I.

SESSION 1: LEARNER-CENTERED LEARNING

Pre-Test
Below are phrases/statements about teaching approaches. Group them
whether they characterize/describe a Learner-centered or not by writing their
corresponding numbers under the appropriate column. F if Learner-centered
and B if otherwise.
1. Learning is based on repetition. (B)
2. Consideration for HOTS tasks. (F)
3. Learning is interactive. (F)

4. Skills are treated in isolation. (B)

5. Students learn how to learn. (F)
6. Collaboration is not evident. (B)
7. Teacher’s role is interactive, rooted in negotiation. (F)
8. Background knowledge taken in consideration as well as new
knowledge. (F)
9. Interdisciplinary exploration is considered. (F)
10.Teacher’s role is directive, rooted in authority. (B)

Below are a range of teaching methods. Tag them to the given teaching strategy to which
you think how they will be employed in your classroom.
compare and contrast, demonstrations, guides for reading,
listening and viewing, lecture, role play, simulations,
case study, cloze procedure, inquiry, problem solving,
reflective discussion, small group discussion, games,
experiments, brainstorming, debates, cooperative
learning, interviewing, field observations, assigned
questions, computer assisted instruction, essays, reports,
research projects

DIRECT INDIRECT INTERACTIVE

INSTRUCTION INSTRUCTION
INSTRUCTION

Compare and contrast, Cloze procedure, case Small group

demonstrations, study, inquiry, reflective discussion,
listening and viewing, discussion, problem brainstorming,
lecture, guides for solving debates, cooperative
reading learning, interviewing
EXPERIENTIAL INSTRUCTION INDEPENDENT
INSTRUCTION

Role, play, simulations, games, Assigned questions, computer

experiments, field observations assisted instruction, essays,
reports, research projects
Activities and Assessment
Cite an actual classroom situation where the different principles are applied.
PRINCIPLE
Learner-Centered
Approach:
a. Student-centered learning
shifts the balance of
classroom power from
teacher to student thus
fostering active learning
and engagement among
peers.
b. Student-centered learning
enables critical thinking
and is a means to develop
knowledge rather than a
collection of facts by
building upon and
challenging prior learning.
c. Student-centered learning
situates the teacher as
facilitator and contributor
rather than authoritarian
and director of knowledge.
ACTUAL CLASSROOM SITUATION
Peer-to-peer discussions. The time in the
classroom should be used to build personal
relationships among students or with the
teacher. Learning how to share ideas,
listen, give feedback, and build a better
answer together. This can be done by
assigning group of students a topic to
discuss upon after which they will present
in class.
Creation of activities that will challenge
student’s problem-solving skill like
providing comprehension or open-ended or
situational questions. Or, by allowing
students to engage in drills or games.
Encourage creative thinking and develop
higher level thinking skills such as the use
of “brain teasers”. This is the kind of
activity that would work well with small
groups and could lead to interesting
discussions. These types of activities can
also provide examples of “thinking outside
the box” and demonstrate that problems
can be solved in more than one way. The
challenge is not to present activities that
are frustratingly challenging.
Reference:
Downes, S. (2018). Critical Thinking in the
Classroom. In R. Kimmons & R. E. West
(Eds.), Rapid Academic Writing. EdTech
Books.)
Facilitative learning requires that students
do the work. Depending on the
requirements of the task, the teacher will
use the motivation of the investigation to
have a number of classroom activities
ready and available. 
Lessons and activities need to progress
from structured to less structured; from
more directed and closed activities to

