Students are intrinsically motivated when they have a sense of self-determination - when they
believe that they have some choice and control regarding the things they do and the directions their
lives take. A student's sense of self-determination is demonstrated in his capacity for self-regulation.
Self-regulation refers to a person's ability to master himself. He is the "I am the captain of my soul" type
of person. He is not a victim of circumstances. He is capable of directing himself.
What are indicators of self-regulation? They are the abilities to:

• set standards for oneself
• monitor and evaluate one's own behavior against such standards and
• impose consequences on oneself for one’s successes or failures. (Ormrod, 2004)
How does self-regulation relate to motivation?

A student who is capable of self-regulation is more likely to be more intrinsically motivated because
he sets his goals and standards, he monitors his progress, and evaluates his own performance.
A student who is capable of self-regulation, is not only capable of regulating his behavior but he is
also capable of regulating his own learning. Omrod (2004) cites the following processes involved in
self-regulated learning:
• Goal-setting. Self-regulated learners know what they want to accomplish when they read or study.
• Planning. Self-regulated learners determine ahead of time how best to use the time they have
available for learning
• Attention control. Self-regulated learners try to focus their attention on the subject matter at hand
and clear their minds of distracting thoughts and emotions.
• Application of learning strategies. Self-regulated learners choose different learning strategies
depending on the specific goal they want to accomplish.
• Self-monitoring. Self-regulated learners continually monitor their progress toward their goals and
they change their learning strategies or modify their goals, if necessary.
• Self-evaluation. Self-regulated learners determine whether what they have learned is sufficient
for the goals they have set.
A student who has self-determination and self-regulation is more likely to be intrinsically motivated
and so is more capable of self-regulated learning.
Here are some suggestions from motivation theorists to enhance students sense of self-
determination about school activities and assignments.
• Present rules and instructions in an informational manner rather than controlling manner. Here
are examples on how to present rules in an informational manner:
"We can make sure everyone has an equal chance to speak and be heard if we listen without
interrupting and if we raise our hands when we want to contribute to the discussion."
"I’m giving you a particular format to follow when you do your Math homework. If you use this format, it
will be easier for me to find your answers and to figure out how I can help you improve."
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• Provide opportunities for students to make choices. A particular lesson objective can be reached
by the use of varied strategies. Students will be more likely to be intrinsically motivated to attain
the objective when they are given the freedom to choose how to attain it, of course, within the
set parameters. An example is when we allow our students to choose their manner of group
work presentation to the class after the group activity.
• Evaluate student performance in a non-controlling fashion. Communicate evaluation results to

inform your students of their progress without passing judgment of some sort but to make them
see that they are strong in some points but not so in other items. The practice of self-evaluation
especially with the use of scoring rubrics will be of great help. Says renowned author, consultant
and speaker Alfie Kohn, "rewards for learning, undermines intrinsic motivation. Kohn Alfie (1993).
Choice theory
Bob Sullo (2007) writes:
• The choice theory is a biological theory that suggests that we are born with specific needs that
we are genetically instructed to satisfy. All of our behavior represent our best attempt at any
moment to satisfy our basic needs or genetic instructions. In addition to the physical need for
survival, we have four basic psychological needs that must be satisfied to be emotionally healthy:
❖ Belonging or connecting
❖ Power or competence
❖ Freedom
❖ Fun
The need for belonging or connecting motivates us to develop relationships and cooperate with
others. Without the need for belonging and cooperating, we would only strive to be independent.
The need for power is more than just a drive to dominate. Power is gained through competence,
achievement, and mastery. Our genetic instruction is to achieve, master new skills and to be recognized
for our accomplishments.
As humans, we are also motivated to be free, to choose. Having choices is part of what it means
to be human and is one reason our species has been able to evolve, adapt and thrive... Each time we
learn something new we are having fun, another universal human motivator: It is our playfulness and
our sense of discovery that allow us to learn as much as we do.
What do these imply to our task to facilitate learning? We have to come up with a need-satisfying
environment. To motivate our students for learning, we should satisfy their need to belong, their need
to have power by being competent, the need to have a free choice, and the need to enjoy learning and
have fun.
How can these be done? If we create a sense of community in the classroom and make every
student feel s/he belongs to that classroom community, s/he will more likely love to go to school. If we
make use of cooperative learning structures, we strengthen the spirit of cooperation and collaboration
and reduce, if not eliminate, the spirit of cut-throat competition. (For examples of cooperative learning
structures, please refer to Principles of Teaching 1 written by Brenda B. Corpuz and Gloria G.
Salandanan.) In a non-threatening atmosphere, students are more likely to perform.
To satisfy our students' need for power, let us help them acquire it by making them achieve, by
making them master their lessons and end up very competent, as a result of their competence and
excellent achievement, they get recognized and experience genuine power.
Let us teach our students that the source of authentic power is competence, not bullying and other
irresponsible behaviors. This way, they will learn the true road to real power. To motivate our students
for learning, let us give them ample freedom to choose within parameters that are safe and responsible,
developmentally appropriate, and supportive of learning for that is the ultimate purpose of freedom: to
help our students learn and grow into the responsible persons they are called to be. When our students

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are made to feel that they have a lot of free choices, they are driven to satisfy this need for freedom.
On the other hand, when our students perceive themselves to be so suffocated by our impositions and
limits, they are most likely to behave in ways, even irresponsible ways, to get them the freedom they
believe is not satisfied.
Develop in the students a sense of ownership of their learning. Make students own their learning,
give them the opportunity to assess their own progress. Fun is a universal human motivator. If our
students' need for fun is satisfied, they are most likely to learn much. Glasser (1990) claims "fun is the
genetic payoff for learning." A joyless classroom does not motivate students to perform. Let's have fun
while we teach. Without our knowing, our students are learning and mastering what we are teaching
while we are having fun.
“What happens outside of us has a lot to do with what we choose to do but the outside event does
not cause our behavior. What we get, and all we ever get from the outside is information; how we
choose to act on that information is up to us. (William Glasser, 1990 quoted by Bob Sullo, p.6)
Maslow's Hierarchy of Needs

A student's lower-order needs must first be met before s/he works for the satisfaction of his/her
higher-order needs. The lower-order needs include first-level needs and second-level needs. The first-
level needs are basic survival and physiological needs for food, air, water and sleep. The second-level
needs are bodily safety and economic security.
There are three (3) levels in the higher-order needs. The first (which is now the third level in
Maslow's need hierarchy) is the need for love and belonging. The needs at the fourth level include
those for esteem and status, including one's feelings of self-worth and of competence. The fifth level
need is self-actualization, which means becoming all that one can become, using one's skills to the
fullest, and stretching talents to the maximum.
Based on Maslow's theory, a satisfied need is not a strong motivator, but an unsatisfied need is.
Research proves that "unless the two lower-order needs (physiological and security) are basically
satisfied, employees or our students (in our teaching-learning
context) will not be greatly concerned with higher-order needs. (Newstrom, 1997).
For us teachers, this means that we cannot teach students with hungry stomachs. We cannot teach
students when they feel afraid and insecure. While it is not our obligation to feed them, working with
parents, the school nurse and all others who can help can address the problem of students' hunger,
lack of sleep and the like.
Our students' need for love and belonging is satisfied in a class where they feel they belong and
are accepted regardless of their academic standing in class, economic status or ethnic background.
Their need for self-esteem is satisfied when we help them succeed, recognize their effort and
contribution no matter how insignificant and praise their achievement. Doing so actually propels them
to self-actualization.
Goal theory
Learning goals versus performance goals. The goals we set for ourselves affect our level of
motivation. There are several types of goals. In relation to learning we can speak of learning goals and
performance goals. How do they differ?
A learning goal is a "desire to acquire additional knowledge or master new skills" while a
performance goal is a "desire to look good and receive favorable judgments from others or else look
bad and receive unfavorable judgments." (Ormrod, 2004) Between these two goals, with which type of
goal is the intrinsically-motivated student occupied? Obviously, the ideal student is the student with a
learning goal. The student with a learning goal is mastery-focused while the student with a performance
goal is performance-focused.
Table 3 shows a comparison of learning mastery-focused and performance-focused classrooms.

