FACILITATING

LEARNER-
CENTERED
TEACHING
 Negros Oriental State University Health Advisory for COVID-19
(Coronavirus Disease 2019) Prevention
(2nd Edition: August 2020)
How to Protect Yourself and others
 
As of August 2020, there are currently No vaccines available to protect us and No proven antiviral
drugs against COVID-19 infection. We may be able to reduce our risk of infection with COVID-19 by the
doing the following:
 
1. Washing our hands anytime as needed with soap and water for atleast 20 seconds or use hand
sanitizer 0r 70% alcohol if soap and water are not available.
2. Avoid touching your eyes, nose, mouth with unwashed hands.
3. Cover the mouth and nose with tissue when coughing or sneezing (cough etiquette), then throw the
tissue in the trash and wash the hands.
4. Use facemask while in public areas and must be also be used if sick, with fever, cough, colds, sore
throat and other respiratory symptoms. Use of face shield is recommended as an additional protection.
5. Clean and disinfect objects and surfaces using 70% alcohol or 0.5% chlorine solution (DOH: 900ml
water mixed with 100ml bleach or 90ml water mixed with 10ml bleach).
Note: Chlorine solution is not recommended for misting and spraying handwashing or for any skin contact.
Wiping on objects with cloth for disinfection is recommended by the Department of Health (DOH).
6. Maintain social distancing especially in public areas. At least 1 meter (DOH recommendation) apart
from each other (front and back) to comply with the social distancing set-up.
7. Handshaking, touching, hugging, kissing or any form of physical contact are discouraged.
8. Avoid unnecessary travel and postpone mass gatherings to curb the spread of the virus. It is
recommended that we follow the recommendations by the DOH/Local Government with the number of
people allowed to gather while following social distancing and avoiding overcrowding.
9. Avoid close contact with sick people without proper PPE (personal protective equipment).
10. Seek advice and get proper assessment from City/Municipal Health doctors/Hospitals or any equipped
and accepting physician if you have fever, cough, colds, sore throat, difficulty breathing and any
respiratory illness.
11. Fourteen (14) Days self-quarantine with coordination to the Inter Agency Task Force (IATF)/City or
Municipality Health or Barangay Health Unit starting from the date of arrival in this province/country for
proper guidance and assessment.
12. Seek advice from the Inter Agency Task Force (IATF)/City or Municipality Health or Barangay Health
Unit if you have possible exposure to a probable or confirmed COVID-19 patient.
13. “No Smoking” health advice is encouraged because smokers are more vulnerable to COVID-19
infection, increases the chance for bilateral viral pneumonia and 25% of them are admitted to ICU
(Intensive Care Unit) and needs mechanical ventilation or have died once infected with COVID-19 based
on recent studies.
14. Drink enough water and eat healthy foods like fruits and vegetables.
15. Cook food thoroughly.
16. Wash spoon, fork, and other eating utensils properly.
17. Avoid close contact with sick or dead farm/wild animals. Avoiding contact with live animals is also
recommended (e.g. bats, snakes, etc.)
18. Try not to worry too much if you’re not truly at risk.
19. Stop posting or sharing false/fake news as well as inaccurate information that may lead to panic and
undue distress.
20. Praying always for each other, for families, friends, our community, country and for our loved ones to
be protected and delivered from this COVID-19 pestilence. Moreover, interceding for an end to this
COVID-19 pandemic.
Note: For Clinic Consultations, please call the University/Campus Clinic first for advises, guidance and
triage to determine who will be referred to Hospital/City/Municipal Health and who will be catered at the
clinic for physical consultation. Contact # Landline: ___________________
 
Discipline TEACHER EDUCATION Program BEEd and BSEd
Course Code ED 203 Course Title Facilitating Learning

Credit Units 3 Duration 54 hours

Program Placement 1st Sem 1st year Pre-requisite NA

COURSE DESCRIPTION AND COURSE INTENDED LEARNING OUTCOME

This course explores the fundamental principles, processes and practices anchored on learner-centeredness and other educational psychologies as these apply to facilitate various
teaching-learning delivery modes to enhance learning.

