Facilitating Learner-Centered Teaching: Foreword

Facilitating Learner-Centered Teaching
Professional Education Subject
Foreword
Learning institutions believe that a deep understanding of teaching methods, principles,

strategies, techniques, and procedures are requisites of effective teaching. Every year, teachers
undergo a series of trainings and seminars to enhance their capability in finding ways to meet
the ultimate goal of the Philippine educational system- to provide quality education for all.
However, despite these efforts, various international institutions report that problems continue to
arise in schools. Attested by published researches, statistical data, and other pertinent
documents, the current status of Basic Education in the Philippines is at peril, especially the very
poor academic performance in Science and Mathematics Education.
Researchers and subject specialists argue that this perennial problem in the education
sector cannot be resolved by just teaching teachers the teaching conventions of the past.
Contemporary researches on education offer the new paradigm of effective teaching. Today,
teachers are not only required to learn the teaching procedures. They are now asked to learn
the psychologies of learning so that teaching is centered on how learners learn. By putting the
learners at the center of the teaching-learning process, teachers as well as other partner
stakeholders can attend to students respective learning needs. Educational psychology experts
say that learning is better achieved if someone who guides the learning activities has a deep
understanding of the complexities of the nature of learning.
This learning module on Facilitating Learner-Centered Teaching helps you develop a

better perspective of the requisites of effective teaching. It gives you the opportunity to analyze
various learning scenarios guided by learning theories and principles. The course subject is
anchored on researches on learning psychology and is grounded on best practices in the local
and global settings. The main goal of the course is to help you explore the fundamental
principles, processes, and practices of teaching to enhance learning in various delivery modes.
This learning module contains 10 selected most essential topics of the course which are
simply but comprehensively presented for easier and faster understanding. Furthermore, the
activities at the end of every lesson are intended not only for drill and assessment purposes.
They are designed to give you the opportunity to learn the most essential learning outcomes of
the course which you need to develop as a future teacher and a learning advocate.
With this module, we believe that we can build better learning communities. With your
dedication for teaching, we know that you can find this learning module beneficial for your
personal and professional development.
SOUTHERN LUZON STATE UNIVERSITY 1

Table of Contents
Lesson 1. DEFINING LEARNER-CENTERED TEACHING-------------------------------- 4- 8

Lesson 2. KEY PRINCIPLES IN FACILITATING
LEARNER-CENTERED TEACHING---------------------------------------------- 9- 15
Lesson 3. UNDERSTANDING LEARNING STYLES--------------------------------------- 16- 20
Lesson 4. UNDERSTANDING LEARNERS’ MULTIPLE INTELLIGENCES--------- 21- 25
Lesson 5. LEARNERS WITH EXCEPTIONALITIES------------------------------------------26-31
Lesson 6. THEORIES OF LEARNING ----------------------------------------------------------32-42

Most Essential Learning Outcomes
1. Write a 500- word reflection about the importance of setting a clear definition of learner-
centered teaching.
2. Explain the importance of the 14 key principles in facilitating learner-centered teaching.
(500 words)
3. Write a 500-word reflection on the importance of understanding learning styles in
teaching.
4. Write a 500-word essay explaining the importance of understanding the multiple
intelligences of learners in facilitating learner-centered teaching.
5. Write a 500-word essay explaining the importance of designing a conducive learning
environment for learners with exceptionalities.
6. Write a 500-word essay explaining the importance of the theories of learning and
principles of teaching in facilitating student-centered teaching.

Lesson 1: DEFINING LEARNER-CENTERED TEACHING
Overview
u
Transforming schools and education starts with the transformation of perspectives among
the members of the school community. The development of learner-centered teaching starts with
teachers’ renewed perspective towards teaching and learning. Teachers should align their
teaching goals with the aim of the 21st-century education which is the empowerment of their
teaching capabilities. With this, they can design a learner-centered environment that would be
responsive to the learning needs of students or pupils.
The need to accentuate learner-centeredness in your curricular program is seen as an

important element of your training towards effective facilitation of the learning process. The
analysis of learners’ diversity makes teaching a very enjoyable task. Throughout this lesson, you
will be immersed with selected studies and literature that would present the diversity of learners
and their very nature. With this, you can have better ideas in creating learning opportunities for
them. A deep understanding of their socio-economic, socio-cultural, and socio-political
conditions will give you a considerable amount of information that you need as an input for
strategizing learning activities and interventions.
With this lesson, you can learn the value of setting a clear definition for learner-centered
teaching. By understanding the given definition, we can start working with learners with a sense
of purpose. That purpose brings clarity to your work as a teacher and leads you to a better
appreciation of the beauty of education.
Learning Outcome
u
Write a 500- word reflection about the importance of setting a clear definition of learner-
centered teaching.
Discussion
Defining Learner-Centered Teaching

Learner-centered teaching is an approach to teaching which focuses on how teachers

consider themselves as facilitators of student learning. This does not view students as a blank
sheet of paper who needs to receive information in a very passive way. In a learner-centered
classroom, teachers give students the autonomy to explore the lesson so that they enjoy the
process of learning. Nowadays, learning institutions urge teachers to care for what students
learn. The learner-centered approach to teaching does not dictate any particular teaching
method to be used. This approach embraces a variety of teaching methods that shifts teachers’
role as a mere content expert to active participants in the lerning process of students. They serve
sa guides, mentors, coaches, and so on. Don't be confused. Learner-centered teaching is an
approach or a way on how to see teaching in a different perspective. Historically, the old-
fashioned way of teaching-focused much on how teachers do their jobs as teachers. However,
in the advent of the 21st century, researches are very eager to shift the perspectives towards
learner-centered teaching. Today, universities and colleges, and other institutions of learning
train teachers or pre-service teachers like you to embrace this new teaching approach.
Brief History of Learner-Centered Teaching
We can trace back the history of learner-centered teaching from the changing philosophy
of curriculum planning for Basic Education. A Swiss-born French theorist Jean Jacques Rosseau
(1712-1778) founded the Learner-Centered Theory of Education (LCTE). He philosophized that
educators should not rely much on the transfer of a vast amount of information from teachers or
sources to students' minds. For him, it's not about what teachers wish them to learn. Teaching
must be concerned with what the learners are capable of learning with due consideration for
their respective learning interests. As a growing response to the advocacy of this learning
theory, from the 1970s to the 1980s, educational philosophers saw the need to reflect on how
schools are shaping students’ lives. They see a very compelling reason for revisiting the current
educational perspective so education responds to what students need. For them, students
should have control over the learning process. Teachers must not only act as lecturers because
this will add to the burden of students who can’t see the relevance of lessons in their actual life.
In the Philippines, the institutionalization of this teaching approach becomes a major concern.
Through the virtue of R.A. No. 10533 or the Enhanced Basic Education Act of 2013, the goal of
making students the primary concern of all government educational initiatives was initiated.
Today, teachers as well as those who are enrolled in the Teacher Education Program like you,
are called to embrace this teaching perspective.
Roles of Teachers in Learner-Centered Teaching
The paradigm shift of the old-fashioned teaching perspective to the learner-centeredness

of teaching affects the roles that teachers play in schools. Today, teachers do less telling but are
active listeners of students’ concerns. They are tasked to create a friendly learning atmosphere
where learners are free to discover the lessons for each day with the guidance of pre-established
procedures and rules. In this way, teachers devote their time to looking at students' performance,
setting the goals with students, and providing rapport for everyone, especially those who need
great attention. In a learner-centered teaching environment, students can discover their full
potential as they do it with their learning peers as well as mentor, the teacher.
There are certain roles that teachers need to play so that learner-centered teaching
becomes a reality, to wit: (1) teachers must create a learning climate to optimize learning; (2)