d. Student-centered learning
returns the responsibility
for learning to the
students, so students are
able to discover their
strengths and weaknesses
and take part in directing
their own knowledge gain.
e. Student-centered learning
employs effective
assessment to promote
learning and inform future
practice.
more open ones; from modelled to less
modelled; from supported activities to less
supported.
The teacher role therefore moves from
being a supervisor to being more of a
facilitator, scaffolding the learning for the
students. Activities and tasks may
progress from being provided as small
chunks and tasks to being given as larger
tasks and projects.
Reference:
Tout, D., & Motteram, G. (2006).
Foundation numeracy in context.
Australian Council for Educational
Research (ACER). Camberwell: Victoria.
Class presentation or reporting an integral
part of student-centered approach.
Students are given the chance to be free
from teacher’s authority on what or how to
deliver and present certain topics in class.
This activity gives them leeway and
authority on what to include in their
learning.
Peer feedback can play an important role
in a balanced system of student-centered
assessment. It is individualized, and it
actively engages students in the
assessment process as peers familiarize
themselves with the assessment criteria,
examine a particular piece of work, and
identify its unique strengths, weaknesses,
and need for improvement - all of which
they then discuss with the creator of the
work. The focus is on growth through
feedback, followed by opportunities to
revise, improve, and promote mastery.
Peer feedback is informative and useful for
all in a peer feedback group as they take
turns giving and receiving feedback on
works in progress. Like self-assessment,
however, peer assessment information has
limited value for parents, administrators,
and policymakers
Reference:
“Technology-aided Formative Assessment
of Learning: New Developments and

Inquiry-based Approach
Reflective Approach
Collaborative Approach
Applications.” In H.L. Andrade & G.J.
Cizek, eds. Handbook of Formative
Assessment. New York, NY: Routledge.
Schneider, M.C. & Randel, B. 2010
Students investigate and present their conclusions based
on the unsolved problems.
Students watch a movie based on the topic and they will
write their own reflection about it.
Teacher group her students and do a collaborative effort
in order to create a scene about the said topic.

Select one of the learner-centered learning approaches and strategies. Design a

classroom activity using the approach/strategy. Indicate also the
competency/skill to be developed, objective, method of assessment and procedure
of the activity.

Approach/Strategy: Inquiry-based Approach

Name of Activity: Budget or Bust

Competency/Skill Objective: Learners are inspired to be curious about budgeting

and connect math concepts to responsibly allocating personal funds
to communicate the importance of tracking expenses responsibly
by creating scenarios in which they can perform actual budget calculations.

Method of Assessment: Inquiry-based Assessment

Procedure of Activity: Debit cards involve only the online movement of money; no
actual cash changes hands. This can encourage overspending. To avoid this, students
should learn the math involved in setting a budget. The class will be given a list of
everyday expenses (rent, utilities, phone, food, entertainment, savings, etc.) as well as
an average young adult income. Students should set up a budget using the
information given to see if their theoretical income can cover their expenses. If not,
they will need to adjust their monthly budget until they can live within their means.
This teaches them how to apply basic math as well as percentages, fractions, and
ratios, to their daily lives.

After your insightful reading on the various Learner-centered approaches and

strategies, write a Daily Lesson Plan (DLP) that has learner-centered activity
appropriate to Key Stage based on the DLP standards specified in D.O. 42, s.
2016.

NOTE: Please see attached Daily Lesson Plan (DLP) on page 33 of module 5.
 Reflections
As a teacher how can these principles help you make your learning environment a nurturing
and inspiring for learner’s participation?
Student-centered principle should be a trend and an approach of priority among teachers
and educational institutions. This helps the teacher get the students involved in the
teaching-learning process actively as they have the control in the learning procedure hence
giving every student the opportunity to realize their own role in the process by discovering
personal methods to attain concepts based on the instructions.

Mastery of knowledge and skills is encouraged and expected in this approach, which has
been shown to lead to a deeper understanding of concepts. This all leads to more engaged,
responsible learners.  Furthermore, in a student-centered learning environment, students
are encouraged to be more self-directed, to take control of their own learning, and to
understand how they learn best. Learning is more self-directed, allowing students to learn in
a way that ultimately works best for them and encouraging them to go at their own pace.

As Dr. Sarah Pazur, director of school leadership at FlexTech High Schools, stated, “Student-
centered learning mirrors what happens in life and the workplace; you have to set goals, take
action, manage your time, reflect and revise, and have a belief in yourself that you can
improve. Students need to learn how to leverage resources and make connections between
prior learning and the problem at hand.”

