NORZAGARAY COLLEGE

Municipal Compound, Norzagaray, Bulacan

LEARNING MODULE
IN
FACILITATING LEARNER-CENTERED
TEACHING
(PROF. ED. 103)

FINAL TERM
2nd SEMESTER A.Y. 2021-2022

JONATHAN T. PASCUAL
Subject Professor
COLLEGE OF EDUCATION

This learning module is for teaching and learning purposes only.

No part of this learning module shall be printed, electronically or
mechanically reproduced, and shared publicly to any form of
social media/online platforms. Anyone who will be directly and
indirectly involved shall be administratively dealt with.

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Prof Ed 103 Property of Norzagaray College
Facilitating Learner-Centered Teaching
 Table of Contents
Cover Page .............................................................................................................................................. 1
Welcome Note ........................................................................................................................................... 3
Introduction ................................................................................................................................................ 3
Study Guides and House Rules ................................................................................................................. 3
Course Outline ........................................................................................................................................... 5
Learning Task 11: Information Processing .................................................................................................. 7
Pre-Assessment 11..................................................................................................................................... 7
Content Development 11 ........................................................................................................................... 7
Post Assessment 11..………………………………………………………………………………………………10
Learning Task 12: Gagne’s Conditions of Learning………………….…………………………………………11
Pre-Assessment 12 ………………………………………………………………………………………………..11
Content Development 12…………………………………………………………………………………………..11
Post Assessment 12 ................................................................................................................................. 15
Learning Task 13: Bruner’s Constructivist Theory………………………………………….....………………..15
Pre-Assessment 13 .................................................................................................................................. 15
Content Development 13 .......................................................................................................................... 16
Post Assessment 13 ................................................................................................................................. 18
Final Examination……………………….………………………………………………………………………….19

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 NORZAGARAY COLLEGE
Municipal Compound, Brgy. Poblacion
Norzagaray, Bulacan

I. WELCOME NOTE

Greetings of Safety amidst Pandemic Time!

We, in the College of Education aims to bring out the BEST in you.

Despite of the uncertainties brought by COVID-19 Pandemic, one thing is for sure, LEARNING
continues, though it is different from the normal face to face learning environment that you had
in the past. Start the new semester right so that you will end up right.

May you see the earnest desire of Norzagaray College, to continue providing quality, accessible
and free education. Therefore, soar high and give pride to your Alma Mater.

Acknowledge our Creator in everything you do, and He will direct you in the right path. Your
Subject Professor is just an instrument of God’s grace, and you must develop the value of hard
work and dedication as you continue your journey into learning.

Do not hesitate to contact your Instructor with the contact details below:

Instructor: Jonathan T. Pascual

Class Schedule: BEED 1B(Wednesday;2:00 -5:00 PM) & BEED 1A (Thursday;12:00 NN-3:00
PM)
Contact Details :
Facebook and FB Messenger: https://www.facebook.com/jonathan.pascual.5030
E-mail Address: pascualjt@norzagaraycollege.edu.ph
Mobile Number: 09232066859

II. INTRODUCTION

This module is a response to the need for outcomes-based instructional material for
Outcomes-Based Teaching and Learning (OBTL). OBTL is Outcomes-Based Education (OBE)
applied in the classroom. The shift to an outcomes-based quality assurance made explicit in
CHED Memo 46 s. 2012 necessitates the articulation of educational goals in terms of learning
outcomes. Learning outcomes are what students know and are able to do after instruction. The
teacher is a facilitator of learning. As a catalyst of learning, the presence of the teacher ought to
add flavor, vigor, light and life in the classroom. Perhaps the thought that our students have no
choice over the kind of teacher assigned to them can inspire us to be truly facilitative in our
ways. This module on Facilitating Learner-Centered Teaching is written that may be helped in
your task to facilitate learning.

This Learning Module is designed appropriate to the new learning modality of this
pandemic time. It includes solely written activities taking into consideration the absence of
classroom interactions. Every learning opportunity is named as Learning Task which consists of
the topic overview, desired learning outcomes, pre-assessment exercise, content development
and post-assessment activity.