teacher must model the appropriate behavior expected of the students; (3) teacher must be a
motivator who encourages all students to collaborate and learn from each other, and (4) teacher
must provide constructive feedbacks to learners to create a strong sense of learning
responsibility. These roles help students overcome the fear of failing to meet the expectations of
teachers. Learner-centered teaching pushes students to play an active role in their education.
The goal of learner-centered teaching is not only to prepare students for their future careers.
The reality is, they need to learn that they are the master of their destiny. With the development
of their sense of independence and interdependence (as it is the true value of learner-centered
curriculum), they are becoming prepared to face the challenges of their own life.
Clarifying the Misconceptions about Learner-Centered Teaching
Contrary to popular belief, learner-centered teaching is not learning with the absence of
teachers. However, this is a learning approach that starts with teachers. Most teachers, if not all,
dream to create a learning space where students can be transformed using effective strategies
of teaching. However, there are some misconceptions that we need to clarify so we are directed
towards achieving our common purpose, to give out best for our students. For your ready
reference, here are some of the realities of learner-centered teaching.
1. The learner-centeredness of teaching should not be misinterpreted as if teachers don’t

have important roles to play in every lesson.
2. Teachers should set learning standards but ensure that standards can be achieved by
learners.
3. Teachers should let the students do the messy work of learning under their supervision
and or guidance.
4. Teachers should give students autonomy and responsibility for learning materials that
they use and study.
5. Teachers should use engaging content that is responsive to the needs of students.
6. Teachers should give immediate constructive feedback to students, parents, and school
administrators so there will be countermeasures of student learning.
7. Teachers should use varied teaching strategies and techniques that meet students’
learning styles or preferences.
8. Teachers are not only teachers in a learner-centered teaching environment. They serve
as guides, coaches, and facilitators.
Activity
Direction: Compare and contrast the pictures below. What can you say about them?
Which is the better way to facilitate the learning process?

The Traditional Classroom The Learner-Centered Classroom
Source: The Maine Wire Source: KnowledgeWorks
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Summary
To summarize the details of the discussion, there are five (5) most essential aspects of
learner-centered teaching that you need to keep in mind. Teachers as facilitators of learning
must have a deeper understanding of techniques used to create a learner-friendly atmosphere.
The following techniques are as follows:
1. Techniques that focus on the goals, styles, and needs of learners;

2. Techniques that give autonomy for their learning;
3. Curricula that have been consulted with students for their inputs;
4. Technique that encourages students to grow their creativity and sense of innovation; and
5. Technique that boosts students' sense of self-worth and confidence.
Evaluation

Direction: Write a 500- word reflection about the importance of setting a clear definition of
learner-centered teaching.
You will be graded based on the criteria below:
Criteria: Content (60%) Organization of Ideas (40 %) TOTAL (100 %)
References
Benson, P. (2003). Learner autonomy in the classroom. In D. Nunan (Ed.). Practical English
language teaching. New York: McGraw Hill.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy.

New York: a Pearson education company.
Lengkanawati, N.S. (n.d.) Learner autonomy in the Indonesian EFL settings
Official Gazette (2013). Enhanced Basic Education Act of 2013. Philippine Government.

Lesson 2: KEY PRINCIPLES IN FACILITATING LEARNER-CENTERED TEACHING
Overview
Overview
The creation of a learner-centered teaching environment starts with the key principles that
guide school administrators, researchers, and teachers in framing a renewed perspective for
student learning. The American Psychological Association (APA) believes that these principles
are the foundation of effective measures to carry out the lessons effectively. Local researchers
in the Philippines also see these as very essential inputs in solving the perennial problems of
the educational system, especially the very poor academic performance among students.
Teachers as facilitators of learning must have enough knowledge on how to understand

the nature of learning. Thus, this lesson would help you to be oriented on your duties as a future
teacher using the key principles that have been developed from researches and innovative ideas
in the field of Basic Education. The presentation of learner-centered psychological principles
(LCP) would give you a better outlook of teaching. These principles are geared towards a deeper
understanding of the complexities of teaching and learning as processes. For easy
understanding, these 14 key principles are divided into 4 categories as follows: (1) cognitive
and metacognitive principles; (2) motivational and affective principles; (3) developmental and
social principles; and (4) individual difference principles.
Throughout this lesson, you will be immersed with the 14 key psychological principles that
will help you develop a renewed sense of teaching. That sense drives your determination to
dedicate yourself in changing the landscape of education so that you can help the educational
system to build the foundation of learner-centered pedagogy.
Learning Outcome
Overview
Explain the importance of the 14 key principles in facilitating learner-centered teaching.

(500 words)
Discussion

The creation of a learner-centered teaching environment would be impossible if teachers

don't have enough knowledge of the most important components of learning nature. With this,
you will be exposed to the key principles of teaching in light with four (4) essential learning
contexts. Understanding these contexts will guide you in discovering how your future students
learn. It will also give you a better understanding of how to develop their motivation towards
learning.
Cognitive and Metacognitive Principles
One of the major aspects of understanding the teaching-learning process is the analysis
of the cognitive and metacognitive contexts of learning. Cognition is defined as the process of
acquiring knowledge and understanding through experiences, senses, and thoughts. This is
concerned with learners and how they develop their understanding given the perception of their
understanding of things around them. Cognition may be affected by self-interpretation of the
phenomenon as it is perceived as well as by exposure with peers, families, and the larger society.
However, metacognition is the process of thinking about one’s thinking. This is very important to
evaluate one's thinking so individuals can learn new things, unlearn things, or re-learn new
things. Planning, assessing, and monitoring of one's understanding are very essential for
individuals. Through metacognition, learners can control the way they behave and learn things.
Teachers' knowledge about cognition and metacognition are essential inputs in

developing the structures of effective teaching. Teachers are tasked to think about how students
develop their understanding of things and help students learn the realities of life as a social
being. With this, the APA identified six (6) important learning inputs for learner-centered teaching
to guide teachers in the pursuit of their profession. Below is the list of these six learning aspects
under cognitive and metacognitive principles.
1. Nature of Learning
Learning becomes more effective when learners put their intentions in constructing
essences from experiences and information.
2. Goals of the learning process
The goal of the learning process is to establish a meaningful and coherent

representation of knowledge.
3. Construction of knowledge
Success in learning can be seen from those individuals who can establish connections
between prior knowledge with new pieces of information in very meaningful ways.
Knowledge expands as learners continue to establish connections among new
information and their experiences and their existing knowledge base.
4. Strategic thinking