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Table 3 Comparison of Mastery-Focused and Performance-Focused Classrooms
Mastery-Focused Performance-Focused
Success defined as… Mastery, improvement High grades, doing better than others
Value place on…. Effort, improvement High grades, demonstration of high ability
Reasons for satisfaction... Meeting challenges, hard work Doing better than others, success with
minimum effort
Teacher oriented towards.. Student learning Student performance

View errors… A normal part of learning A basis for concern and anxiety
Reasons for effort….. Increased understanding High Grades, doing better than others
Ability viewed as…. Incremental, alterable An entity, fixed
Reasons for assessment... Measure progress toward Determine grades, compare students to one
preset criteria, provide another
feedback
Self-determined goals. Personally-relevant and self-determined goals enhance a student's

motivation. When lesson objectives are relevant to the life of students, then they turn out to be more
motivated to learn. When the lesson objectives are owned by the students because they find them
relevant to their life, most likely they become highly motivated for learning. This departs from de-
contextualized teaching that happens when all we do is deposit information into the minds of our
students, students memorize, and we withdraw what we taught every periodic examination.
Goal setting. As a motivational tool, goal setting is effective when the following major elements are
present: 1) goal acceptance, 2) specificity, 3) challenge, 4) performance monitoring, and 5) performance
feedback. Thus it is. necessary that our students accept and own our lesson objectives (see self-
determined goals in the foregoing paragraph) and that our lesson objectives must be SMART (specific,
measurable, attainable, result-oriented and time-bound) and challenging. It is equally important that we
monitor our students' learning. However, simply monitoring results is not. enough. We have to give our
students feedback about their performance.

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ACTIVITY # 13
Discussion Points and Exercise Questions
Direction: Read and understand this module. Provide what is being asked. Write your answer in a long
bond paper (Handwritten) and attached to the last page of this module.
TASKS:
1. Video Presentation (50 points)
Instruction: perform a scenario distinguishing the difference between extrinsic and intrinsic motivation
through video presentation, explain its role and differences in teaching and learning.
Rubric for a video presentation

Criteria Level 4 Level 3 Level 2 Level 1
Excellent Proficient Adequate Limited
Presentation Convincing Competent Adequate Limited
of Character communication of communication of communication of communication of
character’s character’s character’s character’s
feelings, situation feelings, situations feelings, situation feelings, situation
and motives. and motives. and motives. and motives.
Achievement Purpose is clearly Purpose is clearly Purpose is Purpose is vaguely
of Purpose established and established and established but established and
effectively generally may not be may not be
sustained. sustained. sustained. sustained.
Use of Non- Impressive variety Good variety of Satisfactory Limited variety of
Verbal Cues of non-verbal cues non-verbal cues variety non-verbal cues
(voice, gestures, are used in an are used in a of non-verbal cues are used in a
eye contact, exemplary way. competent way. used in an developing way.
props, acceptable way.
costumes)
Choices Choices Choices Choices
Imagination demonstrate demonstrate demonstrate demonstrate little
and Creativity insight and thoughtfulness awareness and awareness and do
powerfully and developing little to enhance
enhance role play. completely acceptably role play.
enhance role play. enhance role play.
Videography- The overall quality Most of the quality The quality of the The quality of the
quality of the video and of the video and video is good, and video and the focus
the focus were the focus were the focus is are not very good
excellent excellent acceptable
End of Thirteenth Week

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WEEK 14
STUDENTS’ DIVERSITY IN MOTIVATION, MOTIVATION IN THE CLASSROOM
Students’ Diversity in Motivation

Students who, by themselves are already as diverse, also differ in motivation. This diversity in
motivation may be traced to differences in age, developmental stage, gender, socio-economic and
cultural background.
Research Findings Related to Motivation
Read the following research findings then reflect on your very own experiences.
A.
• Young children often want to gain teachers approval to be motivated while the older ones are
typically more interested in gaining the approval of peers. (Juvonen and Weiner, 1993 quoted by
Ormrod, 2004).
• ...Students often become less intrinsically motivated as they progress through the school years.
(Harter, 1992 quoted by Ormrod, p.507) Learning goals may go by the wayside as performance
goals become more prevalent and as a result, students will begin to exhibit preference for easy
rather than challenging tasks. (Harter, 1992; Igoe and Sullivan, 1991 quoted by Ormrod, 2004)
• Increasingly, students will value activities that will have usefulness for them in their personal and
professional lives, and subjects that are not directly applicable will decrease in popularity.
(Wigfield, 1994 quoted by Ormrod, 2004).
B.
• ….Elementary students tend to attribute their successes to effort and hard work.
• ….By adolescence, however students attribute success and failure more to an ability that is fairly
stable and uncontrollable. Effort becomes a sign of low ability..(Nicho. s, 1990; Paris &
Cunningham, 1996 quoted by Ormrod, 2004).
C.
• There are different motivational patterns for students belonging to ethnic communities. Students
from Asian-American families may feel more pressured to perform well in school.
• ….Students' cultural background can influence their attributions... For instance, students of
Asian background are more likely to attribute academic achievement to unstable factors like
effort and attribute appropriate or inappropriate behaviors to temporary situational Factors than
students brought up in mainstream Western culture. (Lillard, 1997; Peak, I1993 quoted by
Ormrod, 2004).
D.
• …Females are more likely than males to have a high need for affiliation. (Block, 1983 quoted by
Ormrod, p.508).
• Females are also more concerned about doing well in school. They work harder on assignments,
earn higher grades and are more likely to graduate from high school. (Halpern, 1992; McCall,
1994 quoted by Ormrod, 2004)
• We typically find more boys than girls among our "underachieving" students.
E.
• Students from low-income families are among those most likely to be at risk of failing and
dropping out of school. A pattern of failure may start quite early for many lower-income students
especially if they have not had the early experiences upon which school learning often builds.