At the end of the lesson you will be able to:

A. demonstrate an understanding of the range of verbal and non-verbal classroom communication strategies that support learner understanding, participation, engagement and
achievement. (6.1.7.1)

B. demonstrate knowledge of learning environments that motivate learners to work productively by assuming responsibility for their own learning. (6.2.5.1)

C. utilize appropriate teaching-learning methods and technology for specific subject matter content. (7.2.1.5)

D. apply theories of learning in designing learning teaching experiences. (7.1.6)

COURSE OUTLINE

Timeframe (Week & Topic Timeframe (Week &Hour) Topic

Hour)

1-3 Metacognition and Learner-Centered Psychological Principles 11-13 Motivation

4-6 Review of the Development Theories 14-17 Environmental Factor Affecting Motivation

7-9 Behaviorist Perspective/ Cognitive Perspective 18 Revisiting the 14 learner-centered psychological

principles

9-10 Cognitive Processes

Midterm Finals

COURSE REQUIREMENT COURSE GRADING SYSTEM

At the end of the semester, a student must comply on the following: Major Examination (Midterm/Final…………….40 %
1. Exercises through the written outputs such as Participation ……….…………………………….20%
Quizzes, assignments, Quiz/Written Works ………….………………….20%
2. Active Participation in any aspect of the class Project/Output.…………………………………. .10%
3. Submission of some written works through online. Attendance/Behavior …………………………...10%

List of References

This book is written for it meant to facilitate the learnings of the various theories of learning, growth and development. The
goal is not just to learn how to facilitate students learning but for teachers to learn as well. This book is a faithful companion.
Transfer of learning takes place in the application phase. Here you are expected to apply what you learned in a new but
relevant context.
You will note that in all the steps of lesson development, you cannot escape from actively participating in the class activities.
Remind yourself of this one principle of learning. Learning is an active process. Only you can learn for yourself. The greater
is your involvement in the learning activities, the greater is the amount of learning you get. That is one thing for sure. You go
through a complete cycle of learning from accepting the challenge to reflecting and writing down what you have learned.

At the end of the lesson, you will be able you:

a. apply the said theories to the daily activities as a soon to be educator/facilitator.
b. give value on the theories of the book
c. understand what the book wants you to comprehend

Lesson 1: Metacognition
Lesson 2: Learner –Centered Psychological Principles (LCP)

This module will benefit you much through following all points carefully. The necessary key points for you to familiarize are
summarized as follows:
1. This module contains two (2) lessons. Each lesson is explained substantively. Read the explanations thoroughly so that
you could understand the lesson fully.
2. On the first page of each lesson, you will find the specific learning outcomes (SLOs) of each lesson. SLOs are knowledge
and skills you are expected to acquire at the end of the lesson. Read them heartily.
3. You must answer the Learning Activities/Exercises (LAEs). The LAEs are designed to help you acquire the SLOs.
4. Feel free to chat, call, text or send an email message to me if you have questions, reactions, or reflections about the
contents or activities in the module.
5. The Practice Task/Assessment and the Assignment be answered before it will be collected.

METACOGNITION

At the end of the lesson you will be able to:

1. explain metacognition
2. determine if you are novice or an expert learner
3. apply the metacognitive strategies in you own quest for leaning.

Are you a novice learner? Or an expert one?

 Metacognition
  “Thinking about Thinking”
  :”
 
  Metacognition
Metacognition
Knowledge   Application of
And Development
  variables metacognition
:” Learners who do
:” leads one to be
    not use
  an expert
  learner:” metacognition
   