Reflect on your role as a Teacher in promoting Learner-centered Learning.

What have I done?

I have always been enthusiastically engaged in student-centered approach to teaching,

specifically on the application of the inquiry-based strategy. The art of questioning is a
big help in actualizing the need for student’s freedom and control in learning. I often
begin my class with a challenging question and end it with the same approach, giving
and leaving them a chance to reflect in a non-pressing manner. As Mathematics
always deals with real-life problems through numbers and equations, the subject itself
should be learner-centered with the teacher being the guide only. I have actually
applied several student-centered strategies and turned out to be effective in an in-
depth appreciation of the subject.

What am I doing?

I promote learner-centered learning by being modest in class, and aside from this
behavioral aspect, I also inject a friendly environment to produce non-pressuring class
atmosphere. In a modular and online settings, it is somewhat difficult to physically
monitor the individual progress of students, however, distant learning is anchored on
students’ independent learning and/or students’ self-regulated learning, that’s why the
set-up itself promotes student-centered learning with lesser teacher intervention.

What will I do next?

As teaching suddenly became distant from the traditional face-to-face set-up, it had
minimized the teacher’s role in learning interventions. As distant learning is anchored
on independent learning, this does not mean that teacher’s intervention are not
needed anymore. Suddenly transitioning to a fully student-centered approach is not
expected hence conditioning and orientation were not well-founded, meaning students
are not well used to it and teachers are given less time to prepare and craft materials
which best suit the approach. I will be innovative in integrating technology in the
teaching-learning process. I will also try to learn how to use the different platforms
and apps that is suited for a particular topic, and will address the needs of my
learners.

When everything goes back to normal, it would be a good notion to set the class in a
learner-centered approach. As a Mathematics teacher, I will give more focus on the
problem-solving methods to teach students on how to apply mathematical concepts in
dealing with real-life challenges.

After going through all the sessions, gather your thoughts and reflect once more.
Answer the questions below:

What was new?

Learner-centered is a much more needed and effective approach in teaching to achieve

manifested learning outcomes among students. There are several strategies that can be
a good platform to practice learner centered. One teacher can actually choose from the
varieties of activities or strategies. Modern set up with the aid of educational technology
can further enhance the approach.

What was exciting?

What’s exciting was learning the process of student-centered approach and its
advantages inside the classroom or virtual setting. Having learned several strategies
and activities under this approach has strengthened my philosophy in providing quality
and friendly educative process.

What was worrisome?

What worries me is the fact that students are used to be dependent on the teacher and
less emphasis is given on independent learning. This would be a difficult adjustment
once classroom education setting will be shifted in to fully learner-centered. The
modular set-up, having roots on independent learning, is a manifestation that students
need teachers intervention from time to time to have a full grasped of the lessons they
are tasked to digest.
 Post-Test

You are about to finish this session on Learner-Centered Learning. But before you
proceed to the next session in this module, your knowledge acquisition in this session
will be challenged by answering TRUE if the statement below is correct and FALSE if
the statement is wrong based on the principles of learner-centered learning.

TRUE 1. Learners are responsible for each other.

FALSE 2. Learners are passive receptors of information.
TRUE 3. Teachers is seen as a facilitator and guide.
FALSE 4. Learners are keep on their own seats.
FALSE 5. Learners are rarely expected to ask questions or to challenge the
theories of the teachers.
TRUE 6. The use of lecture methods, note-takings and memorizing
information for later recognition or reproduction.
TRUE 7. Learners actively participate in the learning process.
TRUE 8. Learners shape their own learning paths.
TRUE 9. Learners are encouraged to be more inquisitive.
FALSE 10. Curricular design is based on low levels of students’ participation.

A. Directions: List down at least three more teaching methods in each strategy which
you may similarly employ in your classroom.