Learning is successful when learners can accomplish complex learning goals using
thinking and reasoning strategies. These strategies are used to effectively solve
problems, learn concepts, and reason out.
5. Thinking about thinking
Successful learners can evaluate and reflect on how they learn and think, they can set
reasonable performance or learning goals, and achieve these by selecting the most
appropriate learning strategies. The monitoring of learning progress also partakes in
this aspect of learning.
6. Context of learning
As discussed earlier, learning is not independent of the environment. Environmental
factors greatly impact students' learning and learning behavior.
The aforementioned aspects of cognitive and metacognitive learning principles are

essential inputs in understanding students’ learning. If teachers fail to understand these
requisites, they also fail to prepare themselves in embracing the challenges of creating a learner-
centered environment.
Motivational and Affective Principles
Cognitive and metacognitive principles cannot fully explain the nature of learning.
Teachers need to delve into other aspects of learning, especially those which involve affection
and motivation. Motivation is the fire that keeps someone alive to do his or her tasks effectively.
In the context of learning, motivation plays a great role in making learners active in developing
or creating new knowledge, linking previous knowledge to their experiences, and reflecting from
own’s experiences. If cognitive and metacognitive principles explain how learners think and
reflect on their thinking, motivational and affective principles explain how learners' behavior is
affected by their feelings and aspirations towards the external environment and stimuli that they
perceive. These principles include:
1. Motivational and emotional influences on learning
Learning takes place well if there are support mechanisms that teachers create so
learners can develop positive thoughts, goals, and expectations for success. However,
failure to set this may create negative impacts on student learning because students need
motivation as they struggle with their studies as well as their various challenges in life as
a social being.
2. Intrinsic motivation to learn
Intrinsic motivation is a by-product of the realization that learning is an essential part of

life. Students set learning goals with the aspiration that they can achieve it. This type of
motivation doesn't rely on external stimuli. The reinforcement to succeed depends on the
perceived values that may get from doing something.
3. Effects of motivation on effort

In the context of learning, motivation is a developed positive attitude towards learning

goals. The effort is someone's conscious attempt to do something with a considerable
amount of energy, time, and persistence over time. This helps learners to acquire new
skills, knowledge, and values that are necessary for their growth and development.
Developmental and Social Principles
Developmental and social factors for learning is best explained by the overall changes in
learners’ physical, emotional, intellectual, and social domains. Teachers need to analyze these
two factors so they can understand the developmental challenges and social factors that affect
learners’ perceptions of learning and socialization.
1. Developmental influences on learning
The developmental challenges that learners face include their physical development and
dilemma, emotional pleasures and challenges, and intellectual development and
academic challenges. Understanding the effects of these factors would help teachers in
analyzing the context and diversity of each learner. Without close analysis with these
developmental influences on learning, teachers may not come up with the best strategies
in creating learner-centered teaching.
2. Social influences on learning
Learners are exposed to their respective environments. As it is explained by the Social

Learning Theory of Albert Bandura, learning takes place by observing and modeling the
attitude and emotional reactions of other people. Although human beings are capable of
selecting which attitude may be remodeled, it is undeniable that social influences shape
learners in different ways. Some great examples include how learners view as compared
to their social orientation and how their attitudes are shaped by their respective socio-
cultural, socio-economic, and socio-political conditions.
Individual Difference Principles
Learners have different characteristics. As they are shaped by their varied learning
environment and as they react to it, they develop a varied understanding of the realities around
them. The individual difference principle explains how learning is influenced by diversity and how
teachers can be able to adapt to this challenging aspect of teaching.
1. Individual differences in learning
From a psychological viewpoint, individuals are born with their unique characteristics.
They have their skills, talents, and capabilities that can be developed using strategies that
may fit their learning interests or learning preferences.
2. Learning and diversity
The diversity of learners is what makes your teaching enjoyable. Many teachers struggle
to embrace the beauty of having a diverse group of individuals in a class. Despite this,
researchers argue that teachers need to adhere to this because this is the simulation of

community life outside the classroom. In the learning context, teachers need to respect
diversity and they have to inspire everyone in a class to learn from each other and enjoy
learning from each other.
3. Standards and assessment
With the consultation with learners, teachers should set a learning standard and the
appropriate assessment for each lesson. Setting challenging standards and the creation
of appropriate assessment tools and procedures will create a positive impact on student
learning. By focusing on assessing student learning based on the set standards for them,
we can ensure that there is a consistent effort towards the creation of a learner-centered
teaching environment.
Activity
The 14 principles of effective teaching are really necessary for the 21st-century education.
With this, cite three published studies that highlight the importance of these principles.
Please use the following links for your references:
1. Google Scholar
Link: https://scholar.google.com/
2. Directory of Open Access Journals
Link: https://doaj.org/
3. ResearchGate
Link: https://www.researchgate.net/
4. CrosRef
Link: https://www.crossref.org/
5. OECD Education
Link: http://www.oecd.org/education/
6. Association for Supervision and Curriculum Development (ASCD)
Link: http://www.ascd.org/Default.aspx
7. UNESCO
Link: https://en.unesco.org/
Findings Reference
1.
2.

3.
Summary
To summarize the details of the discussion, Alexander and Murphy (1998) distilled the 14
learning principles into five (5) areas. They are as follows:
1. The Knowledge Base

They mentioned that one's knowledge establishes the foundation for future learning.
2. Strategic Processing and Control
Learners are capable of developing their strategic control of thoughts and behavior
through reflection. With this, they can learn more effectively.
3. Motivation and Affect
The learning process is highly affected by the intrinsic motivation to learn. This is
explained by learners’ developed reasons for learning new information, personal goals
and admiration, enjoyment or satisfaction of learning tasks, and so on.

4. Development and Individual Differences
Each person has a unique learning journey. This is explained by their differences in terms
of genetic characteristics and development and varied social environment that heavily
affect their perception and acceptance of learning stimuli.
5. Situation or Context
Learning happens in the context of society as well as within an individual.
Evaluation
Explain the importance of the 14 key principles in facilitating learner-centered teaching. (500
words)
References
Alexander, P. A., & Murphy, P. K. (1998). Profiling the differences in students' knowledge,
interest, and strategic processing. Journal of Educational Psychology, 90(3), 435–
447. https://doi.org/10.1037/0022-0663.90.3.435
American Psychological Associations (n.d.). Learner-centered psychological principles: A

framework for school reform and redesign.
https://www.apa.org/ed/governance/bea/learner-centered.pdf.
Chick, N. (n.d.) Metacognition. Vanderbilt University Center for Teaching.
https://cft.vanderbilt.edu/guides-sub-
pages/metacognition/#:~:text=Metacognition%20is%2C%20put%20simply%2C%20think
ing,as%20a%20thinker%20and%20learner.

Lesson 3: UNDERSTANDING LEARNING STYLES
Overview
Understanding learning styles is of great importance in designing learner-centered

teaching. When teachers plan their instruction with respect to the individualities of learners, there
will be an assurance that teaching strategies or techniques are aligned with the students' learning
interests. Various educational journals report a lot of problems in teaching and learning. One of
which is the misalignment of teaching strategies to learners’ learning styles. Thus, this lesson
on learning styles would help you conceptualize a better landscape for teaching so every learner
can enjoy learning activities.
Effective teaching is a reflection of a careful understanding of learning preferences. As it

is established, learning styles are categorized into two, to wit: the sensory preferences; and the
global-analytic continuum. These two perspectives explain how learners grasp their lessons in
their preferred ways of learning. These preferences are linked with their interests and inclinations
in life that motivate them to study their lessons with patience and enjoyment. Thus, throughout
the lesson, you will be understanding these concepts to be able to design learning activities that
fit students' learning preferences.
Learning Outcome
Write a 500-word reflection on the importance of understanding learning styles in

teaching.
Discussion
Learning styles are explained as a preferred way on how an individual processes

information. In other terms, it is described as a person's typical mode of remembering, thinking,
and problem-solving. Learning styles are usually described as a dimension of personality that
influences social interaction with other people, attitudes, and values. These preferred ways of

thinking fuel the desire to learn new concepts and are of great importance in letting students
value the essence of their lessons in the curriculum.
To further understand this, you need to analyze how educational psychologists explain
the sensory preferences perspective and the global- continuum perspective as inputs for
teaching. Remember that this lesson would not only tell you the complexities of learning but
leads you to better situate your teaching strategies based on the learning preferences of your
students.
Sensory Preferences
The sensory preferences are essential inputs to understanding learning styles.