III. STUDY GUIDES AND HOUSE RULES

This module is designed for you to learn and acquire competencies independently at home;
however, assistance of your subject instructor will be provided to you as needed. Accomplishing
the learning tasks honestly will greatly help and prepare you to become competent and
competitive in the practice of your future field of specialization/expertise. The following Study
Guide and House Rules will help you meet the desired learning outcomes successfully and to
say at the end of the module “I made it”.

1. Be aware and follow your class schedule to manage your time in reading and understanding
every part of the module. Read it many times until you get the point.
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2. If you did not understand the readings and other tasks, re-read. If this will not work, find all
possible resources. You may ask help from your family members and friends. If this will not
work again, text me (subject instructor) so that I can call or text you back for assistance.

3. Finish your learning tasks/activities as scheduled. Remember you have more from other
subjects to accomplish. You may browse and read the different materials even prior to doing the
tasks in each of the module.

4. Read and understand the assessment tasks/activities provided in the module before you start
doing. Aim for the highest standards.

5. In accomplishing all the assessment tasks/learning activities, write legibly and with relevance.
Think before you write. Avoid erasures and writing in all caps.

5.1 Your answers should be composed of complete and grammatically correct

sentences. Do not use abbreviations and acronyms unless these are introduced in the
readings, and do not write in text-speak.

5.2 In the self-processed discussions, write appropriate and well-thought arguments and
judgements. Avoid expressing approving or disapproving with what is expressed in the
material. You need to support your inputs in the discussions from reliable information or
from empirical observation. Do not write uninformed opinions.

5.3 Write your answers brief and concise as you can.

5.4 Cite and include your references to avoid plagiarism.

5.5 Use a yellow paper for your written outputs/learning tasks.

6. Submit the accomplished learning tasks/activities as scheduled. Make sure you will follow it
up with me through all means of communication available for you.

7. Wait for my feedback to your accomplished learning tasks/activities.

8. Keep in touch with your Instructor through any available means, if needed.

9. Be honest even if others are not, even if others will not, and even if others cannot. He who
walks honestly walks successfully.

10. Lastly, as NCNIAN you need to always demonstrate the core values of Professionalism,
Responsible, Integrity, Diversity and Excellence.

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 COURSE OUTLINE IN PROF ED 103
2nd Semester, AY 2021-2022

I. Course Code: PROF. ED. 103

II. Course Title: Facilitating Learner-Centered Teaching
III. Course Description: This course explores the fundamental principles, processes
and practices anchored on learner-centeredness and other educational
psychological theories as these apply to various teaching-learning delivery modes to
enhance learning.
IV. Credit Units: 3
V. Pre-requisite: Prof. Ed. 102
VI. Course Objectives: At the end of the course, the students should be able to:
1. Articulate the rootedness of education in the philosophical, psychological, socio-
cultural, historical, legal and political context (CMO 75-82, s. 2017)
2. Discuss the 14 learner-centered psychological principles as applied in the
teaching-learning process.
3. Demonstrate understanding of various theories on learning and development and
on motivation.
4. Apply the various psychological theories of learning and motivation to facilitate
intrinsically motivated and self-directed learning.

VII. Course Content

Topics Time Allotment
Preliminary Period Week 1 (March 7-12, 2022)
I. Class Orientation
• VMGO’s and Core Values
• Course Outline
• Course Requirements
• Grading System
• Classroom Rules and Regulations
Part I: Introduction
II. Metacognition Week 2 (March 14-19, 2022)
III. Learner-Centered Psychological Week 3 (March 21-26, 2022)
Principles
Part II Week 4 (March 28, 2022-April 2, 2022)
IV. Theories Related to Learner’s
Development Story
V. Individual Differences Week 5 (April 4-9, 2022)
Preliminary Examination Week 6 (April 11-13, 2022)
Midterm Period
VI. Learning/Thinking Styles and Multiple
Intelligences Week 7 (April 18-23, 2022)
VII. Learners with Exceptionalities Week 8 (April 25-30, 2022)
VIII. Behaviorism, Pavlov, Thorndike, Week 9 (May 2-7, 2022)
Watson and Skinner
IX. Neo-Behaviorism: Tolman and Week 10 (May 9-14, 2022)
Bandura
X. Gestalt Psychology Week 11 (May 16-21, 2022)
Midterm Examination Week 12 (May 23-28, 2022)
Final Period
XI. Information Processing Week 13 (May 30, 2022-June 4, 2022)
XII. Gagne’s Conditions of Learning Week 14 (June 6-11, 2022)

