Republic of the Philippines

Province of Bukidnon
Municipality of Pangantucan
PANGANTUCAN BUKIDNON COMMUNITY COLLEGE

Photo

EDUC 14
Facilitating Learner-Centered Teaching
Module 3 to 6

Name:_____________________________________________________
Year & Section:_____________________________________________
Address:___________________________________________________
Contact No.:________________________________________________

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 Republic of the Philippines
Province of Bukidnon
Municipality of Pangantucan
PANGANTUCAN BUKIDNON COMMUNITY COLLEGE

Name:______________________________________ Time:________________________
Course: Facilitating Learner-Centered Teaching Course Code: Educ. 14
Module 1: Metacognition

Introduction
This module intends to entail deeper awareness of how one processes information, the ability to evaluate his own
thinking and to think of ways make his own learning process more effective. All these involve metacognition. This
module will give an experience of metacognition and how to start utilizing strategies in your own quest for learning.

Rationale
According to Cyril Houle, “If you teach a person what to learn, you are preparing that person for the past. If you
teach a person how to learn, you are preparing that person for the future.” The important goal of education is to teach
students how to learn their own. They need to acquire the skills of how to learn not only while they are in school but up to
the time when they leave the portals of their alma mater. When there are no teachers around these skills must serve as
their guide for the lifetime.

Intended Learning Outcome

At the end of the lesson, the students will be able to:
a. define metacognition
b. make plans on how to strengthen the weaknesses discovered in the activity.
c. Apply metacognitive strategies in how own quest for learning.

Content
Metacognition

ACTIVITY:
Put a check in the column that best describes what is true to you.
Part 1
Alway Sometimes Never Your
s (5) (0) scor
(10) e
1. I exert effort to find out why I need to do a particular task
2. I reward myself when I work.
3. I see to it that I gave myself regular breaks from my work.
4. I am able to keep my concentration and does not let my mind “drift away”.
5. I have ways of dealing with my distractions.
6. I am willing to do the work I do not enjoy because I see it as important.
7. I seek clarification from the teacher about her expectations and standards.
8. I go tutorials to improve my school work.

Part 2
Alway Sometimes Never Your
s (5) (0) scor
(10) e
1. I make weekly timetable for the school work I need to accomplish.
2. I make a review schedule for my examinations.
3. I plan to get necessary resources and equipment prior to starting work.
4. I submit all my assignment on time.
5. I have a place to work where I won’t be disturbed.
6. I have time for family commitments and relaxation as well as studying.
7. I prioritize tasks which should be done first, second and so on.
8. I make lists of things to do.
9. I make list of valuables references with bibliographic details, page numbers of quotes
and so on.
10. I review my work before submitting it.

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Part 3
Alway Sometimes Never Your
s (5) (0) scor
(10) e
1. I discuss work assignments with other students.
2. I share resources with other students.
3. I keep cuttings from newspapers and magazines which may be of help to me.
4. I make sure I see TV programs which may ne useful.
5. I read the topic assigned before the session.
6. I ask questions and generally take part in the group discussions
7. I listen out for key ideas when someone is talking.
8. When I am listening to someone, I try to anticipate what they will say next.

Part 4
Alway Sometimes Never Your
s (5) (0) scor
(10) e
1. I get so worried about assignment that they make me feel ill.
2. This worry about assignment makes me feel depressed.
3. I feel miserable about doing assignments.
4. I let these concerns about the work get on top of me.
5. When I need to work, others always succeed in persuading me to go out.
6. I have difficulty in talking to others about my worries.
7. I ignore my personal fitness through worrying about assignments.
8. The stress of assignments causes me to get behind and I never seem to catch up.

Part 5
Alway Sometimes Never Your
s (5) (0) scor
(10) e
1. My notes indicate the main ideas, rather than merely repeat what has been said.
2. I listen for key ideas when listening to a speaker.
3. I approach tutors for help.
4. I organize or file my notes regularly.
5. I re-write my notes under key ideas, headings using numbering or lettering schemes.
6. I have a shorthand technique of my own.
7. I underline or highlight key ideas so they stand out.
8. I decide before reading a book whether it is vital or background reading.
9. I go over before diving into chapter one.
10. I check the contents page for relevance before reading a book.
11. I look for summaries at the end of chapters.