Conventionally, individuals prefer one or two types of sensory inputs and maintain dominance in
one sensory preference. However, students may use or prefer more sensory preferences
depending on the context and nature of lessons. For your ready references, learners may be
visual, auditory, or tactile/kinesthetic or may be inclined with all these sensory preferences.
However, most people maintain dominance in one of the aforementioned sensory preferences.
Visual Learners
Visual learners easily appreciate lessons using their visual senses. They prepare to see
maps, diagrams, charts, and other visual images that help to grasp new information. This type
of learner is classified into three, namely: visual learners; visual-iconic; and visual-symbolic.
These learners prefer to see their teachers' facial expressions and actions to appreciate the
lessons. Based on studies, these learners want to sit in front of the class so they could see how
their teachers demonstrate the lessons. During lectures or discussions, they prefer jotting notes
so they can absorb the information presented. Ri Charde (cited in Abante, Almendral, Manasala,
& Manibo, 2014) classified visual learners into visual symbolic and visual-iconic.
Visual symbolic
. Learners who have this kind of sensory preference often utilize symbols that do not have
a resemblance to the material form and the mental concept associated with it. They would prefer
to read a map or visual illustrations than to read a book. Learners feel comfortable with abstract
symbolism such as mathematical formulas or the written word. Thus, these learners are good
abstract thinkers.
Visual-iconic
This type of learner has a good picture memory. Learners who have this kind of learning
preference solidify learning using visual imagery such as graphic displays, pictures, and films.
They enjoy learning through movies, critiquing pictures, and so on.
Auditory Learners

Auditory learners learn best through verbal discussions, talking things through, listening
to what others have said, and listening to lectures. They actively interpret the underlying
meanings of speech through listening to prosodies such as to the tone of voice, speed, pitch,
and other nuisances. Because these types of learners rely much on their sense of hearing,
written information may have little meaning unless they are heard. They can attend aurally to
details and they are not easily distracted in their listening ability. They also often benefit from
reading the text aloud and from using a tape recorder. Lastly, they can translate the spoken word
easily into written words. Auditory learners are classified into two categories: the listers and the
talkers.
Listeners
These types of learners learn most through listening to teachers, learning peers, and
hearing lectures (even virtual lectures). These learners most likely do well in school. Even
outside of school, they easily remember things said to them. They may even carry on mental
conversations and figure our how o extend what they learned from reviewing in their head what
they heard others say.
Talkers (Auditory-Verbal Processors)
These types of learners prefer to share what they know, their experiences, and their
perceptions in class. They often find themselves explaining to those around them. In the context
of classroom discussion where the teacher does not ask questions, they tend to whisper their
feedbacks or comments with themselves.
Tactile/Kinesthetic Learners
Learners actively explore the physical world through hands-on activities. They may still
find it difficult to sit still for a long period. They appreciate the learning by doing an approach to
learning and they often use psychomotor skills in doing activities. They have good motor memory
and motor coordination. They may not prefer discussions and written materials and may become
distracted by their need for activity and exploration.
Global-Analytic Continuum
Dunn and Dunn (n.d.) explained that learning styles can be classified into two. Those who
are left-brain are considered as analytic learners and those who are right-brain are considered
as global thinkers. There is a dominant side of the brain that functions in an individual's mind.
According to the model of Roger Sperry, the left-brained dominant individual is portrayed as the
linear (analytic), mathematical, and verbal thinkers. However, those who give attention to the
overall structures of things and ignore details are so-called global thinkers or right-brained
individuals.
Analytic (Left Brain)

Analytic thinkers tend to see the finite elements of patterns than the whole. They
appreciate the intricate details of lessons and they love analyzing concepts. They are more
comfortable and incline to search for details. In addition, they tend toward the linear, step-by-
step processes of learning. Left-brained individuals prefer to learn in a step-by-step sequential
format. They begin with details leading to a conceptual understanding of a skill. They are also
called a successive processor of information.
Global (Right Brain)
Global thinkers focus on the overall structure of concepts and they sometimes ignore
details. They lean towards non-linear through and tend to see the whole pattern rather than
particle elements. The right-brained individual is considered as a simultaneous processor who
prefers to begin learning with the general concepts of things and then go on to specific details.
Activity
Write at three quotations that explain the importance of learning styles in designing a
learner-centered teaching environment.
Quotation 1
Quotation 2
Quotation 3
Criteria: Alignment to the theme (60%) Presentation of Idea (40 %) TOTAL (100 %)
Summary
Summary

The creation of a learner-centered teaching environment entails an understanding of

learners’ learning preferences. In this sense, the Sensory Preferences and Global-Analytic
Continuum serve as important inputs to creating a learner-friendly atmosphere that is grounded
on learners’ preferences.
Evaluation
Write a 500-word reflection on the importance of understanding learning styles in

teaching.
References
Abante, M. E., Almendral, B. C., Manasala, J. R., & Manibo, J. (2014). "Learning styles and
factors affecting the learning of general engineering students." International Journal of
Academic Research in Progressive Education and Development.
https://hrmars.com/hrmars_papers/Learning_Styles_and_Factors_Affecting_the_Learni
ng_of_General_Engineering_Students.pdf.
Dunn and Dunn (n.d.). Students’ learning styles.

Lesson 4: UNDERSTANDING LEARNERS’ MULTIPLE INTELLIGENCES
Overview
In this lesson, you will be immersed with the nine (9) distinct forms of intelligences as
enumerated by Gardner. These are visual/spatial intelligence, verbal/linguistic,
mathematical/logical, bodily/kinesthetic, musical, intrapersonal, interpersonal, naturalist, and
existential intelligence. These types of intelligences appear in classrooms and define what the
teaching environment is. This model from Gardner can be used in designing teaching strategies
that are responsive to the learning needs of the students.
Learning Outcome
Write a 500-word essay explaining the importance of understanding the multiple

.
Discussion
Multiple Intelligences
When designing teaching strategies for a class, teachers need to consider the diversity
of learners. One of those essential aspects of teaching is understanding the multiple intelligences
of learners. Professor Howard Gardner of Harvard University proposed the theory of Multiple
Intelligences in 1983. "Intelligence is defined as the ability or set of abilities that allow a person
to solve a problem that is valued in one or more cultures" (Gardner, 1983). He believes that
different intelligences may be independent abilities. This means that a person can be performed
lower in one domain but can be inclined in another. However, all individuals possess the
intelligence but in varying degrees of strength. This conception shows that in reality, teachers
must acknowledge individual differences of learners but also need to encourage learners to
strengthen their other intelligence.
Nine (9) Distinct Forms of Intelligences

1. Visual/Spatial Intelligence (Picture Smart)

Learning through this intelligence involves organizing ideas visually and spatially.
Learners with this inclination are considered as picture smart. They prefer using
visual aids and other visual illustrations that help them grasp information easily.
With the help of these aids, they can connect pieces of information and create an
essence out of the discussions. Picture analysis can be a good activity to stimulate
the learning interest of the picture smart students.
2. Verbal/Linguistic (Word Smart)
Learning through this intelligence involves organizing ideas in linguistic forms.