XIII. Ausubel’s Meaningful Verbal Week 15 (June 13-18, 2022)

Learning/Subsumption Theory
XIV. Bruner’s Constructivist Theory Week 16 (June 20-25, 2022)
XV. Constructivism: Knowledge Week 17 (June 27, 2022-July 2, 2022)
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 Construction and Concept Learning
Final Examination Week 18 (July 4-9, 2022)

Suggested Readings and References:

1. Lucas, Maria Rita D & Corpuz, Brenda B., Facilitating Learner-Centered Teaching, 5th
ed (2020). Lorimar Publishing, Inc., Cubao, Quezon City

Course Requirements:

• Write-ups
• Oral Recitation
• Pre and Post-assessment
• Major Examination

Grading System:

• Pre-Assessment 20%
• Post-Assessment 50%
• Major Examination 30%
100 %

Prepared by:

JONATHAN T. PASCUAL, LPT,RPm.,MAPsy

Instructor

Noted by:

ROSEMARIE E. ARCEBAL, MAEd

OIC-Dean, College of Education

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LEARNING TASK 11: Information Processing

Topic Overview

Information processing is a cognitive theoretical framework that focuses on how

knowledge enters and is stored in and is retrieved from our memory. It is one of the most
significant cognitive theories in the last century and it has strong implications on the teaching-
learning process.

Desired Learning Outcome: At the end of Learning Task 11, the learners should be able to:

1. Describe the processes involved in acquiring, storing, and retrieving knowledge.

2. Cite educational implications of the theory on information processing.

Pre-Assessment Activity No. 11

How you can liken man’s cognitive processes, like acquiring information, putting them to
memory, remembering, etc., to that of the functioning of a computer.

1. In what ways are our cognitive processes like the functioning of a computer?
2. In what ways do our cognitive processes differ from the functioning of a
computer?
3. Can a computer perform all our cognitive processes? Explain your answer.

Content Development

Information Processing Theory

Cognitive psychologists believe that cognitive processes influence the nature of what is
learned. They consider learning as largely an internal process, not an external behavior change
(as behaviorist theorists thought). They look into how we receive, perceive, store and retrieve
information. They believe that how a person thinks about and interprets what he/she receives
shape what he/she will learn. All these notions comprise what is called the information
processing theory.

IPT describes how the learner receives information (stimuli) from the environment
through the senses and what takes place in between determines whether the information will
continue to pass through the sensory register, then the short-term memory and the long-term
memory. Certain factors would also determine whether the information will be retrieved or
“remembered” when the learner needs it.

We may consider the types of knowledge that the leaner may receive.

1. General vs. Specific. This involves whether the knowledge is useful in many tasks, or
only in one.
2. Declarative. This refers to factual knowledge. They relate to the nature of how things
are. They may be in the form of a word or an image. Examples are your name, address,
a nursery rhyme, the definition of IPT, or even the face of your crush.
3. Procedural. This includes knowledge on how to do things. Examples include making a
lesson plan, baking a cake, or getting the least common denominator.
4. Episodic. This includes memories of life events, like your high school graduation.
5. Conditional. This is about “knowing when and why” to apply declarative or procedural
strategies.

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Stages in the Information Processing Theory

The stages of IPT involve the functioning of the senses, sensory register, short-term
memory, and long-term memory. Basically, IPT asserts three primary stages in the progression
of external information becoming incorporated into the internal cognitive structure of choice
(schema, concept, script, frame, mental model, etc.)