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F
• Students with special educational needs show the greatest diversity in motivation. Some
students who are gifted may have high intrinsic motivation to learn classroom subject matter, yet
they may become easily bored if class activities don’t challenge their abilities. (Friedel, 1993;
Turnbull et al, 1999 quoted by Ormrod, 2004).
• Students with specific or general academic difficulties (e.g., those with learning disabilities, those
with mental retardation) may show signs of learned helplessness with regard to classroom tasks,
especially if their past efforts have been repeatedly met with failure. (Deshler & Schumaker, 1988;
Jacobsen, Lowery, & DuCette, 1986; Seligman, 1975)
• Students who have difficulty getting along with their classmates (e.g., those with emotional and
behavioral disorders) may inappropriately attribute their social failures to factors beyond their
control. (Hewrad, 1996 quoted by Ormrod, 2004).
Our students' motivation may vary on account of age, gender, cultural, socioeconomic background
and special education needs. Our class is a conglomerate of students with varying ages and gender
and most especially cultural background and socioeconomic status. Our students' motivational drives
reflect the elements of the culture in which they grow up their family, their friends, school, church and
books. To motivate all of them for learning, it is best to employ differentiated approaches. "Different
folks, different strokes." What is medicine for one may be poison for another.
Two principles to consider regarding social and cultural influences on motivation are:
1. Students are most likely to model the behaviors they believe are relevant to their situation.
2. Students develop greater efficacy for a task when they see others like themselves perform in
the task successfully. (Ormrod, 2004)
What conclusion can be derived from the two principles? "Students need models who are similar
to themselves in terms of race, cultural background, socioeconomic status, gender, and (if
applicable) disability. (Ormrod, 2004.)
Then it must be good to expose our students to models of their age and to models who come from
similar cultural, socioeconomic backgrounds.
Diversity and Motivation: Culturally Responsive Teaching was coauthored by an educational

psychologist and a former teacher/professor. Both are practitioners and researchers examining
effective classroom techniques that promote learning. The primary concern of the text is identifying key
elements that can be used among a diversified student population by instructors in classroom
relationships. In approaching “diversity” and “multiculturalism”, which are used interchangeably, the
authors look at a wide range of characteristics including race, gender, class, impression after
completing this text is that the authors bit off more than they could chew while simultaneously failing to
adequate address teaching at the university level. If the authors had narrowed their topic and/or limited,
it to the elementary and secondary school level it would have been much more effective in its attempt
to deliver useful information.
MOTIVATION IN THE CLASSROOM

If environment is defined as the sum total of one's surroundings, then environmental factors that
affect students' motivation include human as well as non-human factors. The immediate human factors
that surround the learner are the teachers, the other students and his/ her parents.
Teacher's Affective Traits

Studies suggest that management and instructional processes are key to facilitating learning but
many interview responses, like the letter at the beginning of this module, emphasize the teacher's
affective characteristics or social and emotional behaviors, more than pedagogical practice. Some of
your teachers were motivating and inspiring. Others were not.
You are grateful to those who motivated and inspired you. You must also be grateful to those who
were not as motivating and inspiring. In a way, they also helped you become better persons in the
sense that you strived to become better than them.

30
Researches cite the following affective characteristics of effective teachers (James H. Stronge, 2002):
❖ Caring - Specific attributes that show caring are:

• sympathetic listening to students not only about life inside the classroom but more about
students' lives in general
• understanding of students' questions and concerns
• knowing students individually, their likes and dislikes, and personal situations affecting behavior
and performance
❖ Fairness and respect - These are shown in specific behaviors like:

• treating students as people
• avoiding the use of ridicule and preventing situations in which students lose respect in front of
their peers
• practicing gender, racial and ethnic fairness
• providing students with opportunities for them to participate and to succeed
❖ Social interactions with students - The specific behaviors of a facilitative social interaction are:
• consistently behaving in a friendly, personal manner while maintaining professional distance with
students
• working with students not for the students
• interacting productively by giving students responsibility and respect
• allowing students to participate in decision making
• willing to participate in class activities and demonstrating a sense of fun
• having a sense of humor and is willing to share jokes
❖ Enthusiasm and motivation for learning shown in:

• encouraging students to be responsible for their own learning
• maintaining an organized classroom environment
• setting high standards
• assigning appropriate challenges
• providing reinforcement and encouragement during tasks
❖ Attitude toward the teaching profession

• having dual commitment to personal learning and to students learning anchored on the belief
that all students can learn
• helping students succeed by using differentiated instruction
• working collaboratively with colleagues and other staff
• serving as an example of a lifelong learner to his/her students and colleagues
❖ Positive expectations of students manifested in:

• striving to make all students feel competent
• communicating positive expectations to students, i.e., they will be successful
• having high personal teaching efficacy shown in their belief that they can cause all students to
learn.
❖ Reflective Practice
• reviewing and thinking on his/her teaching process
• eliciting feedback from others in the interest of teaching and learning
Classmates - Bullying and the Need to Belong

Students form part of the human environment of the learner. In fact, they far outnumber the teachers
in the learning environment.
The need to belong is a basic human need. Students who are accepted by teachers and classmates
feel they belong to the class. Students who feel that they are part of the class look forward to attending
and participating in class. The sense of belongingness enhances their learning and performance. The
prevalence of bullying, however, obstructs the creation of a learning community where everyone feel

30
that they belong. With bullying in schools, the learning environment cannot be safe. Then by all means,
bullying should be eliminated in schools. Bullying takes on several forms. It can be mild; it can be
intense or deeply seated and highly violent. Today, safety in schools is being raised all over the world.
Parents as Part of the Learners' Human Learning Environment

The learner spends at least six hours in school. The rest, s/he spends at home. Parents, therefore,
are supposed to have more opportunity to be with their children than teachers. How many of our parents
use this opportunity to support their children in their studies?
What parents' behavioral traits are supportive of their children's learning? Parents who are
supportive of their children's learning are observed to do the following:
• Follow up status of their children's performance,
• Supervise their children in their homework/project
• Check their children's notebooks
• Review their children's corrected seat works and test papers
• Attend conferences for Parents, Teachers and Community Association(PTCA)
• Are willing to spend on children's projects and to get involved in school activities
• Participate actively in school-community projects
• Confer with their children's teachers when necessary
• Are aware of their children's activities in school
• Meet the friends of their children
• Invite their children's friends at home
Unsupportive parent behaviors are the opposite of all those listed above. The interaction between
the learner and the teacher, among the learners, and among the learner, teacher and parents affect the
learner's motivation. Whether the climate that comes as a by-product of the interactions nurtures or
obstructs learning depends on the quality of these interactions.
ACTIVITY # 14
bond paper (Handwritten).
TASKS:
Infographic and Video Presentation
a. Instruction: present the social and cultural influences on the cognitive and motivational processes
of learning by means of an infographic. (20 points)
Rubric for infographic
Criteria Mastering Developing Beginning
Topic The topic of the The topic of the infographic The topic of the infographic
infographic is specified in may be a bit too broad to is hard to ascertain and
nature and is intended to allow the viewer to needs to be made more
inform or convince the understand the main points. specific
viewer.
Objects The objects included in Some objects included in the Too many different types of
the infographic are infographic are repeated but objects are used in the
repeated to support the infographic did not seem infographic and that’s make
various data points and to to include enough repeated it hard for the viewer to
make it easier for the elements to make it understand the content
viewer to understand the understandable
infographic
Data The data visualization The data visualization Other data visualization
Visualizations formats chosen make the formats chosen showcase the formats should be chosen to
data presented easy for data, but some may make it best showcase the data
the viewer to understand difficult for the viewer to presentation for the viewer.
the information understand the points