Direct Instruction
1. Storytelling - New material can be presented in several ways. A lecture can be given
through storytelling. 
2. Modeling - Teachers model the process of working through a computation problem, set
up, solve a word problem, use a strategy, or demonstrate a concept. During modeling,
the teachers should be clear and direct in their presentation. They should also be
precise and mindful in using general and mathematical vocabulary as well as in
selecting numbers or examples for use during instruction. During modeling, they
should involve students in reading the problems and should ask questions to keep
students engaged in the lesson.
3. Mind Map - Ask your students to create a mind map about a topic you just taught
them. Check if the students remembered everything, or if there are things they don’t
mention. If more students show the same gaps in their knowledge, you know what to
reteach. You can use a rubric to evaluate a mind map.

Indirect Instruction
1. Problem solving - allows students to develop understanding and explain the processes
used to arrive at solutions, rather than remembering and applying a set of procedures.
2. Mathematical investigation – the students explore on a mathematical situation. It
distinguishes itself from problem solving because it is open-ended.
3. Design thinking – It focuses on rapid prototype solutions and learning from mistakes.
It immerses students in real-world problem solving. The journey begins with empathy
work - an opportunity for understanding the needs and motivations of a group of the
end users. Using this data as a guide, they work collaboratively to define a problem.
Problems take the form of a question such as, “How might we create a learning device
or tool based on a given mathematical concept?”
4. Reading for meaning – it is a research-based strategy that helps all readers build the
skills that proficient readers use to make sense of challenging texts. Regular use of the
strategy gives students the opportunity to practice and master the three phases of
 critical reading that lead to reading success, including: Previewing and
predicting before reading, actively searching for relevant information during reading,
and reflecting on learning after reading.

Interactive Instruction
1. Exit slips - These are best used at the end of the class session. You’ll ask the students
to write for one minute on a specific question. It might be generalized to “what was the
most important thing you learned today”. Then, you can decide if you are going to
open up a conversation about it in your next class. You can ask them if they still
remember what they wrote down.
2. Forced debate - Let students debate in pairs. Students must defend the opposite side
of their personal opinion. It encourages them to step away from their own beliefs and
teaches them to look through a different colored glass once in a while.
3. Bingo - Bingo is a fun game that can be used for all sorts of exercises: language
exercises, introductory games, math exercises, etc.

Experiential Instruction
1. Playing or Making Music - Music is a great example of experiential learning. Did you
know that playing an instrument uses more of your brain than any other activity? You
are seeing the notes on the page, playing those notes with your hands and feet, and
you are experiential learning in real time. As soon as you hear a note that is out of
tune, your brain makes meaning of the experience and you adjust your breath, the
instrument, or whatever is causing the note to sound sour. 
2. Retention of Learning Pyramid - Another form of experiential learning is teaching
others. Talk about a hands-on experience with material. Teaching others a skill or
information is arguably one of the best ways to learn and retain the material. 
3. Gamification - is an educational approach to motivate students to learn by using video
game design and game elements in learning environments. The goal is to maximize
enjoyment and engagement through capturing the interest of learners and inspiring
them to continue learning. For example, the students can play scrabble by spelling
out answers through a gamified learning experience with the use of technology.

Independent Instruction
1. Double-Entry Journal - enables students to record their responses to text as they read.
Students write down phrases or sentences from their assigned reading and then write
their own reaction to that passage. The purpose of this strategy is to give students the
opportunity to express their thoughts and become actively involved with the material
they read.
2. Research - the students carry out research independently and with an open outcome.
This helps to internalize and practice research conducts and methods, skills such as
formulating a precise question and processing and monitoring a research process.
Students attain abilities in dealing with uncertainty, independence, teamwork and
organizational skills.
3. Project-based Learning - the students gain knowledge and skills by working for an
extended period of time to investigate and respond to an authentic, engaging, and
complex question, problem, or challenge.
 SESSION 2: LEARNING ENVIRONMENT
Activities and Assessment
Explore your understanding of the Learning Environment by answering the
following questions:
1. How is learning environment defined in both articles?