These three primary stages in IPT are:

1. Encoding. Information is sensed, perceived, and attended to.

2. Storage. The information is stored for either a brief or extended period of time,
depending upon the processes following encoding.
3. Retrieval. The information is brought back at the appropriate time and reactivated for
use on a current task, the true measure of effective memory.
Sensory Register

The first step in the IP model holds all sensory information for a very brief time.

• Capacity. Our mind receives a great amount of information, but it is more than what our
minds can hold or perceive.
• Duration. The sensory register only holds the information for an extremely brief period in
the order of 1 to 3 seconds.
• There is a difference in duration based on modality: auditory memory is more persistent
than visual.

The Role of Attention

• To bring information into consciousness, it is necessary that we give attention to it. Such
that, we can only perceive and remember later those things that pass through our
attention “gate”.
• Getting through this attentional filter is done when the learner is interested in the
material; when there is conscious control over attention, or when information involves
novelty, surprise, salience, and distinctiveness.
• Before information is perceived, it is known as “precategorical” information. This means
that until that point, the learner has not established a determination of the categorical
membership of the information. To this point, the information is coming in as
uninterpreted patterns of stimuli. Once it is perceived, we can categorize, judge,
interpret, and place meaning to the stimuli. If we fail to perceive, we have no means by
which to recognize that the stimulus was ever encountered.

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Short-Term Memory (STM or Working Memory)

• Capacity. The STM can only hold 5 to 9 “chunks” of information, sometimes described
as 7 + / - 2. It is called working memory because it is where new information is
temporarily placed while it is mentally processed. STM maintains information for a
limited time, until the learner has adequate resources to process the information, or until
the information is forgotten.
• Duration. Around 18 seconds or less.
• To reduce the loss of information in 18 seconds, you need to do maintenance rehearsal.
It is using repetition to keep the information active in STM, like when you repeat a phone
number just given over and over.
Long-Term Memory (LM)

The LTM is the final or permanent storing house for memory information. It holds the
stored information until needed again.

• Capacity. LTM has unlimited capacity

• Duration. Indefinite
Forgetting

It is the inability to retrieve or access information when needed.

There are two main ways in which forgetting likely occurs:

• Decay. Information is not attended to, and eventually “fades” away. Very prevalent in
Working Memory.
• Interference. New or old information “blocks” access to the information in question.

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Methods for Increasing Retrieval of Information

• Rehearsal. This is repeating information verbatim, either mentally or aloud.

• Meaningful Learning. This is making connections between new information and prior
knowledge.
• Organization. It is making connections among various pieces of information. Information
that is organized efficiently should be recalled.
• Elaboration. This is adding additional ideas to new information based on what one
already knows. It is connecting new information with old to gain meaning.
• Visual Imagery. This means forming a “picture” of the information.
• Generation. Things we produce are easier to remember than things we hear.
• Context. Remembering the situation helps recover information.
• Personalization. It is making the information relevant to the individual.
Other Memory Methods

Serial Position Effect (recency and primacy). You will remember the beginning and end of a
list more readily.

Part Learning. Break up the “list” or “chunk” information to increase memorization.

Distributed Practice. Break up learning sessions, rather than cramming all the information in at
once (Massed Practice).

Mnemonic Aids. These are memory techniques that learners may employ to help them retain
and retrieve information more effectively. This includes the loci technique, acronyms, sentence
construction, peg-word and association techniques, among others.

Post Assessment Activity No. 11

Cite a teaching implication of the information process given in the Table below. One is done for
you.

Process Teaching Implication/s

1. Information is received through the Be sure that the learners’ senses are
senses functioning well.
2. If information is not relevant, it decays
3. If information goes to the Short-Term
Memory and if given attention and is
found to be relevant, it is sent to the
Long-Term Memory
4. If information is not properly encoded,
forgetting occurs.
5. There are methods to increase
retrieval of information when needed
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LEARNING TASK 12: Gagne’s Conditions of Learning

Topic Overview

In his theory, Gagne specified several different types or levels of learning. He stressed
that different internal and external conditions are needed for each type of learning, thus his
theory is called conditions of learning. He also provided nine instruction events that serve as
basis for the sequencing of instruction.