30
b. Instruction: by means of a (5-8 minutes video presentation), dramatize the de-motivating function
of bullying in schools and mimic the behavioral traits of parents who are supportive of learning.
Rubric for a video presentation (40 points)

Excellent Proficient Adequate Limited
Presentation Convincing Competent Adequate Limited
of Character communication of communication of communication of communication of
character’s character’s character’s character’s
feelings, situation feelings, situations feelings, situation feelings, situation
and motives. and motives. and motives. and motives.
Achievement Purpose is clearly Purpose is clearly Purpose is Purpose is
of Purpose established and established and established but vaguely
effectively generally may not be established and
sustained. sustained. sustained. may not be
sustained.
Use of Non- Impressive variety Good variety of Satisfactory Limited variety of
Verbal Cues of non-verbal cues non-verbal cues variety non-verbal cues
(voice, gestures, are used in an are used in a of non-verbal cues are used in a
eye contact, exemplary way. competent way. used in an developing way.
props, costumes) acceptable way.
Choices Choices Choices Choices
Imagination demonstrate demonstrate demonstrate demonstrate little
and Creativity insight and thoughtfulness awareness and awareness and do
powerfully and developing little to enhance
enhance role play. completely acceptably role play.
enhance role play. enhance role play.
Videography- The overall quality Most of the quality The quality of the The quality of the
quality of the video and of the video and video is good, and video and the
the focus were the focus were the focus is focus are not very
excellent excellent acceptable good
End of Week 14
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WEEK 15
THE CLASSROOM CLIMATE AND SOCIAL EMOTIONAL LEARNNG
The Classroom Climate

The classroom climate is more a product of the interaction between and among teacher and
students than that of the physical condition of the classroom. The physical condition of the classroom
may exert an influence on the social interaction among the personalities in class but it may not
contribute as much as the classroom social interaction does.
The classroom climate. that is conducive for learning is one that is non-threatening yet business-
like. It is a classroom where:
• specific classroom rules and procedures are clear.
• these classroom rules and procedures are discussed on the first days of class.
• students are involved in the design of rules and procedures.
• techniques to acknowledge and reinforce acceptable behavior and provide negative
consequences are employed
• clear limits for unacceptable behavior are established
• there is a healthy balance between dominance and cooperation
• the teacher is aware of the needs of different types of students
• the teacher is fully aware of the happenings in class
• students' responsibility for their own behavior is enhanced (Marzano, et al, 2003)
Social-Emotional Learning (SEL)

The classroom climate definitely becomes highly favorable with social - emotional learning. SEL
integrates academic, social and emotional learning, The Collaborative for Social Emotional Learning
(CASEL), the leading organization advancing the promotion of integrated academic, social, and
emotional learning for all children in preschool through high school, cites 5 core competencies: 1) self-
awareness; 2) self-management; 3) responsible decision-making; 4) social awareness; and 5)
relationship skills.
CASEL expounds on the above core competencies:

30
Self-awareness
It means understanding your emotions and
thoughts and how they influence your
behavior. Skills in self-awareness include:
1. Identifying emotions
2. Self-perception, recognizing strengths,
self-confidence, and self-efficacy
Self-efficacy – is the belief in your ability to

succeed in specific situations or
accomplishment of a task.
Self-management
It refers to your ability to “regulate your
emotions and behaviors in different
situations and to set and work towards
goals. Skills include:
1. Executive function and self-regulation
2. Stress management
3. Self-discipline
Executive function and self-regulation are
the mental processes that enable you to
plan, focus attention, remember
instructions, and juggle multiple tasks
successfully. Your brains need this skill set
to filter distractions, prioritize tasks, set
and achieve goals and control.
Responsible decision-making
Is the ability to make positive choices and take responsibility for positive and negative outcomes. Skills
include:
1. Identifying problems
2. Analyzing situations
3. Solving problems
4. Reflection
Relationship Skills
It refers to the ability to establish and maintain healthy and
meaningful relationships with others. Skills include:
1. Communicating clearly
2. Listening
3. Cooperation
4. Resisting negative pressure
5. Resolving conflicts
6. supporting one another

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The WINGS Way
This is how a South Carolina-based non-profit organization pioneers a model for teaching social
and emotional lessons to the least, last and lost among the kids to help them beat the odds. You may
want to research more on this. The kids are made to recite "I Soar with Wings" regularly to help them
internalize Socio-emotional learning (SEL). Here is how it goes:
I soar with WINGS.

Let me tell you why
I learn lots of skills that help me reach the sky
I love and accept who I am on the inside

And know my emotions
Are nothing to hide.
Life's full of surprises,

That make me feel different ways
If can control myself
I U have much better days.
I understand the choices I make should be

What's best for me to do,
And what happens is on me and not any of you.
I understand others are unique.

I want to learn more about everyone I meet.
I want to step into their shoes
And see what they are going through.
I am a friend; I support and trust

Working together is a must
Kind and caring I will be.
I listen to you; you listen to me.
I soar with WINGS

I just told you why.
All of these things are
Why Iffy high.
(Source:https://www.wingsforkids.org/sel/social-emotional-learning/core-competencies/Accessed,7-3-
2020)

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ACTIVITY # 15
TASKS:
Poster making. (50 points)
Instruction: describe the classroom climate that is conducive for learning by means of a creative
poster.
Rubric for poster

Excellent Good Fair Limited
Graphics - All graphics are All graphics are All graphics relate Graphics do not
Relevance related to the topic related to the topic to the topic. relate to the topic.
and make it easier and most make it
to understand. easier to
understand.
Graphics - Several of the One or two of the The graphics are No graphics made
Originality graphics used on graphics used on made by the by the student are
the poster reflect a the poster reflect student but are included.
exceptional student creativity based on the
degree of student in their creation designs or ideas of
creativity in their and/or display. others.
creation and/or
display.
Required The poster All required All but 1 of the Several required
Elements includes all elements are required elements elements were
required elements included on the are included on missing.
as well as poster. the poster.
additional
information.
Attractiveness The poster is The poster is The poster is The poster is
exceptionally attractive in terms acceptably distractingly
attractive in terms of design, layout attractive though it messy or very
of design, layout, and neatness. may be a bit poorly designed. It
and neatness. messy. is not attractive.
Grammar There are no There is 1 There are 2 There are more
grammatical grammatical grammatical than 2
mistakes on the mistake on the mistakes on the grammatical
poster. poster. poster. mistakes on the
poster.
End of Fifteenth Week

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WEEK 16
THE PHYSICAL LEARNING ENVIRONMENT
Introduction
We get affected not only by the psychological climate in the classroom. We are also affected by the
physical condition of the learning place. The learner is put at a disadvantage when the classroom is
overcrowded, dark and damp. We hear of teachers saying "It gets into my nerve" when students are
unnecessarily noisy and unruly in a classroom that is topsy turvy. The physical learning environment
matters, too, in facilitating learning.
The Physical Learning Environment

The physical learning environment has something to do with the condition of the classroom, the
immediate environment of the learner. A conducive physical learning environment is one that:
• allows maximum interaction between teacher and student and among students;
• allows student movement without unnecessary distraction
• allows teacher to survey the whole class; is safe, clean, orderly;
• is well-ventilated, spacious, and adequately lighted and makes possible re-arrangement of
chairs as the need arises.
Let us not forget the fact that while the physical condition of the classroom and the persons that the
students interact with constitute their immediate environment, our students are also influenced by
factors outside their immediate environment. Our students bring to the classroom many attitudes as a
result of their being conditioned by their families, their ethnic groups, their communities: These attitudes
influence their class performance.
What is a learning environment?