Part 6
Alway Sometimes Never Your
s (5) (0) scor
(10) e
1. I see to it that I understand what is really being asked for in the assignment or project.
2. I read other references and read about the topic.
3. I make an outline plan before doing my assignment/project.
4. I check for spelling mistakes.
5. My essays have clear introductions.
6. My essays have a conclusions.
7. I frequently check back to the title during the writing of an essay.
8. My essay/research paper has full set of references and bibliography.
9. I review project/assignment before submitting it.
10. I request someone else to look at/read my project/assignment before submitting it.

ANALYSIS:
There are six part of the questionnaire. In every part, total your scores. Please see the scoring and feedback in our
group chat.

Direction: Please provide the necessary information in the table below.

My Score in the Study Habits Questionnaire
Aspect of Study Habits My Score Interpretation
Part 1 Motivation
Part 2 Organizing and Planning Your Work
Part 3 Working with Others, Utilizing
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 Resources and Feedback
Part 4 Managing School Work Stress
Part 5 Note-taking and Reading
Part 6 Preparing an Assignment/Project

DISCUSSION
Metacognition
 Awareness or analysis of “one’s own learning or thinking process
 “thinking about thinking” or learning how to learn
 Acquired knowledge about cognitive process
 This term was coined by John Flavell (1978-1987)

Three Categories of Metacognitive Knowledge

1. Person variables
 Knowledge about how human beings learn and process information
 Example: Studying in the morning and late at night
 Working better in a quiet place rather than at home where there are lot of things that make it
hard for you to focus or concentrate
2. Task Variable
 Knowledge about the nature of task
 Example: Knowing what exactly needs to be accomplished, gauging its difficulty and
knowing the kind of effort it will demand for you
 You are aware that you take more time understanding the lesson in statistics than geometric
planes.
3. Strategy Variables
 Involves awareness of the strategy you are using to learn a topic.
 Meta-attention is the awareness of the specific strategies so that you can keep you attention
focused on the topic or task at hand.

Meta-attention is the awareness of specific strategies so that you can keep your attention focused for the
topic or task at hand. Meta- memory is your awareness of memory strategies that work best for you.
Omrod (2004) includes the following in the practice of metacognition:
 Knowing the limits of one’s own learning.
 Knowing what learning task one can realistically accomplish within a certain amount of time.
 Knowing which learning strategies are effective and which are not
 Planning an approach to a learning task that is likely to be successful.
 Using effective learning strategies to process and learn new material.
 Monitoring one’s knowledge and comprehension. In other words, knowing when information has
been successfully learned and when its not.
 Using effective strategies for retrieval of previously stored information.
 Knowledge is said to be metacognitive if it is keenly used in a purposeful manner to ensure that a
goal is met.
Huitt believes that metacognition includes the ability to ask and answer the following types of question:
 What do I know about this subject, topic, issue?
 Do I know what I need to know?
 Do I know where I can go to get some information and knowledge?
 How much time I need to learn this?
 What are some strategies and tactics that I can use to learn this?

Metacognitive Strategies to Facilitate Learning

Researches of Fox and Cox showed that metacognitive awareness was evident in preschoolers and in
students as young as eight years old. Children already have the capacity to be more aware and reflective of their
own learning. However, not many have been taught and encouraged to apply metacognition.

Differences Between Novice and Expert Learners

Aspect of Novice Learners Expert Learners
Learning
Knowledge in  Have limited knowledge  Have deeper knowledge in
different subject in different subject area different subject areas because
areas they look for
interrelationships in the things
they learn
Problem Solving  Satisfied at just  First try to understand the

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 scratching the surface;
hurriedly gives
solution to the problem
Learning/Thinking  Employ rigid strategies
Strategies that may not be
appropriate to the task
at hand
Selectivity in  Attempt to process all
Processing information they
receive
Production of Output  Do not examine the
quality of their work
problem, look for the
boundaries, and create a
mental picture of the problem
 Design new strategies that
would be appropriate to the
task at hand
 Select important information to
process; able to breakdown
information to manageable
chunks
 Check their errors and redirect
their efforts to maintain
quality output.