Desired Learning Outcome: At the end of Learning Task 12, the learners should be able to:

1. explain Gagne’s conditions of learning.

2. make a simple lesson outline (teaching sequence) using Gagne’s instruction events.

3. articulate the benefits of using Gagne’s principles in teaching.

Pre-Assessment Activity No. 12

Conduct a short interview with a teacher on how to make a lesson plan. Also, submit a
proof of your interview.

Content Development

Gagne’s theory deals with all aspects of learning. However, the focus of the theory is on
intellectual skills. The theory has been utilized to design instruction in all domains.

Gagne’s Principles

1. Different instruction is required for different learning outcomes. Gagne’s theory asserts
that there are several types or levels of learning. Furthermore, the theory implies that
each different type of learning calls for different types of instruction. Gagne named five
(5) categories of learning: verbal information, intellectual skills, cognitive strategies,
motor skills and attitudes. Distinct internal and external conditions are required for each
type of learning. For instance, for cognitive strategies to be learned, there must be an
opportunity for problem solving: to learn attitudes, the learner must be exposed to
credible role model or arguments that are convincing and moving. Below are the
categories of learning with corresponding learning outcomes and conditions of learning:

Category of Learning Example of Learning Conditions of Learning

Outcome
Verbal Information Stating previously learned 1. Draw attention to
materials such as facts, distinctive features by
concepts, principles and variations in print or
procedures, e.g., listing the speech.
14 learner-centered 2. Present information so
psychological principles that it can be made into
chunks
3. Provide a meaningful
context for effective
encoding of information.
4. Provide cues for effective
recall and generalization of
information.
Intellectual Skills: Discriminations: 1. Call attention to
Discriminations, Concrete Distinguishing objects, distinctive features.
Concepts, Defined features or symbols, e.g., 2. Stay within the limits of
Concepts, Rules, Higher distinguishing an even and working memory.
Order Rules an odd number 3. Stimulate the recall of
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 Concrete Concepts: previously learned
Identifying classes of component skills.
concrete objects, features 4. Present verbal cues to
or events, e.g., picking out the ordering or combination
all the red beads from a of component skills.
bowl of beads. 5. Schedule occasions for
Defined Concepts: practice and spaced review.
Classifying new examples 6. Use a variety of contexts
of events or ideas by their to promote transfer.
definition, e.g., noting “she
sells seashells” as
alliteration.
Rules: Applying a single
relationship to solve a class
of problems, e.g.,
computing average monthly
income of a company.
Order Rules: Applying a
new combination of rules to
solve a complex problem,
e.g., generating a balanced
budget for a school
organization.
Cognitive Strategies Employing personal ways 1. Describe or demonstrate
to guide learning, thinking, the strategy.
acting and feeling, e.g., 2. Provide a variety of
constructing concept maps occasions for practice using
of topics being studied the strategy.
3. Provide informative
feedback as to the creativity
or originality of the strategy
or outcome.
Attitudes Choosing personal actions 1. Establish an expectancy
based on internal states of of success associated with
understanding and feeling, the desired attitude.
e.g., deciding to avoid soft 2. Assure student
drinks and drinking at least identification with an
8 glasses of water every admired human model.
day. 3. Arrange for
communication or
demonstration of choice of
personal action.
4. Give feedback for
successful performance; or
allow observation of
feedback in the human
model.

Motor Skills Executing performances 1. Present verbal or other

involving the use of guidance to cue the
muscles, e.g., doing the executive subroutine.
steps of the singkil dance. 2. Arrange repeated
practice.
3. Furnish immediate
feedback as to the
accuracy of performance.
4. Encourage the use of
mental practice.