Person remain to be
Teaching  
Variables novice learners
Strategies to
   
develop
metacognition Task Variables Characteristics of
 
Expert Learners
  Strategy Characteristics of
Novice Learners
  Variables

The term metacognition was coined by John Flavell that according to him metacognition consists of both metacognitive
knowledge and metacognitive experiences or regulation. Metacognition is simply “thinking about thinking” or learning how to
learn. It refers to higher order thinking skills which involves active awareness and control over the cognitive processes
engaged in learning. Metacognitive knowledge refers to acquired cognitive process. Flavel further divides metacognitive
knowledge into three categories:
1. Person Variables-
This includes how one views himself as a learner and thinker. Knowledge of person variables refers to knowledge about
how human beings learn and process information, as well as individual knowledge of one’s own learning processes. For
example, you may be aware that your study is more effective if you study early in the morning than late in the evening, and
that you work better in a quiet library rather than at home where there a lot of things that make hard for you to focus and
concentrate.
2. Task Variables-
his includes knowledge about the nature of the task as well as the type of processing demands that it will place upon the
individual. I is about knowing what exactly needs to be accomplished, gauge its difficulty and knowing the kind of effort it will
demand from you. For example, you may be aware that it will take more

time for you to read comprehend a book in educational philosophy than it would for you to read and comprehend a novel.
 
3. Strategy Variables-
it involves awareness of the strategy you are using to learn a topic and evaluating whether this strategy is effective. If you
think your strategy is not working, then you may think of various strategies and try out one to see if it will help you learn
better. Terms like meta-attention and metamemory are related to strategy variables.
Meta-attention is the awareness of specific strategies so that you can keep your attention focused on the topic or task at
hand.
Metamemory is your awareness of memory strategies that work best for you.
These three variables all interact as you can learn and apply metacognition. Omrod, includes the following in the practice of
metacognition.
Knowing the limits on one’s own learning and memory capacities.
Knowing what learning task one can realistically accomplished 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 materials
Monitoring one’s own 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. For
example, a student may use knowledge in planning how to homework. I know that I have more difficulty with my
science assignments than language arts and find sibika easier, so I will do my homework in science first, then
language arts, then sibika (strategy variable). If one is only aware about one’s cognitive strength and weaknesses
and the nature of the task but does not use this guide or oversee his own learning, then no metacognition has been
applied.
Huitt believes that metacognition includes the ability to ask and answer the following types of questions:
What do I know about this subject, topic, and issue?
Do I know what I need to know?
Do I know where I can go to get some information, knowledge?
How much time will I need to learn this?
What are some strategies and tactics that I can use to learn this?
Did I understand what I just heard, read and saw?
How will I know if I am learning at an appropriate rate?
How can I spot an error if I make one?
How should I revise the plan if it is not working to my expectations/satisfaction?

C.2. METACOGNITION AND DEVELOPMENT

Researchers such as that Fang and Cox showed that metacognitive awareness was evident in preschoolers and in students
as young as eight years old. Children already may have the capacity to be more aware and reflective of their own learning.
However, not many have been taught and encouraged to apply metacognition. The challenge then to future teachers like
you is to integrate more activities that would build your students capacity to reflect on their own characteristics as learners,
the task they are to do and the strategies that they can use to learn. Below are some examples of teaching strategies to
develop metacognition.
Have students monitor their own learning and thinking
Have students learn study strategies
Have students make predictions about information to be presented next based on what they have read
Have students relate ideas to existing knowledge structures
Have students develop questions: ask questions about themselves about what’s going on around them
Help students know when to ask help
Show students how to transfer knowledge, attitudes, and values, skills to other situations or tasks.
C.3 NOVICE AND EXPERT LEARNERS
In the last twenty years, cognitive psychologist have studied the distinctions among learners in the manner they absorb or
process information. They were able to differentiate expert learners from novice learners. A very important factor that
separate these two types of learners mentioned is metacognition. Expert learners employed metacognitive strategies in
learning. They were more aware of their learning process as they read, studied and did problem solving. Expert learners
monitored their learning and consequently adjusted their strategies to make learning more attractive.

The table below shows the difference between a novice learner and an expert learner.
 
 Aspect of Learning Novice Learners Expert Learners

knowledge in different areas Have limited knowledge in the subject Have deeper knowledge in different
areas. subject areas because they look for
interrelationships in the things they
learn.

Problem solving Satisfied at just scratching the surface; First try to understand the problem,
hurriedly gives a solution to the look for boundaries, and create a
problem. mental picture of the problem.