ASSESSMENT
A. Conduct a metacognitive observation based on the procedures below:
Metacognitive observation

1. Interview 3 different children: one age 4-6, one age 7-9, one age 10 or older. These will be the semi-structured
clinical interviews. Tell the child that you are going to tell them a story. Remind them to listen very well because
they will retell the story just like you told it.

2. After telling the story, let the child retell it. Observe if he/she can retell it in detail or not. You also ask her/him
WH’s (Who, What, Where, When, Which and How) questions.

B. Write your observation/s on the activity conducted.

___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

C. Do the children able to retell the story well? Why?

___________________________________________________________________________________________
___________________________________________________________________________________________

D. Do you encounter problems during the conduct of the activity? How you deal it?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

E. Based on the principles of metacognition, prepare your own metacognitive game plan on how you can apply
metacognition to improve your learning and study skills during this modular delivery of instruction.

REFLECTON:
Do you think the school seem to be effective to support children developing metacognitive strategies for
memory and reading?

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 Republic of the Philippines
Province of Bukidnon
Municipality of Pangantucan
PANGANTUCAN BUKIDNON COMMUNITY COLLEGE

Name:______________________________________ Time:________________________
Course: Facilitating Learner-Centered Teaching Course Code: Educ. 14
Module 2: Learner-Centered Psychological Principles (LCP)

Introduction
This module presents and explains the 14 principles. Learning-centered education uses interactive strategies to
engage students and develop their abilities. This educational approach helps students develop skills such as decision
making, problem solving, team work and presentation skills that are relevant to the current labor needs.

Rationale
The 14 principles focus on psychological factors that are primarily internal to and under the control of the learner
and the learner rather than conditioned habits or physiological factors. These principles are intended to apply to all
learners- from children, to teachers, to administrators, to parents, and to community members involved in our educational
system.

Intended Learning Outcome

At the end of the lesson, the students will be able to:
1. Explain the learner centered psychological principles in his/her own words.
2. Recommend ways to advocate the use of learner centered psychological principles in the teaching learning
process.

Content
Learning-Centered Psychological Principles (LCP)

ACTIVITY:

Motivational and
Cognitive and Meta
14
cognitive factor 14
affective factor
(3 principles)
(6 principles)

14 Learner-
14Principle
Centered

Developmental and Individual differences

14
Social factor
(2 principles)
14
factor
( 3principles)

ANALYSIS:
Do this before you read the 14 LCP.
 Examine the title, “ Learner-centered Psychological Principles”. Jot down at least 10 words that comes to your
mind.
___________________________________________________________________________________________
___________________________________________________________________________________________

DISCUSSION:
14 Learner-Centered Psychological Principles
 Cognitive and Metacognitive factors
1. Nature of the Learning Process
The learning of a complex subject matter is most effective when it is an intentional process of constructing
meaning from information.
 There are different types of learning processes: for example, habit formation in motor learning and
learning that involves the generation of knowledge or cognitive skills and learning strategies.

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  Learning in schools emphasizes the use of intentional processes that students can use to construct
meaning from information, experiences and their own thought and beliefs.
 Successful learners are active, goal-oriented, self-regulating and assume personal responsibility for
contributing to their own learning.
2. Goals of the learning
The successful learner, overtime and with support and instructional guidance, can create
meaningful, coherent representations of knowledge.
 The strategic nature of learning requires students to be goal-directed.
 To construct useful representations of knowledge and to acquire the thinking and learning
strategies necessary for continued learning success across the life span, students must generate

and pursue personally-relevant goals.