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 2. Learning hierarchies define what intellectual skills are to be learned and a
sequence of instruction. Gagne suggests that according to complexity: stimulus
recognition, response generation, procedure following, use of terminology,
discriminations, concept formation, rule application, and problem solving. The primary
significance of the hierarchy is to identify prerequisites that should be completed to
facilitate learning at each level. Prerequisites are identified by doing a task analysis of a
learning/training task. Learning hierarchies provide a basis for the sequencing of
instruction.

3. Events of learning operate on the learner in ways that constitute the conditions of
learning. These events should satisfy or provide the necessary conditions for learning
and serve as the basis for designing instruction and selecting appropriate media. The
theory includes nine instructional events and corresponding cognitive processes:
a. gaining attention (reception)
b. informing learners of the objective (expectancy)
c. stimulating recall of prior learning (retrieval)
d. presenting the stimulus (selective perception)
e. providing learning guidance (semantic encoding)
f. eliciting performance (responding)
g. providing feedback (reinforcement)
h. assessing performance (retrieval)
i. enhancing retention and transfer (generalization)
Study the two examples of teaching sequences below. They reflect the events of
instruction.

Example 1. Lesson: Equilateral Triangles

Objective: For students to create equilateral triangles

Target Group: Grade 4 Pupils

1. Gain attention – show variety of computer-generated triangles

2. Identify objective – pose question: “What is an equilateral triangle?”
3. Recall prior learning – review definitions of triangles
4. Present stimulus – give definition of equilateral triangle
5. Guide learning – show example of how to create an equilateral triangle
6. Elicit performance – ask students to create 5 different examples
7. Provide feedback – check all examples as correct/incorrect
8. Assess performance – provide scores and remediation
9. Enhance retention/transfer – show pictures of objects and ask students to identify
equilaterals
Example 2. Lesson: Powerful Lessons with PowerPoint

Objective: Students to create presentations using Microsoft PowerPoint

Target Group: This lesson is geared for education students (pre-service teachers) with basic
computer skills.

Event of Instruction Lesson Rationale

Example/Conditions of
Learning
1. Gaining Attention Teacher tells learners how
she has used PowerPoint in
the classroom. Shows an
example of a PowerPoint.
Asks learners questions
about using PowerPoint.
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Giving background
information creates validity.
The use of multimedia grabs
the audience’s attention.
Asking questions in the
beginning creates an
interactive atmosphere.
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 2. Informing the Teacher says, “Today we are Make learners aware of what
Learner of the going to work on using a to expect so that they are
Objective multimedia presentation aware and prepared to
software, Microsoft receive information.
PowerPoint.
3. Stimulating Recall For this particular group of When learning something
of Prior Learning learners, they have learned new, accessing prior
previously about Microsoft knowledge is a major factor
Windows, particularly in the process of acquiring
Microsoft Word. Teacher new information.
associates this knowledge
with lesson at hand.

4. Presenting the Teacher gives students The goal is information

Stimulus hands-on, step-by-step acquisition, therefore, the
tutorial on using Microsoft stimulus employed is written
PowerPoint. content and the actual
software program.
5. Providing Learner Teacher demonstrates how Teacher uses “discovery
Guidance to create a presentation. learning” because learners
Teacher moves around and are adults and it gives them
shows students how to use the freedom to explore.
the tools to type in text, add Teacher facilitates the
links, add symbols and clip learning process by giving
art, insert videos and hints and cues when needed.
diagrams, use sounds, etc. Since the audience are pre-
Learners are allowed to try service with some basic level
the tools demonstrated in of technology skills and the
partners on their computers. software program is easy to
follow and understand,
guidance is minimal.
6. Eliciting Teacher asks students to Requiring the learner to
Performance demonstrate PowerPoint produce based on what has
tools. been taught enables the
learner to confirm his/her
learning.
Regular feedback enhances
learning
7. Giving Feedback Teacher gives immediate
feedback to learners after
eliciting responses.
8. Assessing Assign a practice activity. Independent practice forces
Performance Create an electronic story students to use what they
book using Microsoft learned and apply it.
PowerPoint. Teacher checks Assessing such gives
work. instructors, a means of
testing student learning
outcomes.
9. Enhancing Teacher asks learners to Applying learning in real-life
Retention and create activities using situations is a step towards
PowerPoint presentation for Mastery Learning.
Transfer
6th grade pupils. Teacher also
assigns learner to teach
another learner how to make
PowerPoint presentations.