Learning/thinking Strategies Employ rigid strategies that may not be Design new strategies that would be
appropriate to the task at hand appropriate to the task

Selectivity in Processing Attempt to process all information they Select important information to
receive process; able to breakdown
information to manageable chunks

Production of Outputs Do not examine the quality of their Check their errors and redirect their
work, nor stop to make revisions efforts to maintain quality outputs

 
 
 

1. Based on the principles of metacognition, prepare your own metacognitive game plan on how you can apply
metacognition to improve your study skills.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
___________________.
 
2. From the module on Metacognition, I learned that
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
_____________________________________________________________________.

TEACHER INTERVENTION
For clarifications, feel free to chat, call, text (09276993201) or send an email (loveacademia001@gmail.com)
message to me if you have questions, reactions, or reflections about the contents or activities in the lesson.

Answer the questions and write your answer on the space provided before the number.
___________________________________1. It involves awareness of the strategy that you are using to learn a
topic and evaluate whether this strategy is effective.
___________________________________2. It is an awareness of memory strategies that work best for an
individual.
___________________________________3. Includes knowledge about the nature of the task as well as the type
of processing demands that will place upon the individual.
___________________________________4. An awareness of specific strategies so that you can keep your
attention focused on the topic or task at hand.
___________________________________5. This includes how one views himself as a learner and thinker.
___________________________________6. It refers to higher order thinking which involves active awareness and
control over the cognitive processes engaged in learning.
___________________________________7. Refers to acquired knowledge about cognitive processes, knowledge
that can be used to control cognitive processes.
___________________________________8. Have limited knowledge in the different subject areas.
___________________________________9. Design new strategies that would be appropriate to the task.
___________________________________10. Attempt to process all information they receive.

 
Students answer will vary depending on how they explain /answer it.
 

.1. Surf the internet for additional readings on metacognition.

2. Make a collection of metacognitive strategies that can make learning more effective and efficient.
3. Make a collection of teaching strategies that develop metacognition in students.

LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES (LCP)

At the end of the lesson you will be able to:

a. explain the 14 principles
b. enumerate the 14 principles
C. value the principles and apply it in real life situation

Do this before you read what Learner-Centered Principles.

Examine the title, “Learner-Centered Principles”, quickly jot down at least 10 words that comes to your mind.
  Write your words here:

 
 

2. Go back to each word and write phrases about why you think the word can be associated with LCP

 
MOTIVATIONAL AND DEVELOPMENTAL AND SOCIAL
EFFECTIVE FACTORS (3 FACTORS (2 PRINCIPLES)
PRINCIPLES) 14 LEARNER-CENTERED
PRINCIPLES

COGNITIVE AND METACOGNITIVE

INDIVIDUAL DIFFERENCE
FACTOR (6 PRINCIPLES
FACTORS (3 PRINCIPLES)
 
 
 