 Educators can assist learners in creating meaningful learning goals that are consistent with both
personal and educational aspirations and interest.
3. Construction of knowledge
The successful learner can link new information with existing knowledge in meaningful ways.
 Knowledge widens and deepens as students continue to build links between new information and
experiences and their existing knowledge base. The nature of these links can take a variety of forms, such
as adding to, modifying, or reorganizing existing knowledge or skills. How these links are made to
developed may vary in different talents, interest and abilities.
 Educators can assist learners in acquiring and integrating knowledge by a number of strategies that have
been shown to be effective with learners varying abilities, such as concept mapping and thematic
organization or categorizing. And use a repertoire of thinking and reasoning strategies to achieve complex
learning goals.
4. Strategic thinking
The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex
learning goals.
 Successful learners use strategic thinking in their approach to learning, reasoning, problem solving and
concept learning.
 Learning outcomes can be enhanced if educators assist their learners in developing, applying and assessing
their strategic learning skills.
5. Thinking about thinking
Higher order strategies for selecting and monitoring mental operations facilitates creative and critical thinking.
 Successful learners can reflect on how they think and learn, set reasonable learning or performance goals,
select potentially appropriate learning strategies or methods, and monitor their progress toward these goals.
In addition, successful learners know what to do if a problem occurs or if they are not making sufficient or
timely progress toward a goal. They can generate alternative methods to reach their goal.
 Instructional methods that focus on helping learners develop these higher order strategies can enhance
student learning and personal responsibility for learning.
6. Context of learning
Learning is influenced by environmental factors, including culture, technology and instructional practices.
 Learning does not occur in vacuum. Teachers play a major interactive role with both the learner and the
learning environment.
 Cultural group influences on students can impact many educationally relevant variables, such as
motivation, orientation toward learning and ways of learning.
 The classroom environment, particularly the degree to which it is nurturing or not, can also have significant
impacts on student learning.
 Motivational and Affective factors
7. Motivational and emotional influences on learning.
What and how much is learned is influenced by the learner’s motivation. Motivation to learn, in turn, is influenced by
the individual’s emotional states, beliefs, interest and goals, and habits of thinking.
 The rich internal world of thoughts, beliefs, goals and expectations for success or failure can enhance or
interfere the learner’s quality of thinking and information processing.
 Positive emotions, such as curiosity, generally enhance motivation and facilitate learning and performance.
Mild anxiety can also enhance learning and performance by focusing the learner’s attention on a particular
task. However, intense negative emotions (anxiety, panic, rage, insecurity) and related thoughts (worrying
about competence, ruminating about failure, fearing punishment, ridicule, stigmatizing labels)generally
detract from motivation, interfere with learning and contribute to low performance.
8. Intrinsic motivation to learn
The learner’s creativity, higher order thinking, and natural curiosity all contribute to motivation to learn. Intrinsic
motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interests, and providing for personal
choice and control.
 Curiosity, flexible and insightful thinking, and creativity are major indicators of the learners’ intrinsic
motivation to learn, which is in large part a function of meeting basic needs to be competent and to exercise
personal control.
 Intrinsic motivation is also facilitated on tasks that are comparable to real-world situations and meet needs
for choice and control.
 Educators can encourage and support learners’ natural curiosity and motivation to learn by attending to
individual differences in learners perceptions of optimal novelty and difficulty, relevance, and personal
choice and control.
9. Effects of motivation on effort
Acquisition of complex knowledge and skills requires extended learner effort and guided practice. Without learner’s motivation to
learn, the willingness to exert this effort is unlikely without coercion.
 Educators need to be concerned with facilitating motivation by strategies that enhance learner effort and
commitment to learning and to achieving high standards of comprehension and understanding.

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  Effective strategies include purposeful learning activities, guided by practices that enhance positive
emotions and intrinsic motivation to learn, and methods that increases learner’s perception that a task is
interesting and personally relevant.
10. Developmental and Social factors
As individuals develop, there are different opportunities and constraints for learning. Learning is most
effective when differential development within and across physical, intellectual, emotional and social domains is taken
into account.
 Individuals learn best when material is appropriate to their developmental level and is presented in an enjoyable and
interesting way.
 Because individual development varies across intellectual, social, emotional and physical domains, achievement in
different instructional domains may also vary.
 The cognitive, emotional and social development of individual learners and how they interpret life experiences are
affected by prior schooling, home, culture and community factors.