Learning environment refers to the diverse physical locations, contexts, and cultures in which
students learn. Since students may learn in a wide variety of settings, such as outside-of-school
locations and outdoor environments, the term is often used as a more accurate or preferred alternative
to classroom, which has more limited and traditional connotations—a room with rows of desks and a
chalkboard, for example.
The term also encompasses the culture of a school or class—its presiding ethos and characteristics,
including how individuals interact with and treat one another—as well as the ways in which teachers
may organize an educational setting to facilitate learning….’
Components of an effective learning environment

Developing a total learning environment for students in a particular course or program is probably
the most creative part of teaching. While there is a tendency to focus on either physical institutional
learning environments (such as classrooms, lecture theatres and labs), or on the technologies used to
create online personal learning environments (PLEs), learning environments are broader than just
these physical components. They will also include:
• the characteristics of the learners;
• the goals for teaching and learning;
• the activities that will best support learning;
• the assessment strategies that will best measure and drive learning
• the culture that infuses the learning environment.
What can teachers do to make the classroom environment more conducive to children’s
learning and development?
Physical Environment
The term physical environment refers to the overall design and layout of a given classroom and its
learning centers. Teachers should design the environment by organizing its spaces, furnishings, and
materials to maximize the learning opportunities and the engagement of every child. To effectively do
so, teachers can apply a concept known as Universal Design for Learning (UDL), which stresses that
the environment and its materials in it should be accessible to everyone. Creating this accessibility
might involve providing books at different reading levels, placing materials within easy reach on a shelf,
or creating ample space so that a child who uses a wheelchair can maneuver around the classroom.
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When they set out to design an effective physical environment, teachers should consider all of that
environment’s various aspects. Once they have selected child-sized, age-appropriate furnishings,
teachers should then think about each of the following. Click the items below to learn more.
Arrangement of Furnishings and Floor Coverings

A well-designed physical environment has different activity areas with clear, physical, and visual
boundaries, defined by the furnishings and floor coverings. These furnishings and floor coverings
should create spaces that are comfortable and that lend themselves to their intended purpose. For
example, a block area might have bookshelves to set it off as a block center, and carpeting or foam
flooring to muffle the sound when blocks fall on the floor. Also, the library area should have a soft,
comfortable floor covering for young children and adults to sit on while they look at the books. When
they arrange furnishings, teachers should:
• Make sure that all children are visible to adults and that adults are visible to children, to ensure
proper supervision.
• Design areas with spaces for children to work and play independently or in small groups, and to
gather as a community.
• Establish clear boundaries to indicate where the center space begins and ends.
• Consider the location of centers. Centers with high activity levels (e.g., block centers, dramatic
play areas, music centers) should not be located close to centers with quieter activities (e.g.,
listening centers, computer areas).
• Consider the number and size of centers. Make sure there is enough room that children can be
engaged without being crowded.
• Create cozy, private spaces. Create safe spaces where children can retreat to rest, observe, and
recharge emotionally throughout the day.
Selection and Placement of Materials

Another aspect of the physical environment includes the selection and placement of materials. The
selection of materials includes choosing toys and other physical objects that are age- and
developmentally appropriate, as well as linguistically and culturally relevant, for the young children in
the classroom. For example, the block area should include a variety of blocks to allow children with
varying motor skills to manipulate them, and these materials should be placed so that they are easily
accessed. Teachers should also take care when it comes to:
• Organizing materials and keeping them in appropriate places (e.g., art materials in art center,
sensory table near sink), taking into consideration children’s development of independence skills.
• Providing enough materials within the centers so that children can be engaged and not arguing
over limited resources.
• Having centers organized and ready to go when children arrive.
• Making sure the materials represent the diversity and the ability levels of the children.
• Placing heavier items on lower shelves so that children do not get hurt when they take them
down.
• Providing safe play items that offer developmentally appropriate challenges to promote the
growth of problem-solving skills.
• Encouraging children to help make decisions about materials.
• Rotating materials both to promote children’s interest and to keep the materials novel.
Design and Display of Visual Materials

Another important aspect of the physical environment is the design and display of visual materials.
Visual material— such as posters for displaying classroom rules, daily schedules, and steps to
complete a routine (e.g., hand washing)—help young children to know what to do and to better
understand their environments. For example, in the block area, the teacher can label the center and
use visuals of the different blocks to indicate where they belong on the shelves. This can aid the children
when the time comes to clean up the center. Other considerations include:
• Displaying children’s work so that they can take pride in it and can feel a sense of ownership of
the room. Doing this also offers opportunities for language development: When children talk
about their work or comment on other children’s work, teachers can use these opportunities to
build their language skills.
• Posting visuals at the eye-level of children so that they can see them.
• Using visuals to indicate when a center is closed (e.g., visual prompts such as sheets or blankets,
circles with a slash through them).

30
• Displaying materials that are representative of the environment’s diversity (e.g., culture, disability,
language, family structures).
• Labeling centers and frequently used materials in languages that represent the home languages
of the children in the classroom.
• Having children bring in pictures of their families for display in the classroom so that they feel
comfortable and at home in their environment.
Including Families
Teachers can collaborate with families to create a physical environment that reflects the importance
of those families and that promotes a sense of belonging. They can do this by:
• Creating a parent communication board and welcome area in the room to share information
• Requesting family pictures to be displayed throughout the classroom and the early childhood
center
• Asking families to provide resources that are representative of materials and objects their
children use at home
• Ensuring the diversity of families within the program, as well as other families throughout the
world, through such things as artifacts, artwork, posters, toys, puzzles, and toy people sets
Including Children with Disabilities

Teachers need to ensure that young children with disabilities are able to fully access and participate
in learning experiences. They can do this by making minor changes to the physical environment, such
as:
• Changing or modifying the chairs to meet
children’s needs (e.g., making sure the children’s
feet touch the floor, using a sensory cushion- a
cushion that stimulates kids who crave sensory or
tactile input when sitting, having bean bag chairs
available)
• Putting squares or pictures on the floor to indicate
where children should line up or sit
• Modifying materials, such as markers, to make
them easier for children with motor difficulties to
hold (e.g., using pencil grips)
• Providing specialized equipment (e.g., built-up
handled spoons, adaptive scissors) as
recommended by an occupational therapist or
physical therapist to help children be more
independent
• Making room for specialized equipment (e.g., walker) or assistive
technology (e.g., communication board)
• Creating individualized visual materials to help children to take part in daily routines (e.g., flip
book)
Additional Considerations for Infants and Young Toddlers