These 14 psychological principles have the following aspects:
They focused on psychological factors that are primarily internal to and under the control of the learner rather than
conditioned habits or physiological factors. However the principles also attempt to acknowledge external
environment or contextual factors that interact with these internal factors.
The principles are intended to deal holistically with the learners in the context of real-world learning situations. Thus,
they are best understood as an organized set of principles: no principle should be viewed in isolation.
The 14 principles are divided into those referring to (1) cognitive and meta-cognitive, (2) motivational and effective, (3)
developmental and social, (4) individual reference factors influencing learners and learning.
Finally, the 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.
C.2 COGNITIVE AND METACOGNITIVE FACTORS
1. NATURE OF THE LEARNING PROCESS
The learning of complex subject matter is most effective when it is an intentional process of constructing from information
and experience.
There are different type of learning process, for example, habit information in motor learning and leaning that involves
the generation of knowledge, or cognitive skills and learning strategies.
Learning in schools emphasizes the use of intentional processes that students can use to construct meaning from
information, experiences, and their own thoughts and beliefs.
Successful learners are active, goal-directed, self-regulating and assume personal responsibility for contributing to their
own learning.
2. GOALS OF THE LEARNING PROCESS
The successful learner, over time and 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. Initially,
student’s short term goals and learning may be sketchy in an area, but over time their understanding can be refined by
filling gaps, resolving inconsistencies, and deepening their understanding of the subject matter so that they can reach
longer term goals.
Educators can assist learners in creating a meaningful learning goals that are consistent with both personal and
educational aspirations and interests.
3. CONSTRUCTION OF KNOWLEDGE
The successful learner can link new information with existing knowledge in meaningful ways.
Knowledge widens and deepens as students continue to build links between new information and experiences and their
existing knowledge base. The nature of these links can take a variety of forms, such as adding to, modifying, or
reorganizing existing knowledge or skills. How these links are made or developed may vary in different subject
areas, and among students with varying talents, interests, and abilities. However, unless new knowledge becomes
integrated with the learners prior knowledge and understanding, this new knowledge remains isolated, cannot be
used effectively in new tasks, and does not transfer readily to new situations
Educators can assist learners in acquiring and integrating knowledge by learners of varying abilities, such as a concept
mapping and thematic organization or categorizing.
4. STRATEGIC THINKING
concept learning.
They understand and can use a variety of strategies to help them reach learning and performance goals, and to apply
their knowledge in novel situations.
Learning outcomes can be enhanced if educators assist learning in developing, applying and assessing their strategic
learning skills.
5. THINKING ABOUT THINKING
Higher order strategies for selecting and monitoring mental operations facilitate creative and critical thinking.
Successful learners can reflect on how they think and learn, set reasonable learning or performance goals, select
potentially appropriate learning strategies or methods, and monitor their progress towards these goals.
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 a vacuum. Teachers play a major interactive role with both learner and the learning
environment
Culture or group influences on students can impact many educationally relevant variables, such as motivation,
orientation toward learning and ways of thinking.
Technologies and instructional practices must be appropriate for learner’s level of prior knowledge, cognitive abilities
and their learning and thinking strategies.
The classroom environment, particularly the degree to which it is nurturing or not, can also have significant impacts on
students and learning
C.2 MOTIVATIONAL AND AFFECTIVE FACTORS
7. MOTIVATIONAL AND EMOTIONAL INFLUIENCES ON LEARNING
What and how much is learned is influenced by the learner’s motivation. Motivation to learn, in turn is influence by the
individuals emotional states, beliefs, interests and goals, and habits of thinking.
Student’s beliefs about themselves as learners and the nature of learning have a marked influenced on motivation.
Motivational and emotional factors also influenced both the quality of thinking and information processing as well as
an individual’s motivation to learn.
Positive emotions such as curiosity, generally enhanced 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 punishments, ridicule, or stigmatizing labels) generally detract from motivation,
interfere with learning, and contribute to low performance.
8. INTRINSIC MOTIVATION TO LEARN.
The learner’s creativity, higher order thinking, and natural capacity all contribute to motivation to learn. Intrinsic motivation is
stimulated by tasks of optimal novelty and difficulty, relevant to personal interests, providing for personal choice and control.
Curiosity, flexible and insightful thinking, and creativity are major indicators of the learner’s intrinsic motivation to learn,
which is in large part a function of meeting basic needs to be competent and exercise personal control.
Intrinsic motivation is facilitated on tasks that learners perceive as interesting and personally relevant and meaningful,
appropriate in complexity and difficulties of the learners’ abilities and on which they believe they can succeed.