 Awareness and understanding of developmental differences among children with or without emotional disabilities, can
facilitate the creation of optimal learning contexts.
11. Social Influences on Learning
Learning is influenced by social interactions, interpersonal relations and communications with others.
 Learning can be enhanced when the learner has an opportunity to interact and to collaborate with others on
instructional tasks.
 Learning settings that allow for social interactions and that respects diversity encourage flexible thinking
and social competence.
 Family influences positive interpersonal support and instruction in self-motivation strategies can offset
factors that interferes with optimal learning such as negative beliefs about competence in a particular
subject, high levels of test anxiety, negative sex role expectations, and undue pressure to perform well.
 Individual Differences factors
12. Individual differences in learning
Learners have different strategies, approaches and capabilities for learning that are a function of prior experience and
heredity.
 Individuals are born with and develop their own capabilities and talents.
 Educators need to help students examine their learning preferences and expand or modify them, if necessary.
 Educators need to be sensitive to individual differences, in general. They also need to attend to learner
perceptions of the degree to which these differences are accepted and adapted to by varying instructional
methods and materials.
13. Learning and diversity
Learning is most effective when differences in learner’s linguistics, cultural and social backgrounds are taken into
account.
 The same basic principles of learning, motivation and effective instruction apply to all learners. However,
language, ethnicity, race, beliefs and socioeconomics status all can influence learning. Careful attention to
these factors in the instructional setting enhances the possibilities for designing and implementing
appropriate learning environments.
 When learners perceive that their individual differences in abilities, backgrounds, cultures and experience
are valued, respected and accommodated in learning tasks and contexts, levels of motivations and
achievement are enhanced.
14. Standard and assessment
Setting appropriate high and challenging standards and assessing the learner as well as learning progress-including
diagnostic process and outcome assessment
 Effective learning takes place when learners feel challenged to work towards appropriately high goals: therefore,
appraisal of the learner’s cognitive strength and weakness, as well as current knowledge and skills, is important for the
selection of instructional materials of an optimal degree.
 Performance assessment can provide other source of information about the attainment of learning outcomes.

ASSESSMENT
A. Read a research study related to Learner-Centered Psychological Principles (LCP). Fill out the matrix below.

Problem Research Methodology

Title and Source: Complete APA bibliographical entry format

Findings Conclusions/Recommendations

B. Describe what you can do to advocate the use of 14 Learning-Centered Psychological Principles in a 3-minute
speech. (Send your speech in our group chat.)
_______________________________________________________________________________________

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REFLECTON:
From the module of Learner-Centered Psychological Principles, I realized that…..
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

Republic of the Philippines

Province of Bukidnon
Municipality of Pangantucan
PANGANTUCAN BUKIDNON COMMUNITY COLLEGE

Name:______________________________________ Time:________________________
Course: Facilitating Learner-Centered Teaching Course Code: Educ.
Module 3: Review of the Development Theories

Introduction
This module explains the educational trend brought out by a number of ground-breaking researches tells us that
one can be an effective facilitator of learning if one has a good working knowledge of the learner’s development.

Rationale
The review of the development theories will help us connect to learning. Let us learn their most important ideas
about the development of learners.

Intended Learning Outcome

At the end of the lesson, the students will be able to:
1. explain the salient concepts and principles of the major development theories;
2. apply these theories to teaching-learning situations.

Content
Review on the Development Theories

ACTIVITY:
Challenge your stock knowledge! Write one word to connect the names below.
1. Freud _____________________ 4. Erikson ________________________
2. Piaget ________________________ 5. Kolhberg _______________________
3. Vygotsky _____________________ 6. Bronfenbrenner __________________

ANALYSIS:
What are their contributions in education?
________________
__________________________________________________________________________________________________

ABSTRACTION:

Research the development theories of the following theorist. Give a brief description of their development.

1. Freud’s Component of the Personality

Id Ego Superego

2. Freud’s Psycho-Sexual Stages of Development

Oral stage
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 Anal Stage

Phallic stage

Latency stage

Genital stage

3. Erikson’s Psychosocial Stages of Development

Stage Crisi Significant Maladaptation Malignancy Virtue

person ( include
( include descriptions)
descriptions)
1

2.

3.

4.

5.

6.

7.

8.