Teachers have a great deal of control over what infants and young
toddlers (i.e., birth–24 months) experience in the physical
environment. This is at least in part to the fact that infants and young
toddlers depend on adults for their mobility. Because of this,
arranging a classroom for infants and toddlers requires some
specific considerations in addition to those described above. These
include:
• Keeping all appropriate materials in the environment
accessible to infants and toddlers so that they can explore on their
own and therefore develop independence and initiative.
• Creating spaces where children can crawl and walk. Self-
initiated movement is essential to a young child’s emotional
development. Crawling to a desired toy and picking it up helps a
young child to develop feelings of self-confidence and achievement.
• Providing safe lofts and climbing structures to support the
development of motor skills.
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Examples of a High-Quality and a Less-Supportive Environment
High-Quality Less Supportive
In this high-quality environment: In this less-supportive environment:
• The bookshelves, easels, and other • The wide-open space* and uniform
furniture are used to break the room carpet color are not supportive in
into small centers. helping children to know what to do.
• A variety of materials are available • The areas are not separated.
and accessible to children. • The cubbies are poorly organized.
• Visuals are placed at eye-level to • The visuals are placed well above the
support children in understanding the children’s eye-level.
day’s schedules and routines.
• Window shades are fully open to take * Note: This teacher may need more open space
advantage of natural light. A lamp and if one of her children uses a wheelchair. If this is
string of lights help to further offset the the case, decisions regarding space must be
fluorescent light in the room. carefully considered taking into account the
children in the classroom.

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ACTIVITY # 16
Multimedia Presentation Activity
Direction: Read and understand this module. Provide what is being asked.
TASKS:
Multimedia Presentation (45 points)
Instruction: research on wall colors, graphics, layout, and other classroom materials that are most
conducive for learning, considering varied developmental stages of the learners. D esign a favorable
physical learning environment through a multimedia presentation.

Exemplary Accomplished Developing Beginning
Covers topic in- Includes essential Includes some Content is minimal
Content depth with details knowledge about the essential and/or there are
Knowledge and examples. topic. Subject information about several factual
(multimedia Subject knowledge knowledge appears the topic and/or errors.
presentation) is excellent. to be good, but there are a few
student doesn't factual errors.
elaborate.
Visual Used visuals to Visuals related to Occasionally used Used little to no
Attractiveness reinforce text and visuals that rarely visuals and/or use
(Multimedia presentation and presentation. supported text and of font, color,
presentation) makes excellent use Student makes good presentation. graphics, effects
of font, color, use of font, color, Student makes etc. distract from
graphics, effects, graphics, effects, use of font, color, the presentation
etc. to enhance the etc. to enhance to graphics, effects, content.
presentation. presentation. etc. but
occasionally these
detract from the
presentation
content.
Physical Space has been Space meets the Space is adjusted Space is arranged
Space maximally adjusted needs of most to the learning neatly and safely
(classroom to meet learners. style of some but but does not
layout) learner diversity. Arrangement clearly not all learners. address individual
Space promotes safety and Space learner needs.
arrangement positive interaction. arrangement
promotes promotes safety
interactivity, active and some
learning, and interaction.
positive interaction.
Classroom Excellent Good arrangement Develop Arrangement of
design/layout arrangement of of furnishing and arrangement of furnishing and
furnishing and floor floor coverings. furnishing and floor coverings is
coverings. Selection, Selection, floor coverings. not accomplished.
placement, proper placement, proper Selection, Incomplete
design of materials. design of materials. placement, proper selection,
design of materials placement, proper
but not fully design of
arrange and materials.
presented well.
End of Sixteenth Week

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WEEK 17
ASSESSMENT STRATEGIES THAT CAN INCREASE MOTIVATION AND OUTCOME -BASED
TEACHING AND LEARNING
Assessment Strategies that can Increase Motivation

How can we make assessment a palatable menu for our students? Experiences in classroom
assessment and principles of assessment tell us the following:
1. Make clear your learner's objectives every time. It is good if students are clarified on the objectives
they are working on and the criteria that will be used in evaluating their learning.
2. Make your students own the lesson objective. Allow them to set their own personal learning
targets based on the lesson objective. Initially their personal target may be lower than the learning
target set for the class but with the expectation that they will gradually bring them up according to their
pace until their personal targets coincide with the class target. This will make them feel unthreatened
and comfortable.
3. Engage your students in self-assessment. They have established their own target against clearly
set lesson objectives. They are in the best position to determine if they have met their own targets and
the class target or objective.
When learners are given the opportunity to evaluate their own performance, they bring to mind the
personal task and strategy variables applicable to them. They reflect on their personal characteristics
that affect their learning, the tasks they need to work on and the strategies that can help them. In this
way, assessment empowers the students to take a more active role in their own learning process.
4. Practice criterion-referenced assessment rather than norm-referenced

assessment. Make your students compare their performance against established criterion, i.e., the
learning objective or target and not against other students' performance. Comparing a student's
performance with the latter makes assessment threatening.
5. lf you are indeed criterion-referenced, then your assessment is certainly based ‘on established
criterion, your learning target or objective. I t has been observed, however, that a number of
teachers set learning objectives but assess another. This leads to students' confusion and
discouragement.
6. Inspire your students to have mastery-focus rather than performance- focus. Set their hearts
on lesson mastery for the love learning rather than on scores, grades and performance. If they fail to
get an item or items in a test, tell them not to worry and assure them that they will be taught again until
mastery.
7. Have a "growth mindset". Believe that your students can improve. Failure or wrong answer is
welcome. Assure your students that they are not made less of themselves by a wrong answer or a
mistake. What is most important is that they learn from their mistakes and continuously grow and
improve.
8. Your assessment practice must be sensitive and constructive because assessment has an
emotional impact. Bear in mind that your comments, marks and grades, as well as the manner you
communicate them to students, can affect their self-confidence. Assessment should be constructive as
much as possible. Judging students harshly to the point that they feel belittled or insulted will kill their
spirit and may lead them to have a negative view both of themselves and the subject.
9. Inspire your students to have mastery-focus rather than performance focus. Set their hearts
on lesson mastery for the love of learning rather than on scores, grades and performance. If they fail
to get an item or items in a test, tell them not to worry and assure them that they will be taught again
until mastery.
10. Have a "growth mindset". Believe that your students can improve. Failure or wrong answer is
welcome. Assure your students that they are not made less of themselves by a wrong answer or a
mistake. What is most important is that they learn from their mistakes and continuously grow and
30
improve.
11.Your assessment practice must be sensitive and constructive because assessment has an
emotional impact. Bear in mind that your comments, marks and grades, as well as the manner you
communicate them to students, can affect their self-confidence. Assessment should be constructive as
much as possible. Judging students harshly to the point that they feel belittled or insulted will kill their
spirit and may lead them to have a negative view both of themselves and the subject.
12. Don't make the test too difficult to discourage students nor too easy to make them
complacent. An extremely easy test is not challenging while an extremely difficult test is discouraging.
13.Communicate results/feedback, A teacher facilitates learning by providing students with important

feedback on their learning areas... (Bloom, Madaus and Hastings, Stiggins as cited in Guskey, 2003,
p.7)
What is Outcomes-based Learning?
Definitions:
"Outcome-based Education(OBE) means focusing and organising a school's entire programs and
instructional efforts around the clearly defined outcomes we want all students to demonstrate when
they leave school." (Spady, 1993)
"Outcome-based Education is NOT a program, a package, a technique, a fad, a quick-fix, a panacea,