Educators can encourage and support learners’ natural curiosity and motivation to learn by attending to individual
differences in learners’ perception and 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.
Effort is another major indicator of motivation to learn. The acquisition of complex knowledge and skills demands the
investment of considerable learner energy and strategic effort, along with persistence over time.
Educators need to be concerned with facilitating motivation by strategies that enhance learner effort and commitment to
learning and to achieving high standards of comprehension and understanding.
Effective strategy include purposeful learning activities, guided by practices that enhance positive emotions and intrinsic
motivation to learn, and methods and increase learners’ perceptions that a task is interesting and personally
relevant.
C.3. DEVELOPMENTAL AND SOCIAL FACTORS
10. DEVELOPMENTAL INFLUENCE ON LEARNING
As individual 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 are taken into accounts.
Individuals learn best when material is appropriate to their developmental level and is presented in an enjoyable and
interesting ways.
 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.
Early and continuing parental involvement in schooling, and the quality of language interactions and two-way
communications between adults and children can influence these developmental areas.
Awareness and understanding of developmental differences among children with and without emotional, physical, or
intellectual disabilities, can facilitate the creation of optimal learning context.
11. SOCIAL INFLUENCES ON LEARNING
Learning is influence by social interactions, interpersonal relations, and communication with others.
Learning can be enhanced when the learner has an opportunity to interact and to collaborate with others on
instructional tasks.
Quality personal relationships that can provide stability, and caring can increase learners’ sense of belonging, self-
respect and self-acceptance and provide a positive climate for learning.
Family influences, positive interpersonal support and instruction in self-motivation strategies can offset factors that
interfere with optimal such as negative beliefs and competence in a particular subject, high levels of test anxiety,
negative sex role expectations, and undue pressure to perform well.
Positive learning climates can also help to establish the context for heavier levels of thinking, feeling, and behaving.
Such context helps learners feel safe to share ideas, actively participate in the learning process, and create a
learning community.
C.4. 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.
The interaction between learner’s differences and curricular and environmental conditions is another key factor affecting
learning outcomes.
Educators need to be sensitive to individual’s 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.
C.5. LEARNING AND DIVERSITY
Learning is most effective when differences in learning linguistic, cultural, and social backgrounds are taken into accounts.
The same and basic principle of learning, motivation, and effective instruction apply to all learners. However, language,
ethnicity, race and beliefs, and socioeconomic status all can influence learning. Careful attention to these factors in
the instructional setting enhances the possibilities for designing and implementing appropriate learning
environment.
When learners perceive that their individual differences in abilities, backgrounds, cultures and experiences are valued,
respected and accommodated in learning tasks and context, levels of motivation achievement are enhanced.
14. STANDARDS AND ASSESSMENT
Setting appropriately high and challenging standards and assessing the learner as well as learning process- including
diagnostic, process, and outcome assessment-are integral part of the learning process.
Assessment provides important information to both the learners and the teachers at all stages of learning process.
Effective learning takes place when learners feel challenged to work towards appropriately high goals: therefore,
appraisal of the learner’s cognitive strengths and weaknesses, as well as current knowledge and skills, is important
for those selection of instructional materials of an optimal degree of difficulty.
Ongoing assessment of the learners’ understanding of the curricular materials can provide valuable feedback to both
 learners and teachers about progress toward the learning goals.
Standardized assessment of learner progress and outcomes assessment provide s one type of information about
achievement levels both within and across individuals that can inform various types of programmatic decisions.
Performance assessment can provide other sources of information about the attainment of learning outcomes.
Self-assessment of learning progress can provide students self-appraisal skills and enhance motivation and self-
directed learning.
Alexander and Murphy gave a summary of the 14 principles and distilled them into five areas.
1. The Knowledge Base.
One’s existing knowledge serve as the foundation of all future learning. The learner’s previous knowledge will influence new
learning specifically on how he represents new information, makes associations and filters new
experiences.
2. Strategic Processing and Control.
Learners can develop skills to reflect and regulate their thoughts and behaviors in order to learn more effectively.
3. Motivation and Affect
Factors such as intrinsic motivation, reasons for wanting to learn, personal goals and enjoyment of learning task all have a
crucial role in the learning process.
4. Development and Individual Differences
Learning is a unique journey for each person because each learner has his own unique combination of genetic and
environmental factors that influence him.
5. Situation or Context.
Learning happens in the context of a society as well as within an individual.
 