Students who are inclined to this form of intelligence highly appreciate oral
discussions, the Socratic method of teaching, recitation, and so on. Other students
who are inclined in this intelligence prefer to write an essay, poems, novels, and so
on. Historically, this type of intelligence is highly valued in traditional classrooms
and in the traditional assessments of intelligence and achievement.
3. Mathematical/Logical (Number Smart/Logic Smart)
This is otherwise known as learning through reasoning and problem-solving.

Mathematically intelligent or the so-called number smart learners. They are those
who have inclination in solving mathematical formulas. They enjoy numbers and
see the essence of mathematical problems in real-life situations. However, those
logically intelligent or logically smart students are very active when it comes to
argumentation or debate. They want to philosophize things and try to find values
from it. It should be understood that those who are mathematically inclined can be
logical thinkers also.
4. Bodily/Kinesthetic (Body Smart)
Learning through this intelligence involves the use of bodily activities or movement,
control, and expression. Students should be given hands-on activities that will
make them actively participating during the class. Using this intelligence, they can
appreciate the essence of the lessons that are taught. This inclination is highly
noticeable to those who are fun of games and sports.
5. Musical (Music Smart)
Those music smart students have high regard for musical instruments, songs, or
other music-related activities. They learn through patterns, rhythms, and music.
They enjoy listening to musical programs or musical plays. Learners who have
the inclination to this type of intelligence easily create meanings or essence
from music appreciation.
6. Intrapersonal (Self Smart)

Self smart individuals learn best through feelings, values, and attitudes. Reflections
on experiences, other activities that involve a realization of phenomena are of great
importance to self smart individuals.

7. Interpersonal (People Smart)
People smart individuals learn best through social interactions. This intelligence
promotes collaboration between or among students or groups of students. Learners
who are inclined with this intelligence have more friends or peers in the school.
They want to learn lessons through collaborative activities.
8. Naturalist (Nature Smart)
Learners who are inclined with this intelligence prefer to learn outdoor. They have a
great interest in plants, animals, weather, natural events, and the like. They also
enjoy camping, gardening, and hiking. With these activities, they can conceptualize
the value of their surroundings.
9. Existential (Spirit Smart)
Those who are inclined with this type of intelligence love to ask questions about the
existence and essence of things. Notably, these individuals are curious about big
questions. They often ask, "Who I am?", What does it mean to be human?", What is
the purpose of living?", and so on. They try to find answers to these questions and
search for the world beyond the senses. In connection with the learning process,
oftentimes, spirit smart students are the ones who are very curious about things. They
do not stop asking questions until they find the answer about these realms of the world.
Activity
Understanding the theory of multiple intelligences is crucial in understanding the

requisites of effective teaching. Prove this by citing a study that confirms this claim.
Please use the following links for your references:
1. Google Scholar
Link: https://scholar.google.com/
2. Directory of Open Access Journals
Link: https://doaj.org/
3. ResearchGate
Link: https://www.researchgate.net/
4. CrosRef
Link: https://www.crossref.org/
5. OECD Education
Link: http://www.oecd.org/education/
6. Association for Supervision and Curriculum Development (ASCD)
Link: http://www.ascd.org/Default.aspx
7. UNESCO
Link: https://en.unesco.org/

THESIS PROOF
Understanding the
theory of multiple
intelligences is crucial in
understanding the
requisites of effective
teaching.
Reference:
____________________________________________________________________ (Use the
APA 6th edition for citing sources and for referencing).
Summary
Howard Gardner contributes so much to the conceptualization of learner-centered

teaching. His theory of multiple intelligences is classified into nine (9) which explain the set of
abilities that students have developed through the years. As defined, multiple intelligences are
a set of abilities that are valued in one's culture. Since 21 st century education recognizes the
individualities of learners, it is encouraged that students should be immersed with various
activities that may develop their multiple intelligences.
References
Gardner, H. (1983). Frames of mind.
Evaluation

Write a 500-word essay explaining the importance of understanding the multiple


Lesson 5: LEARNERS WITH EXCEPTIONALITIES
Overview
In this lesson, you can explore how teachers should manage the learning environment
that respects learners with exceptionalities. As advocated by various educational psychologists,
the school system should have effective frameworks or mechanisms for this concern. Equality
in the context of education is being fair to all students regardless of their situation. Providing
great attention to the learning needs of this group of learners constitutes obedience to the
constitutional mandate of which is providing equal access to quality education.
Effective teaching does not only mean that majority of the class enjoys the lesson and
few students are left behind. Effective teaching means that all students are given the opportunity
to explore the world despite their uniqueness. One of the great topics in facilitating learner-
centered teaching is how to facilitate the teaching-learning process with due considerations to
those learners with exceptionalities. Although they comprise a very small part of the students’
population, teachers have the moral duty to teach and care for them.
Learning Outcome
Write a 500-word essay explaining the importance of designing a conducive learning

.
Discussion
Learners with Exceptionalities

Contrary to our popular belief, learners with exceptionalities are not only learners who are
physically, emotionally, or mentally disturbed. We can classify this type of learners into two:
those who are with disturbance/s, and those who are gifted. The former includes those who have
special attention due to their problems with cognitive abilities, behavior, social functioning, those
who have physical and sensory impairments, and those who have emotional disturbances. The
latter includes those who are considered at the upper end of the continuum who are
extraordinarily performing their respective tasks in schools.

A. Learners with disability
Disability is traditionally defined as an inability to do the tasks of a normal life due to

physical, emotional, social, and sensory impairments. In our today’s world, teachers know that
this definition is not exactly what disability means. Because of the belief that even those with
disabilities can do great things, and because there are multiple evidences that attest to this claim,
teachers need not to believe that learners who have a disability are really disabled. They are
capable of doing things like those who don’t have a disability. The only thing is, they need our
attention, our support or care, and an assurance that they are accepted in our world. To deeply
analyze their concerns, this lesson enumerates various types of learners’ disabilities according
to their three major categories. This lesson also suggests some possible strategies that may
work in designing a conducive atmosphere for this type of learners.
1. Types of physical disability
The common physical disabilities that we can observe are as follows:, problems on
upper limbs, muscular dystrophy, cerebral palsy, arthritis, acquired spinal injury (i.e.
paraplegia or quadriplegia), multiple sclerosis. and post-polio syndrome. These physical
disabilities affect students’ participation in various kinds of games and physical activities in
the school. It can make them worried to do their tasks, especially when it comes to performing
physical exercises, games, and other bodily activities.
2. Types of sensory disabilities
There are common types of sensory disabilities that we can see can observe. They are
as follows: blindness and low vision, autism spectrum disorder (ASD), hearing loss and
deafness, and sensory processing disorder. These sensory disabilities can highly affect their
class participation, especially when there is no special care and attention that are given to
meet their learning needs.
3. Types of mental disabilities
Some of the common types of mental disabilities among learners are as follows:
depression, bipolar disorder, eating disorder, personality disorder, post-traumatic stress
disorder, psychotic disorder, and anxiety disorder. These disabilities have no single cause.
Various factors can contribute to risk for this type of disability such as family history and
genes, life experiences such as a history of abuse or lack of will to fight stress, chemical
imbalances in the brain, exposures to viruses or toxic chemical intake while pregnant, use of
recreational drugs or alcohol, serious medical conditions like cancer, and feeling lonely or
isolated.
What should teachers do with learners with disability?
Researches tell us that teachers should carefully deal with the learning needs of those
learners with disability. There two important approaches that are offered by experts in the
field of educational psychology. The first one is the universal design for learning (UDL) and
the second one is the so-called differentiated instruction. For your ready reference, Vanderbilt
University has defined the terms as follows:

Universal Design for Leaderning (UDL)
A research-based framework for teachers to incorporate flexible materials, techniques,

and strategies for delivering instruction and for students to demonstrate their knowledge in a
variety of ways.
Differentiated Instruction
An approach in which teachers vary and adapt instruction based on the individual needs
of students in the classroom; examples of how to differentiate instruction include flexible
grouping and immediate corrective feedback.
The People-First Language Policy
It’s important to keep in mind that the language and terminology we use often reflect our
beliefs, perceptions, and misconceptions in ways we may not always be consciously aware
of. Many times, the use of a phrase or term can be demeaning, even if that was not the
speaker’s intent. As terminology evolves, a word or phrase that was acceptable at one point
takes on a different connotation at another. For example, one recent change is the use of
intellectual and developmental disability, cognitive disability, or simply intellectual disability
to replace the now outdated mental retardation. The move to a more positive terminology is
something that the disability community has confronted.
Advocacy from the disability community has also resulted in the current use of people-
first terminology in which the person comes first, his or her disability second. See the following
examples:
• An individual with a disability

• A person who has autism
• A student with a learning disability
• A child who has Down syndrome
It is important to note that speakers must avoid terms and phrases that equate the person
with the disability (e.g., disabled is not a noun—see the first item in the table below) or that
carry negative connotations.
Don’t Say Say Instead
The disabled A child who has a disability
A person who suffers from cerebral palsy A person who has cerebral palsy
A man who is confined to a wheelchair A man who uses a wheelchair
B. Gifted learners

Giftedness is considered an exceptionality because a gifted child can perform a specific

task/s at a higher level compared to his/her classmates in the same age group. For instance,
Maria, a grade 5 student already understood high school lessons in various subjects. There
are identified truths about giftedness. Gifted learners may come from all racial, economic,
and cultural groups. Thus, the educational system must always be ready to incorporate
interventions and accommodations for this type of learners. Teachers as well as curriculum
stakeholders from all over the world should protect their extraordinary potential by giving
them appropriate learning opportunities so they can realize their potential. In addition,
parents, teachers, and the school system should work together so they can develop the social
and emotional needs of these learners so they can develop their full potential.
Gifted students often find themselves bored with ordinary grade-level discussions or
activities. They strive for more advanced tasks. Thus, there are certain suggestions to
properly accommodate this type of learners. First, offer to them the most difficult task.
Second, prepare a variety of activities for them. This is not true for those gifted students only.
It may be applied to all students who want to try the higher task. Lastly, speak to students’
interest, enable these students to work together, or ask them to be leaders of their groups.
The Dos and Don’ts of Teaching Gifted Students
Based on the underlying researches on learning giftedness, the following are suggested:
1. Understand that gifted students, just like all students, come to school to learn and be
challenged.
2. Pre-assess your students. Find out their areas of strength as well as those areas you may
need to address before students move on.
3. Consider grouping gifted students together for at least part of the school day.
4. Plan for differentiation. Consider pre-assessments, extension activities, and compacting
the curriculum.
5. Use phrases like "You've shown you don't need more practice" or "You need more
practice" instead of words like "qualify" or "eligible" when referring to extension work.
6. Encourage high-ability students to take on challenges. Because they're often used to
getting good grades, gifted students may be risk-averse.
7. Offer training in gifted education to all your teachers.
To ensure that we provide a healthy learning environment for gifted students, the following
instances are suggested:
1. Confuse high achievers with high-ability students. High achievers put in the time and effort
to succeed in school. This may not be the case with high-ability students. Their gifts may
not translate into academic achievement and their behavior can at times appear non-
compliant.
2. Assume that all gifted students are the same and that one strategy works for all.
3. Assume that by making gifted students tutors, you're providing a learning extension.

4. Confuse extension activities with additional work. Gifted students need deeper and more
complex assignments.
5. Refer to alternate work for gifted students as "free time." Call it "choice time" or "unfinished
work time," so students understand that they are required to tackle a task during this time
period.
6. Give too many directions to students about how they should complete a task. Say, "Here's
the end result I'm grading. How you get there is your choice."
7. Assume that gifted students are growing academically. Rely on formative and summative
assessments.
Activity
Using the concepts learned from this lesson, make 2 comic strips that portray how the
school community works together to secure a friendly learning environment for the following:
1. Learners with disability
2. Learners with exceptionalities

Summary
Teaching does not simply care about teaching in ordinary ways. It involves great effort
from teachers to design a learning environment that equally provides learning opportunities for
students regardless of their physical, mental, emotional, and intellectual conditions. In this
lesson, is it clear that teachers and other curriculum stakeholders are encouraged and
empowered to meet the constitutional mandate which is to provide quality education for all.
Evaluation
Write a 500-word essay explaining the importance of designing a conducive learning

References
Azzam, A. (2016). Dos & don'ts of teaching gifted students. Retrieved from EDUCATION
UPDATE- Association for Supervision and Curriculum Development:
http://www.ascd.org/publications/newsletters/education-update/apr16/vol58/num04/Six-
Strategies-for-Challenging-Gifted-Learners.aspx
Azzam, A. (2016). Six strategies for challenging gifted learners. Retrieved from EDUCAION
UPDATE- Association for Supervision and Curriculum Development (ASCD):
http://www.ascd.org/publications/newsletters/education-update/apr16/vol58/num04/Six-
Strategies-for-Challenging-Gifted-Learners.aspx
Intellectual disability. (n.d.). Retrieved 2020, from MedlinePlus:
https://www.parentcenterhub.org/intellectual/
Who are people with disabilities? (n.d.). Texas Council for Developmental Disabilities. Retrieved
from https://iris.peabody.vanderbilt.edu/wp-
content/uploads/pdf_activities/group/IA_People_First_Language.pdf

Lesson 6: THEORIES OF LEARNING
Overview
All throughout this lesson, you will be immersed with the most significant theories of
learning that explain how students learn. As future teachers, you have to take note that the very
foundation of these theories is our willingness to make sure that learning will take place inside
and outside the school. With this, we see a need to complement this discussion with the
discussion about the most essential principles in teaching students.
Learning Outcome
Write a 500-word essay explaining the importance of the theories of learning and principles
of teaching in facilitating student-centered teaching.
Discussion
Theories of learning essential components of the school system. They serve as guides
for teachers and other curriculum stakeholders to effectively design a learning environment that
maximizes learning opportunities for students. Theories as we know are set of ideas intended to
explain something. If put in the learning context, theories become teachers’ and other
stakeholders’ guides so they can maximize their initiatives to promote students’ learning.
A.Theories of Learning
The theories of learning that we know today have been developed by educational
philosophers based on their respective fields of expertise, interests, and standpoints. We can
classify these theories into two (2) main categories, namely: cognitive theories, and
environmental theories of learning.
1. Cognitive theories of learning