4. Piaget’s Cognitive Stages of Development

Sensory Motor Stage Age range:

Characteristics

Key Teaching Strategies

Pre-operational Stage Age range:

Characteristics

Key Teaching Strategies

Concrete operation Stage Age range:

Characteristics

Key Teaching Strategies

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 Formal operation Stage Age range:

Characteristics

Key Teaching Strategies

5. Kohlberg’s Stages of Moral Development

Stage 1
Pre-conventional
Stage 2

Stage 3
Conventional
Stage 4

Stage 5
Post conventional
Stage 6

6. Vygotsky Socio-Cultural Theory

More Knowledgeable Other Zone of Proximal Development Scaffolding

7. Bronfenbrenner”s Bio-Ecological Theory

macrosystem
m

Exosystem/Mesosystem

Microsystem/
Chronosystem

The Individual

APPLICATION
A. Read a research study related to child development. Fill out the matrix below.

Problem Research Methodology

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 Title and Source: Complete APA bibliographical entry format

B. Describe what you can do to advocate the use of 14 Learning-Centered Psychological

B. Identify one concept from the theories reviewed and describe how this can be applied in teaching and learning.
Theory/Concept Application

REFLECTON:
From the review of theories related to learner’s development, I realized that…..
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

12
 Republic of the Philippines
Province of Bukidnon
Municipality of Pangantucan
PANGANTUCAAN BUKIDNON COMMUNITY COLLEGE

Name:______________________________________ Time:________________________
Course: Facilitating Learner-Centered Teaching Course Code: Educ. 14
Module 4: Individual Differences

Introduction
This module presents the different factors that bring about diversity in the classroom in which the teacher should
know. We all know that teacher play an essential role in the learning process. This call to demonstrate positive attitude
towards diversity as an enriching element in the learning environment. To cope this challenge, the teacher should come up
with teaching strategies that consider student diversity.

Rationale
Teacher as a facilitator of learning is tasked to consider the individual differences among students in planning for
an effective instruction.

Intended Learning Outcome

At the end of the lesson, the students will be able to:
1. identify the different factor that bring about diversity in the classroom,
2. demonstrate a positive attitude towards diversity as an enriching element in the learning environment;
3. come up with teaching strategies that consider student diversity.

Content
Individual Differences

ACTIVITY:
Individual Differences

Individual differences Benefits of the Diversity in Classroom Strategies for

factors the classroom Student Diversity

A. Provide information about self.

Name; Subjects you are best in:
Age: Subjects you are difficult in:
Gender: Ambition:
Nationality: Hobbies/Interest:
Province: Favorite subjects:
Language Spoken:

ANALYSIS:

1. Call a classmate and share your answer.

1. In what ways are you and your classmate similar?_____________________________________
2. In what ways are you and your classmate different?___________________________________

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 3. Are you glad you have your similarities?differences? __________________________________
4. How can a teacher utilize these similarities and differences?_____________________________
_______________________________________________________________________________

ABSTRACTION:

Factors that Bring about Student Diversity

1. Socioeconomic status- the millionaires lifestyle differs from that of the middle income or lower group income.
2. Thinking/learning style- some learn better in seeing; others just listening; and syill others by manipulating
something.
3. Exceptionalities- In a class others maybe one has difficulty in spoken language comprehension, or in seeing,
hearing, etc.

How Students Diversity Enriches the Learning Environment

1. Students’ self-awareness is enhanced by diversity
Exposing students to others with diverse backgrounds and experiences also serves to help students focus
on their awareness of themselves. When they see how others are different, students are given reference points or
comparative perspectives which sharpen assessment of their own attitudes, values and behaviors.
2. Students diversity contributes to cognitive development
Supreme Court Justice William J. Brennan said, “ The classroom is peculiarly the marketplace of ideas.
The depth and breadth of student learning are enhanced by exposure to others from diverse backgrounds. Student
diversity in the classroom brings about different points of view and varied approaches to the learning process.
3. Student diversity prepares learners for their role as responsible members of society.
Suzanne Morse stresses, “ The classroom can provide more than just theory given by the teacher in a
lecture. With student diversity, the classroom becomes a ‘public place’ where community can be practiced.
4. Student diversity can promote harmony.
Through student-centered teaching strategies, diverse students can be encouraged to interact and
collaborate with one another or learning tasks that emphasize unity of effort while capitalizing on their diversity
of backgrounds.