Explain the following quotations in your own knowledge.

1. “Learning is influenced by environmental factors, including culture, technologies, and instructional materials.”
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
______.
2. “Learning is influenced by social interactions, interpersonal relations and communication with others.”
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
_______________________________________________.
3. “Learning is most effective when differences in learners’ linguistic, cultural, and social backgrounds are taken into
accounts.”
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
_______________________________________________

For clarifications, feel free to chat, call, text (09276993201) or send an email (loveacademia001@gmail.com)
message to me if you have questions, reactions, or reflections about the contents or activities in the lesson.
Complete the sentence.
As individuals develop, there different 1. ______________________ and 2._________________________ learning.
Learning is most effective when differential development within and across 3._______________________ 4.
_______________________ and 5.____________________________ are taken into accounts.
The learners’ creativity, 6._____________order thinking, and 7.________________________ all contribute to 8.
_____________________ to learn. 9________________________________________ is stimulated by tasks of optimal
10.______________ and difficulty.

Students answer will vary depending on how they explain /answer it.

(EARCH FOR:
1. FREUD’S COMPONENT OF THE PERSONALITY
FREUD’S PSYCHO-SEXUAL STAGES OF DEVELOPMENT
2. ERIKSON’S PSYHO-SOCIAL STAGES OF DEVELOPMENT
3. KOHLBERG’S STAGES OF MORAL DEVELOPMENT
4. VYGOTSKY’S SOCIO-CULTURAL THOERY
5. BRONFENBRENNER’S BIO-ECOLOGICAL THEORY
 
 

Center, T. (2019, April 08). TEAL Center Fact Sheet No. 4: Metacognitive Processes. Retrieved September 30, 2020, from
https://lincs.ed.gov/state-resources/federal-initiatives/teal/guide/metacognitive
Cmcacalda19, P. (2017, October 23). 14 Learner-Centered Principle. Retrieved September 28, 2020, from
https://cmcacalda19.wordpress.com/2017/10/23/14-learner-centered-principle/
Conyers, D. (2014, October 07). Metacognition: The Gift That Keeps Giving. Retrieved September 28, 2020, from
https://www.edutopia.org/blog/metacognition-gift-that-keeps-giving-donna-wilson-marcus-conyers
McKeachie, W. J.
(Eds.), Learning
Press. and(1988).
study The need for
strategies: study
Issues in strategy training. In C. E.
assessment, instruction, andWeinstein, E. T. 3–9).
evaluation (pp. Goetz,New
& P.York:
A. Alexander
Academic
Meichenbaum, D. (1985). Teaching thinking: A cognitive-behavioral perspective. In S. F., Chipman, J. W. Segal, & R. Glaser
(Eds.), Thinking and learning skills, Vol. 2: Research and open questions. Hillsdale, NJ: Lawrence Erlbaum Associates.
Pressley, M., Borkowski, J. G., & Schneider, W. (1987). Cognitive strategies: Good strategy users coordinate metacognition
and knowledge. In R. Vasta, & G. Whitehurst (Eds.), Annals of child development, 4, 80–129. Greenwich, CT: JAI Press.
 

DATE ACTIVITY MATERIALS/

RESOURCES

Course Orientation Course Preliminary

14 – 20 Discussion of Course Preliminary Module
Building the Class Director
September
21 – 27 Release and Pick-up of Module 1 Course Module (CM) 1 (2
topics)

28 – Oct 9 Modular Work 1 (2 weeks) CM 1

12 - 16 Submission of Accomplished Module 1 CM 1

 Release/Pick-up of Module 2 CM 2 (2 topics)
October
19 – 23 Checking of Module 1 outputs

26 – Nov 6 Modular Work 2 (2 weeks) CM 2

9 – 13 Submission of Accomplished Module 2 CM 2

November
Release and Pick-up of Module 3 CM 3 (2 topics)

16 – 20 Checking of Module 2 outputs

23 – Dec 4 Modular Work 3 (2 weeks) CM 3

9 -14 Midterms

Submission of Accomplished Module 3 CM 3

December 14 – 18

Release and Pick-up of Module 4 CM 4 (2 topics)

21 – Jan 9 CHRISTMAS BREAK

Checking of Module 3 outputs

January 4 – 15
Modular Work 4 (2 weeks) CM 4

18 – 22 Submission of Accomplished Module 4 CM 4

25 – 29 Checking of Module 4 outputs

February 1–6 Final Examination

19 Deadline Submission of Grades