The Cognitive Learning Theory aims to understand how the human mind works
while people learn. The central focus of this theory is the information processed by the
human brain. It primarily concerns the cognitive aspects of learning rather than on
other factors such as the learning environment and the social conditions that may
affect learning. Specific examples are provided below.
a. Albert Bandura’s Observational Learning Theory
Although this theory stems from people’s observation of the environment around
him/her, it greatly emphasizes how the human brain learns through observation. This
theory follows the four main phases of observational learning such as attention (first),
retention (second), motor reproduction process (third), and motivation and process
(last). In the first stage, an observer recognizes the distinctive features or
characteristics if the model. The second stage follows if what has been observed is
retained in his/her memories. The third stage will occur if the observer reenacts the
behavior learned from observation. Lastly, an observer should be motivated or feels
that there is a pleasure or gratification gained from doing the action/s.
All of the aforementioned is based on the observation from the models which
Bandura classified into real-life models (i.e. parents, teachers, and the like), symbolic
models which are presented through written or oral symbols, and representational
model which are presented through audio-visual measures.
b. David Ausubel’s Meaningful Reception Theory
The theory of Ausubel clarifies that we can never learn meaningfully if there is no
bridge between what we already know and the things that we try to explore. He pointed
out that there are two (2) important stages that happen cognitively. First, rote reception
learning happens when new information is learned but not incorporated with the
previous knowledge. Second, meaningful discovery learning happens when a learner
can connect his or her previous knowledge or learning with the new ones. In teaching
scenarios, it is suggested that the teacher should have the knowledge on how to
assess students’ previous knowledge so there can be anchors of new activities that
aim to promote meaningful learning.
c. Jerome Bruner’s Discovery Learning Theory
Bruner asserts that learning becomes meaningful when students are given
opportunities to determine the relationships that exist among concepts. According to
this theory, students should actively quest for a solution to the problems posed by the
teacher by interacting with their environment, manipulating objects, dealing with
analytic and critical questions, and controversies. This is highly applicable for activities
that involve experimentations or interviews. Although this theory of learning
emphasizes the autonomy of learners, it does not mean that teachers don’t have to
do something. There should be proper supervision, guidance, and support so that
students can maximize their learning opportunities from their activities.

d. Wolfgang Kohler’s Insight Learning Theory
As an advocate of cognitivism, Kohler believes that learning does not rely on

observations. For him, learning is a product of the cognitive process that rethinks
information or concepts to form insights or new learning. This cognitive experience
deals with imaginative power to see things in mind. The process of gaining insights is
described as gradual which starts from exploration down to analyzing information,
structuring perceptions, and formulating solutions for an identified problem/s. As
defined by Encyclopedia Britannica, insight is the immediate and simple learning or
understanding that takes place without explicit trial-and-error testing, as described by
Encyclopedia Britannica. In human learning, insight arises when individuals identify
relationships (or create new connections between objects or actions) that can help
them solve new problems. Although the explanation of Kohler is not the perfect
explanation for learning, we understand that teachers need to stimulate the
engagement of students to create new learning.
e. William Atkinson’s and Richard Shiffrin’s Information Processing Theory
This Information Processing Theory highlights the important functions of the brain
that makes learning possible. They said that an individual learns when the human
mind takes in information (encoding), performs an operation in it, stores the
information (storage), and retrieves it when needed (retrieval). Thus, this theory
focuses on human memory. They categorized the forms of learning into three (3).
They are as follows:
i. Sensory Memory- In this stage, the mind holds the information as it is

received through the senses.
ii. Short-term Memory- In this stage, the mind remembers a particular concept
when it is needed to be memorized. An example is the phone number of a
company that you need to be dialed due to an emergency. It may retain
between 15 seconds and 30 seconds.
iii. Long-term Memory-In this stage, the human brain holds the information for
a longer range of time. It could also be retained to lifetime if always
practiced.
The proponents of this theory also emphasized that information stored in the
human mind can be decayed if not used or not rehearsed. With this, teachers are
encouraged to use the already learned pieces of information as essential elements
to discussing other lessons.
f. Robert Gagne’s Cumulative Learning
Gagne believes that any task or skill can be broken down into simpler skills
which can still be further broken down into simpler tasks or skills. He developed a
hierarchy of learning. They are as follows:

i. Signal learning- This happens when a person responds to a signal. The

response in this situation is conditioned.
ii. Stimulus-response learning- In this stage, voluntary responses are learned
through time. It is justified by the S-R theory of B.F. Skinner.
iii. Chaining- This is a more advanced form of learning in which the subject
develops the ability to connect two or more previously-learned stimulus-
response bonds into a linked sequence. It is the process whereby most
complex psychomotor skills (eg riding a bicycle or playing the piano) are
learned.
iv. Verbal Association- This is a form of chaining in which the links between
the items being connected are verbal in nature. Verbal association is one
of the key processes in the development of language skills. This learning
is a type of chaining, but the links are verbal units. The simplest verbal
association is the activity of naming an object, which involves a chain of
two links: An observing response enables the child to identify properly the
object he sees; and an internal stimulus enables the child to say the proper
name.
v. Discrimination learning- This is the process in which we learn to
discriminate between similar phenomena. The stimuli may resemble each
other but we learn to identify the differences and respond differently to
each one. So we learn to distinguish between a square and a rectangle.
vi. Concept learning- This type of learning describes the ability to classify
and link together similar phenomena or occurrences. This involves
developing the ability to make a consistent response to different stimuli
that form a common class or category of some sort. It forms the basis of
the ability to generalize, classify, etc. Individual friends are individual
phenomena and friendship is a concept.
vii. Rule learning- This is a very-high-level cognitive process that involves
being able to learn relationships between concepts and apply these
relationships in different situations, including situations not previously
encountered. It forms the basis of the learning of general rules,
procedures, etc. An example of rule learning would be when we can
demonstrate the ability to write nouns in the plural. For Gagne, therefore,
a rule allows us to behave in a consistent or regular way in the face of a
variety of events or phenomena.
viii. Problem-solving- This is the highest level of a cognitive process according
to Gagné. It involves developing the ability to invent a complex rule,
algorithm, or procedure for the purpose of solving one particular problem,
and then using the method to solve other problems of a similar nature.
Aside from the eight (8) stages of learning, Gagne proposed the so-called
nine (9) events of instructions. For him, students need to gain attention to learn.
They should be informed about the learning objective. Teachers need to create
mechanisms to recall prior knowledge. They also need the following essential
elements of teaching: present instructional materials, provide guided learning,

elicit students’ performance, provide feedback for students’ performance, elicit

students’ performance, and enhance the retention and transfer of learning. With
these things, Gagne believed that learning could be better achieved. With this,
teachers are also advised to learn from these events of instructions because these
are generally applied in classroom situations.
g. Kurt Lewin’s Field Theory
Lewin’s Field Theory can be found in the intersection between psychological

and social space. His theory emphasized an individual’s needs, personality, and
motivating forces.
Lewin explains individual behaviour on the basis of life-space. An individual’s

life-space depends on his psychological force. It includes the person; his drives,
tensions, thoughts, and his environment, which consists of perceived objects and
events.
Lewin represents his theory through a diagram in which an individual is in the

center. He moves through his life-space which consists of the totality of facts that
determine his behaviour at a given time. In connection to teaching, teachers must
always be attentive about these complex factors that may affect students’
academic performance and attitude. Without considering the aforementioned
elements of learners’ life, we cannot fully understand our learners and we cannot
devise the most appropriate mechanisms for learning.
h. Howard Gardner’s Theory of Multiple Intelligences
Gardner made a great contribution when it comes to explaining the concept

of multiple intelligences. He is cognitivist. For more information about his works,
please turn to lesson 4.
2. Environmental theories of learning
There are some theories that explain how their environment greatly impacts
students’ lives. In this session, you will be learning the Bronfenbrenner’s Ecological
Systems Theory as well as Lev Vygotsky’s Social Constructivism Theory. Some
experts may consider the Social Learning Theory of Bandura as part of
environmental theories of learning. However, because Bandura focuses much on
the cognitive side of learning, it should primarily be classified in the cognitive
theories of learning.
a. Urie Bronfenbrenner’s Ecological Systems Theory