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 Post Assessment Activity No. 12

Choose a topic with a particular lesson objective in any grade level. Make a teaching sequence
applying Gagne’s nine instructional events. Use the table provided below.

Topic: _______________________________________________________________________

Event of Instruction Lesson Example/Conditions of Learning

1. Gaining Attention
2. Informing the Learner of the Objective
3. Stimulating Recall of Prior Learning
4. Presenting the Stimulus
5. Providing Learner Guidance
6. Eliciting Performance
7. Giving Feedback
8. Assessing Performance
9. Enhancing Retention and Transfer

LEARNING TASK 13: Bruner’s Constructivist Theory

Topic Overview

Jerome Bruner was one of the first proponents of constructivism. A major theme in the
theory of Bruner is that learning is an active process in which learners construct ideas or
concepts based upon their current/past knowledge.

Desired Learning Outcome: At the end of Learning Task 13, the learners should be able to:

1. Describe the development of the child’s ability to represent knowledge.

2. Explain how the spiral curriculum works.

Pre-Assessment Activity No. 13

1. Think of a topic that you studied when you were in pre-school or elementary years, and
then you studied it again in high school, and probably you had that same topic again in
college.
2. What was the topic?
3. How the topic was discussed/tackled in class (use of visual aids by teacher, experiment,
field trip, etc.)?
4. Describe what and how you learned about the topic during preschool/elementary.
5. Describe what and how you learned about the topic during high school.
6. Describe what and how you learned about the topic in college.
7. Compare and contrast how the topic was taught to you in the different levels. Try to
recall the activities, materials, details given, etc.)
8. Why do you think the same topic was taught in the three different levels in school?

Content Development

What is Constructivism?

“Constructivism is a philosophy of learning founded on the premise that, by reflecting on our

experiences, we construct our own understanding of the world we live in” (Brooks & Brooks). It
is “based on a type of learning in which the learner forms, or constructs, much of what she
learns or comprehends” (Cashman et al 390).

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 Constructivism is the idea that learning does not just happen by the traditional methods
of teachers standing in front of the class and lecturing. It is best described by Confucius’ quote:
“I hear, and I forget. I see and I remember. I do and I understand.” (Cashman et al 390).

Who Contributed to Constructivism?

Jerome Bruner. Very influential psychologist. His concern with cognitive psychology “led to a
particular interest in the cognitive development of children… and just what the appropriate forms
of education might be” (Smith).

Bruner’s Representation

Bruner suggested the ability to represent knowledge in three (3) stages.

1. Enactive Representation. At the earliest ages, children learn about the world through
actions on physical objects and the outcomes of these actions. Children represent
objects in terms of their immediate sensation of them. They are represented in the
muscles and involve motor responses, or ways to manipulate the environment (e.g.
riding a bicycle and tying a knot, tasting the apple).
2. Iconic Representation. This second stage is when learning can be obtained through
using models and pictures. The learner can now use mental images to stand for certain
objects or events. It allows one to recognize objects when they are changed in minor
ways (e.g. mountains with and without snow at the top).

3. Symbolic Representation. In this third stage, the learner has developed the ability to
think in abstract terms. This uses symbol system to encode knowledge. The most
common symbol systems are language and mathematical notation.

Bruner advised that teachers utilize and bring together concrete, pictorial then symbolic
activities to facilitate learning. Before children can comprehend abstract mathematical
operations, teachers can first have the numbers represented enactively (with blocks) and
then, iconically (in pictures). Children can later handle number concepts without concrete
objects and only with numbers and number signs (symbolic).