a miracle or an event. It is transformational way of doing business in education." (Spady, 1993)
"OBE is a process that focuses on what is to be learned - the outcomes." (Kudlas, 1994)
"The basic tenets of OBE are shifting the focus of educational activity from teaching to learning; skills
to thinking; content to process; and teacher instruction to student demonstration." (Williams, Cited in
Tavner, 2005)
"An outcome is a culminating demonstration of learning. It is a demonstration of learning that occurs at

the end of a learning experience. It is the result of learning which is a visible and observable
demonstration of three things: knowledge, combined with competence, combined with orientations."
(Spady, 1994)
"Education that is outcome-based is a learner-centered, results-oriented system founded on the belief

that all individuals can learn" (Towers, 1996)
"Outcomes are clear, observable demonstrations of student learning that occur after a significant set of
learning experiences. They are not values, attitudes, feelings, beliefs, activities, assignments, goals,
scores, grades, or averages, as many people believe. Typically, these demonstrations, or performances,
reflect three things: (1) what the student knows; (2) what the student can actually do with what he or
she knows; (3) the student's confidence and motivation in carrying out the demonstration. A well -defined
outcome will have clearly defined content or concepts and be demonstrated through a well -defined
process beginning with a directive or request such as 'explain', 'organize', or 'produce'." (Spady &
Marshall, 1991)
"Outcomes are future oriented, publicly defined, learner-centered, focused on life skills and contexts;
characterized by high expectations of and for all learners, and sources from which all other educational
decisions flow." (Boschee & Baron, 1993)
"Learning is facilitated carefully toward achievement of the outcomes, characterized by its

appropriateness to each learner's development level, and active and experienced-based." (Boschee
and Baron, 1993).
Outcomes are usually defined in terms of a mixture of knowledge, skills, abilities, attitudes and
understanding that an individual will attain as a result of his or her successful engagement in a particular
set of higher education experiences." (Adam, 2004)
30
"Learning outcomes can provide a clear focus on what students achieve and lead to better
qualitfications and an improved student experience." (Adam, 2004)
"To make the outcome-based system work, the following four points are necessary. First, what the
student is to learn must be clearly identified. Second, the student's progress is based on demonstrated
achievement. Third, multiple instructional and assessment strategies need to be available to meet the
needs of each student. And finally, adequate time and assistance need to be provided so that each
student can reach the maximum potential." (Towers, 1996)
"Outcomes based education (OBE) is a process that involves the restructuring of curriculum,
assessment and reporting practices in education to reflect the achievement of high order learning and
mastery rather than the accumulation of course credits.” (Tucker, 2004)
" An expected learning outcome is a formal statement of what students are expected to learn in a course.
Expected learning outcome statements refer to specific knowledge, practical skills, areas of
professional development, attitudes, higher-order thinking skills etc. that faculty members expect
students to learn, develop, or master during a course." (Suskie, 2004)
Beliefs and Features of Outcome-based Learning (OBL)
1. All students can learn and succeed, but not on the same day in the same way.
2. Success breeds success.
3. Schools control the conditions of success.
4. It emphasizes authentic, achievable, and assessable learning outcomes.
5. It is primarily concerned with what students' culminating capabilities at graduation time. It centers
curriculum and assessment design around higher order exit outcomes.
6. It is accountable to the stakeholders, the learners, the teachers, the employers, and the public.
7. It leads to the change of schooling, including the curriculum, instruction, and assessment.
Source: Spady, W. D. (1994). Outcomes Based Education: Critical Issues and Answers. Arlington, VA:
American Association of School Administration.
Operating Principles of OBL

1. Clarity of focus, meaning that all activities (teaching, assessment, etc.) are geared towards what
we want students to demonstrate;
2. Expanded opportunity, meaning expanding the ways and numbers of times kids get a chance to
learn and demonstrate a particular outcome;
3. High expectations, meaning getting rid of the bell-curve and all students should achieve at the
highest level;
4. Design down, meaning designing the curriculum from the point at which you want students to
end up.
Source: Spady, W. D. (1994). Outcomes Based Education: Critical Issues and Answers. Arl ington, VA:
American Association of School Administration.
The "Essence" of OBL

1. In OBL, what matters ultimately is not what is taught, but what is learned;
2. Teachers must set appropriate course intended learning outcomes, instead of teaching objectives;
3. Constructive alignment: What we teach, how we teach and how we assess ought to be aligned
with the intended learning outcomes, such that they are fully consistent with each other;
4. The quality of teaching is to be judged by the quality of learning that takes place;
30
5. All OBL approaches take a criterion-based view of assessment and focus on what students can
do with knowledge after a period of learning.
Outcomes-based Education
➢ Clearly focusing and organizing everything in an educational system around what is essential
for all students to be able to do successfully at the end of their learning experiences.
➢ This means starting with a clear picture of what is important for students to be able to do, then
organizing the curriculum, instruction and assessment to make sure this learning ultimately
happens (Spady, 1994).
➢ In the process of designing programme curriculum, the outcomes of the learning is emphasized
and pre- determined.
➢ What is expected from the learning after the students have graduated in order to equip them
with the necessary skills and capabilities before they enter the work place.
➢ Then go backward with:

• curriculum design
• programme outcomes and course outcomes
• development of instructions
• delivery modes
• appropriate assessments methodologies
➢ looking at the level at which the inputs, methods, and execution produce the desired learning
competencies for the graduates of that program as determined by the Technical
Committees/Technical Panels and as measured by appropriate assessments.
➢ It points to the way in which the level of attainment of the outcomes can be progressively
heightened.
➢ Assessing student growth and competency in relation to these outcomes
➢ Detailing how outcomes-based learning at a whole program level functions within a complex
university context
Outcomes – what learners are expected to know and be able to do at the desired level of competence
Outcomes-based evaluation – clearly focusing and organizing everything in an educational system

around what is essential for all students to be able to do successfully at the end of the learning
experiences.
Outcomes-based teaching and learning – constructive alignment of intended, learning outcomes

with appropriate outcomes-based assessment methods and teaching and learning activities. OBE
applied in the classroom level.
Performance criteria – specific, measurable statements identifying the performance(s) required to

meet the outcome; conformed through evidence.
Outcome-based Teaching-Learning
When a teacher implements OBTL, he /she employs strategies that can increase learners
‘motivation. How?
In OBTL, the teacher begins teaching by explaining clearly learning outcomes which are what the
learners are expected to demonstrate at the end of lesson as proof/s of learning. In OBTL, the teacher
aligns his/her teaching -learning activities and assessment tasks with the intended learning outcomes
which were explained at the beginning of the lesson. This means that what the teacher told his/her
students to learn, that's what he/she taught them and that is what he/she will find out when he/she
assesses learning.