The theory of human ecology (ecological systems theory) sees humans as

maturing not in isolation, but in relationships with families, friends, schools,
neighborhoods, and society. The entire ecological system in which human
development takes place was split into five by Bronfenbrenner. They are as
follows: the microsystem, mesosystem, exosystem, macrosystem, and
chronosystem.
Following are the detailed explanations about the five identified ecological
subsystems:
i. Microsystem- The microsystem is Bronfenbrenner's model's innermost

subsystem. This background is closest to an individual and includes
interpersonal relationships and direct experiences with immediate
environments. Family members and the school of a child, for instance, are
viewed as part of the microsystem.
ii. Mesosystem- Interactions between various aspects of the microsystem are

included in the mesosystem. As these two direct influences (parts of the
microsystem) can interact, a relationship between the family of a child and
the school of the child can be considered part of the mesosystem.
iv. The exosystem may not specifically affect individuals; rather, the exosystem
includes facets of microsystem structures. For example, a child may be
affected by financial difficulties within the family of origin, loss of parental
jobs, and so on. However, this situation does not directly involve the child.
v. Macrosystem- The macrosystem is Bronfenbrenner's model's outermost

layer. Social or cultural ideologies and beliefs that affect the environment of
an individual are included in this system. Laws can, for instance, be
integrated into the macrosystem.
vi. Chronosystem- Bronfenbrenner proposed that people communicate with

the aforementioned subsystems continuously. He also claimed that both
individuals and their environments constantly influence each other.
b. Lev Vygotsky’ Social Constructivism
The post-revolutionary Soviet psychologist, Lev Vygotsky, founded social

constructivism. Vygotsky was cognitivist, but dismissed the hypothesis made
by cognitivist like Piaget and Perry that learning should be isolated from its
social meaning. He argued that all cognitive functions arise in social
experiences (and must therefore be clarified as products of) and that learning
did not merely entail the assimilation and accommodation by learners of new
knowledge.

Language and culture play essential roles, according to Vygotsky, both in

human intellectual development and in how humans perceive the world. The
linguistic abilities of humans enable them to transcend the inherent limitations
of their field of perception by imposing on the environment a culturally specified
sense and meaning of the world. The mechanisms by which people perceive,
connect and understand reality are language and culture.
Piaget's argument that learners respond not to external stimuli but to their
perception of those stimuli was accepted by Vygotsky. He argued, however,
that the inherently social essence of language had been ignored by cognitivist
such as Piaget. As a consequence, he explained that they did not realize that
learning is a collaborative activity.
Since learning is basically a social phenomenon, the incentives offered

by the knowledge community partially motivate learners. However, since the
learner constantly develops information, learning often depends to a great
degree of their internal drive to understand and facilitate the learning process.
With respect to its essential features, Vygotsky identified 3 essential

terminologies such as scaffolding, the zone of proximal development (ZPD),
and the concept of the more knowledgeable others. Teachers need to assess
the previous knowledge of students to determine the difference between what
can students do and where they are now (ZPD). All throughout this process,
teachers should make sure that there is proper guidance (in which cognitive,
socio-emotional, and behavioral development can occur) or the so-called
scaffolding given by the more knowledgeable others.
Activity
Direction: Think of least four (4) classroom scenarios that are being explained by any of
the aforementioned theories. The two (2) of those should be cognitive theories. The other two
(2) should be the theories under the environmental learning theories.
A. Cognitive theories of learning
Situation 1 Situation 2

B. Environmental theories of learning
Situation 1 Situation 2
For Summary
Summary
We learn from this unit that there is no single theory that can explain all concepts of
learning. Basically, understanding the development of learning entails the amalgamation of
various concepts from cognitivist and environmental learning viewpoints. With the knowledge
about the complexities of learning, teachers are expected to be very patient in discovering the
factors that affect their learners so they can design varied instructional strategies that will meet
their learning needs.
References
Bandura, A. (1977). Social learning theory. Englewood Cliffs, N.J: Prentice Hall.
Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart and
Winston
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Facilitating Learner-Centered Teaching: Foreword

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Facilitating Learner-Centered Teaching

Professional Education Subject

Learning institutions believe that a deep understanding of teaching methods, principles,

This learning module on Facilitating Learner-Centered Teaching helps you develop a

SOUTHERN LUZON STATE UNIVERSITY 1

Lesson 1. DEFINING LEARNER-CENTERED TEACHING-------------------------------- 4- 8

SOUTHERN LUZON STATE UNIVERSITY 2

Most Essential Learning Outcomes

SOUTHERN LUZON STATE UNIVERSITY 3

Lesson 1: DEFINING LEARNER-CENTERED TEACHING

The need to accentuate learner-centeredness in your curricular program is seen as an

Defining Learner-Centered Teaching

SOUTHERN LUZON STATE UNIVERSITY 4

Learner-centered teaching is an approach to teaching which focuses on how teachers

Brief History of Learner-Centered Teaching

Roles of Teachers in Learner-Centered Teaching

The paradigm shift of the old-fashioned teaching perspective to the learner-centeredness

SOUTHERN LUZON STATE UNIVERSITY 5

Clarifying the Misconceptions about Learner-Centered Teaching

1. The learner-centeredness of teaching should not be misinterpreted as if teachers don’t

SOUTHERN LUZON STATE UNIVERSITY 6

The Traditional Classroom The Learner-Centered Classroom

Source: The Maine Wire Source: KnowledgeWorks

1. Techniques that focus on the goals, styles, and needs of learners;

SOUTHERN LUZON STATE UNIVERSITY 7

You will be graded based on the criteria below:

Criteria: Content (60%) Organization of Ideas (40 %) TOTAL (100 %)

Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy.

Lengkanawati, N.S. (n.d.) Learner autonomy in the Indonesian EFL settings

SOUTHERN LUZON STATE UNIVERSITY 8

Lesson 2: KEY PRINCIPLES IN FACILITATING LEARNER-CENTERED TEACHING

Teachers as facilitators of learning must have enough knowledge on how to understand

Explain the importance of the 14 key principles in facilitating learner-centered teaching.

SOUTHERN LUZON STATE UNIVERSITY 9

The creation of a learner-centered teaching environment would be impossible if teachers

Cognitive and Metacognitive Principles

Teachers' knowledge about cognition and metacognition are essential inputs in

2. Goals of the learning process

The goal of the learning process is to establish a meaningful and coherent

SOUTHERN LUZON STATE UNIVERSITY 10

5. Thinking about thinking

The aforementioned aspects of cognitive and metacognitive learning principles are

Motivational and Affective Principles

1. Motivational and emotional influences on learning

2. Intrinsic motivation to learn

Intrinsic motivation is a by-product of the realization that learning is an essential part of

3. Effects of motivation on effort

SOUTHERN LUZON STATE UNIVERSITY 11

In the context of learning, motivation is a developed positive attitude towards learning

Developmental and Social Principles

1. Developmental influences on learning

2. Social influences on learning

Learners are exposed to their respective environments. As it is explained by the Social

Individual Difference Principles

1. Individual differences in learning

2. Learning and diversity

SOUTHERN LUZON STATE UNIVERSITY 12

3. Standards and assessment

Please use the following links for your references:

SOUTHERN LUZON STATE UNIVERSITY 13

You will be graded based on the criteria below:

Criteria: Content (60%) Organization of Ideas (40 %) TOTAL (100 %)