Spiral Curriculum

 In spiral curriculum, teachers must revisit the curriculum by teaching the same content in
different ways depending on students’ developmental levels.
 In the K to 12 curriculum, the spiral progression is a mandate. Section 5 (g), Curriculum
Development of RA 10533, states “The curriculum shall use the spiral progression
approach to ensure mastery of knowledge and skills after each level.”
 As applied in Math, this would mean that the teachers teach Algebra, Geometry,
Statistics, and Trigonometry concepts from Kinder to Grade 10.
 In the Science class, Biology, Chemistry, and Physics concepts are taught from Grade 3
to Grade 10 considering the developmental stages of students.
 In the spiral progression approach, the teaching of concepts increases in depth and
breadth across the Grade levels. Statistics concepts in Kindergarten are much simpler
compared to the Statistics concepts in Grade 10. Geometry concepts in Kindergarten
are much simpler than those taught in Grade 10.

Discovery Learning
 It refers to obtaining knowledge for oneself. The teacher plans and arranges activities in
such a way that students search, manipulate, explore, and investigate. Students learn
new knowledge relevant to the domain and such general problem-solving skills as
formulating rules, testing, and gathering information.

What Does This Mean for Teachers?

 “In a constructivist setting… the role of the teacher is to organize information around
conceptual clusters of problems, questions and discrepant situations in order to engage
the student’s interest. Teachers assist the students in developing new insights and
connecting them with their previous learning” (Hanley)
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Prof Ed 103 Property of Norzagaray College
Facilitating Learner-Centered Teaching
  In the classroom, students must work on building upon the knowledge they already
have.
 “Inferences, elaborations, and relationships between old perceptions and new ideas
must be personally drawn by the student in order for the new idea to become an
integrated, useful part of his/her memory” (Hanley)
What Does This Mean for Me?
I would definitely use some constructivist methods in my classroom because I believe
that it is a well-developed concept. As a student, I definitely learn better when I am more
focused, engaged, and interested. As a teacher, it feels good to watch a student expand
their knowledge in hands-on ways.

 Some examples of things I would do in my classroom:

 Inquiry: “prompt students to formulate their own questions” (“Constructivism as
a…”)
 Multiple intelligences: “allow multiple interpretations and expressions of learning”
(“Constructivism as a…”)
 Collaborative learning: “encourage group work and the use of peers as
resources” (“Constructivism as a…”)

Jean Piaget

Developed the cognitive learning theory

 Felt children were “active learners” who constructed new knowledge “as they moved
through different cognitive stages, building on what they already knew” (Cushman et al
392)

 Sensorimotor
 “learning takes place primarily through the child’s senses and motor actions”
(Cushman et al 393)
 Preoperational
 “children begin to use symbols and images” (Cushman et al 393)
 Concrete Operational
 “children begin to think logically” (Cushman et al 393)
 Formal Operational
 Children begin to think in an abstract way

Lev Vygotsky

 Developed the social cognition theory which “asserts that culture is the prime
determinant of individual development” because humans are the only creatures to have
created cultures and therefore it effects our learning development. (“Vygotsky and Social
Cognition”)

Vygotsky theorized that a child’s cultural upbringing greatly effects their learning
development.

John Dewey

 Believed that learning should be engaging to the students… they will learn better if they
are interested.

 Was a huge influence on our education system

 Believed in “educating the whole child, physically, mentally, and socially, and not just on
the dispensation of facts and information” (Cushman et al 395)

Post-Assessment Task No. 13

1. Choose a topic related to your field of specialization.

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Prof Ed 103 Property of Norzagaray College
Facilitating Learner-Centered Teaching
 2. Write a simple plan on how to teach this topic using Bruner’s principles.

Topic: _________________________________

Grade/Year Level: ______________________

3. How will you present the topic on the

Enactive level _________________________
Iconic level ___________________________
Symbolic level __________

4. How will you apply the spiral curriculum approach in this topic?
5. Describe how you can use discovery learning for this topic.

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Prof Ed 103 Property of Norzagaray College
Facilitating Learner-Centered Teaching