Some Tips on Student Diversity

1. Encourage learners to share personal history and experiences.
 Students will be made realize that they have something in common with the rest. They also differ in
several ways.
2. Integrate learning experiences and activities which promote student’s multicultural and cross-cultural
awareness.
 Encourage or initiate co-curricular activities to join Disability Awareness week, Buwan ng Wika,
Indigenous Peoples week and other activites which are designated for appreciation of diverse groups.
3. Aside from highlighting diversity, identify patterns of unity that transcend group differences.
 Place students in homogenous groups on the basis of shared demographic characteristics (same gender,
same race, same ethnicity) and have them share their personal views or experiences with respect to the
course issues.
 Try to form groups with different with respect to one demographic characteristics but similar respect to
another (example: similar gender but different ethnicity)
4. Communicate high expectations to student from all subgroups.
 Make a conscious attempt to call on, or draw in students from diverse groups by using effective
questioning techniques that reliably elicit student involvement (assigning them the role of reporter in
small group discussion, having them engaged in paired discussions with another classmate with the
stipulation that each partner must take turns assuming the role of both speaker and listener).
5. Use varied instructional method to accommodate student diversity in learning styles.
 Diversify the sensory/perceptual modalities through which you deliver and present information (orally, in
print, diagrammatic and pictorial representations, or “hands on” experiences)
 Diversify formats or procedures you use in class.
 Use formats that are student-centered (class discussion, small group work) and teacher-centered (lectures,
demonstrations)
 Use formats that are unstructured (trial-and-error discovery learning) and structured (step-by-step
instruction)
 Use procedures that involve both dependent learning (independently completed projects, individual
presentations) and independent learning (collaborative learning in pairs or small groups)
6. vary the example you use to illustrate concepts in order to provide multiple contexts that are relevant to
students from diverse backgrounds.
 Specific strategies for providing multiple examples and varied contexts that are relevant to their varied
backgrounds include the following:
 Have students complete personal information cards during the first week of class and use this information
that are relevant to their personal interest and life experiences.

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  Use ideas, comments and questions that students raise in class, or which they choose wo write about to
help you think of examples and illustrations to use.
 Ask students to provide their own examples of concepts based on experiences drawn from their personal
lives.
 Have the students apply concepts by placing them in a situation or context that is relevant to their lives
(e.g. “ How would you show respect to all persons in your home?)
7. Adapt to students’ diverse back ground and learning styles by allowing them personal choice and decision-
making opportunities concerning what they will learn and how learn it.
 Giving the learner more decision-making opportunity with respect to learning tasks:
a. Promote positive students attitudes toward the subject matter.
b. fosters more positive interactions among students.
c. results in students working more consistently with lesser teacher intervention.
8. Diversify your methods of assessing and evaluating student learning.
 To accommodate students’ diversity, teachers will not rely to the traditional paper and pencil test and
written assignment. Students can demonstrate their learning in variety of performance formats such as
a. individually delivered oral report
b. Panel discussions

c. group projects
d. visual presentations (concept maps, slide presentation, powerpoint presentation, collages,
exhibits)
e. dramatic vignettes- presented live or video
 One potential benefit of allowing students to choose how they demonstrate their learning is that the
variety of options exercised may be powerful way to promote students to choose of the diversity of
human learning styles.
9. Purposely, form small-discussion groups of students with different learning styles, different cultural
background, etc.
 Peer learning groups may promote this cognitive advancement because:
o The instructor is removed from the center of the stage, thereby reducing the likelihood that the
teacher is perceived as the ultimate or absolute authority;
o Students are exposed to the perspectives of other students, thus increasing their appreciation of
multiple viewpoints and different approaches to learning.
APPLICATION

A. Read a research study related to student diversity. Fill out the matrix below.

Problem Research Methodology

Title and Source: Complete APA bibliographical entry format

Findings Conclusions/Recommendations

B. Describe what you can do to advocate the use of 14 Learning-Centered Psychological

B. By means of a graphic organizer, identify the factors that bring about diversity in the classroom. Use other
sheet of paper and paste it here.

C. Think of a slogan that celebrates diversity in the classroom.

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D. Cite 3 teaching strategies and explain how these teaching strategies consider student diversity. Give procedures
on how to employ the said teaching strategies. You can use separate sheet for your answer and fold and paste it
here.

REFLECTON:
From the module on Individual Differences, I realized that…..
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