30
In other words, in OBTL there is a perfect alignment of what is taught and what is being assessed,
in addition to ensuring that learners fully understand the intended expected learning outcomes which
are expected to be demonstrated after the teaching- learning process. This way, because there is
alignment of teaching-learning activities and assessment tasks to what were taught, confusion and
frustration are out of the picture. As a consequence, students become more motivated for learning.
22 Examples of Daily Assessment Strategies

1. Ask open-ended questions: Stay away from yes/no questions and devise questions that get
students thinking and talking.
2. Ask students to reflect: Use quick debrief sessions to engage students in reflective learning.
3. Use quizzes: Try short quizzes to check for comprehension and understanding.
4. Ask students to summarize: Challenge students to use their Twitter-style smarts to

summarize the main concept of a lesson in just a few short sentences.
5. Use hand signals: This is a quick indication of understanding and is one of the more popular
daily assessment strategies out there. For example, thumbs up means they've got it, sideways
thumb means they're unsure, and thumbs down means they need help.
6. Response cards: These can be index cards, signs, whiteboards, or other items. Have your
learners indicate their response to a question or problem by holding up different cards.
7. Four corners: After you ask a question, learners each take a spot in a corner of the room. The
corners might be “strongly agree,” “strongly disagree,” “agree somewhat,” and “not sure.”
8. Think-pair-share: Students take a few minutes to think about the question or prompt. Next,
they pair with a designated partner to compare thoughts before sharing with the class.
9. Choral reading: This involves a learner marking text or a concept and then reading it aloud in
unison with the teacher. Daily assessment strategies like this one exercise a number of different
listening, reading, and comprehension skills.
10. One question quiz: A quiz made up of one single focused essential question. Learners can
respond either orally or in writing.
11. Socratic seminar: Socratic seminars call for critical and independent thinking by both forming
essential and herding questions about the discussion topic and responding to the questions of
others. They also teach learners how to respond to questions with thoughtfulness and civility.
12. 3-2-1: Students debrief a lesson by answering the following: 3 things they learned, 2 things they
want to know more about, and 1 question they have.
13. Exit tickets: Students write in response to a specific prompt. Afterward, collect the responses
at the end of class to check for students’ understanding of a concept.
14. Journal reflection: Students can reflect on and process lessons with a brief writing exercise
either at the beginning or end of the day.
15. Formative pencil–paper assessment: Students respond individually to short, pencil–paper

formative assessments of skills and knowledge taught in the lesson.
16. Misconception check: Present students with a common misconception about a concept you’re
covering. Ask them if they agree or disagree and then have them explain their reasoning.
17. Analogy prompt: Present students with an analogy prompt: “the concept being covered is like
____ because ____.”
18. Practice frequency: Check for understanding at least three times a lesson, minimum.

30
19. Use variety: Be sure to use a range of different individual and whole-group daily assessment
strategies
20. Make it useful: As Saga reminds us, "the true test is whether or not you can adjust your course
or continue as planned based on the information received in each check."
21. Peer instruction: Letting students teach or explain a concept remains a powerful assessment
tool. It teaches learning responsibility, communication, organizational and leadership skills. It's
also one of the best measures of whether a learner truly understands a concept or not
22. “Separate what you do and don’t understand”: Whether making a t-chart, drawing a concept
map, or using some other means, have the students not simply list what they think they know,
but what they don’t know as well.
Source:https://www.teachthought.com/pedagogy/20-simple-assessment-strategies-can-use-every-
day/
ACTIVITY # 17
TASKS:
Written exercises/Discussion: (20 points each).
a. Instruction: List and explain 3 things I should do to make assessment increase students motivation.
1._______________________________________________________________________
2._______________________________________________________________________
3._______________________________________________________________________
b. Instruction: List and explain 3 things I should never do to make assessment non-threatening.
1._______________________________________________________________________
2._______________________________________________________________________
3._______________________________________________________________________
c. Instruction: based on what you learned from this module, explain how outcome-based teaching-
learning OBTL leads to effective assessment.
Criteria Descriptions Points

Content Your ability cogent, persuasive, and relevant ideas and the 10
application of the literary approach in your essay.
Organization, Your ability to present your ideas in an organized and cohesive 5
neatness fashion.
Grammar, Your control of the English language- specifically your word choice 5
language and sentence structure. Your facility with the conventions of
standard written English (grammar and punctuation)
Total 20 points
End of Seventeenth Week

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SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.

National Highway, Crossing Rubber, Tupi, South Cotabato

COLLEGE OF TEACHER EDUCATION

EDUC 312: Facilitating Learner Centered Teaching

COURSE CODE : EDUC 312

The following are the topics to be discussed

Week 13 MOTIVATION: MEANINGS AND TYPES OF MOTIVATION, THEORIES ON

Week 14 STUDENTS’ DIVERSITY IN MOTIVATION, MOTIVATION IN THE CLASSROOM

Week 15 THE CLASSROOM CLIMATE AND SOCIAL EMOTIONAL LEARNNG

Week 16 THE PHYSICAL LEARNING ENVIRONMENT

Week 17 ASSESSMENT STRATEGIES THAT CAN INCREASE MOTIVATION AND

Instruction to the Learner

EDUC 312: Facilitating Learner Centered Teaching

Indicators of a High Level of Motivation

In summary, motivated students have the following characteristic traits:

The Role of Extrinsic Motivation

EDUC 312: Facilitating Learner Centered Teaching

Theories on Factors Affecting Motivation

How does attribution affect motivation?

Table 1 Relationships Among the Dimensions of Attributions

Other recommendations from motivation theorists are:

EDUC 312: Facilitating Learner Centered Teaching

Self-determination and self-regulation theories

What are indicators of self-regulation? They are the abilities to:

How does self-regulation relate to motivation?

• Evaluate student performance in a non-controlling fashion. Communicate evaluation results to

Bob Sullo (2007) writes:

EDUC 312: Facilitating Learner Centered Teaching

Maslow's Hierarchy of Needs

Table 3 shows a comparison of learning mastery-focused and performance-focused classrooms.

EDUC 312: Facilitating Learner Centered Teaching

Teacher oriented towards.. Student learning Student performance

Self-determined goals. Personally-relevant and self-determined goals enhance a student's

EDUC 312: Facilitating Learner Centered Teaching

Discussion Points and Exercise Questions

Rubric for a video presentation

End of Thirteenth Week

EDUC 312: Facilitating Learner Centered Teaching

Students’ Diversity in Motivation

Research Findings Related to Motivation

EDUC 312: Facilitating Learner Centered Teaching

Diversity and Motivation: Culturally Responsive Teaching was coauthored by an educational

MOTIVATION IN THE CLASSROOM

Teacher's Affective Traits

EDUC 312: Facilitating Learner Centered Teaching

❖ Caring - Specific attributes that show caring are:

❖ Fairness and respect - These are shown in specific behaviors like:

❖ Enthusiasm and motivation for learning shown in:

❖ Attitude toward the teaching profession

❖ Positive expectations of students manifested in:

Classmates - Bullying and the Need to Belong

EDUC 312: Facilitating Learner Centered Teaching

Parents as Part of the Learners' Human Learning Environment

EDUC 312: Facilitating Learner Centered Teaching

Rubric for a video presentation (40 points)

Criteria Level 4 Level 3 Level 2 Level 1

EDUC 312: Facilitating Learner Centered Teaching

The Classroom Climate

Social-Emotional Learning (SEL)

CASEL expounds on the above core competencies:

EDUC 312: Facilitating Learner Centered Teaching

Self-efficacy – is the belief in your ability to

EDUC 312: Facilitating Learner Centered Teaching