Learning environment refers to the diverse physical locations, contexts, and cultures in
which students learn. Learning environment or classroom design is also psychologically
influenced through environmental, educational, human factors (engineering), and social
psychology. Teachers are given the responsibility to provide a learning environment that is
safe, secure and supportive of the actualization of confident and comfortable learning.

2. What does this definition of learning environment tell about the way students
learn?

Students effectively learn in a comfortable and conducive environment, more than the
physical aspect but also the motivating atmosphere given by the teacher and the kind of
activities presented to stimulate learning. A conducive physical classroom environment is not
enough to enforce attainment of learning among learners if not paired with appropriate
strategies and activities.

3. What is the critical role of teachers in providing and managing learning

environment that promotes learner responsibility and achievement?

There is a need for teachers to utilize a range of resources and provide intellectually
challenging and stimulating activities to encourage constructive classroom interactions
geared towards the attainment of high standards for learning. Teachers has a vital
responsibility in creating the learning environment, being the sole crafter with the support of
learning materials or instructions.

4. Since learners must do the learning, how do you think will you create a total
environment for learning that optimizes the ability of the students to learn?

Learners are the major consideration in creating the learning environment. Diversity of
learners is not also inevitable. Hence, these must be put in the mind of the teacher upon
crafting a learning environment. Next are the available resources necessary for the realization
of the foreseen environment. Since everyone is engaged in technology, it is only befitting to
involved technology in the classroom to enforce learning such as flat screen TV, and the use
of multimedia. I should be able to determine the manageability of the environment I am
assuming to be prepared and conditioned to whatever outcome of the learning process.

Having learned more about learning environment, how will you handle the
following learning situations/contexts?
Situations Strategies you may use to provide and
manage the learning environment that are
learning-focused and learner-centred.
Multi-grade classes of Differentiated instruction is plausible in this kind of
60 in a far-flung area class and setting. Teachers will conduct the activities in
with no internet different ways according to the ability and skills of the
connectivity students. Connecting lessons to real life situation of the
students through explicit instructions involving direct
explanation and modeling from the teacher.
Large class of 80 A covered court may not seem conducive for a learning
grade 7 students in a environment as it is prone to noise and sight
covered court distractions. Grade 7 students are psychologically
easily distracted given their age level shifting from
children to teenager phase. Moreover, a class of 80 is
not ideal for a single class as one teacher cannot
handle and monitor their behavior all at once.
Collaborative learning at this number of student is
palpably relevant. For instance, buzz session will
enable each one of them to have opportunity to be
heard and share something which could contribute to
learning.
8 hearing impaired Differentiating instruction by using flexible grouping,
students mainstream providing activities that appeal to various learning-style
with regular grade 8 preferences, giving students choices, and creating
students of 60 alternative activities and assessments. As for
cooperative learning strategies, these five conditions
must be present: (a) The task must be authentic,
worthwhile, and appropriate for students working in
groups; (b) Small-group learning must be the goal; (c)
Cooperative behavior should be taught to and used by
students; (d) Group work should be structured so that
students depend on one another to complete a task
successfully; (e) Students should be held individually
accountable.
Insufficient number of Lack of instructional materials has been a serious
instructional problem overlooked by stakeholders especially in
materials and other remote schools. With this, teachers are expected to find
resources solutions to these kind of problems. If instructional
materials are limited, a teacher may use group
activities which is a great way to get around this
problem. However, when doing group activities, make
sure that each student in the group has a clear role so
that you don't end up with the smartest or most hard-
working student doing all the work and the rest of them
just following along.
Reflection
To deepen your understanding of Learning Environment, you may now engage
yourself in a personal and professional reflection guided by the templates provided
below. Get ready to document your thoughts in a reflective learning journal.

The Reflective Learning Journal Template

Area 1 Explore the learning experience…
Awareness Evaluation Regulation
Content What have I learned? Do I understand what What can I do in
(What) I have learned? order to gain a better
understanding?
I have learned that Yes. It widened my
learning knowledge on how to I have to be
environment is not set up a more resourceful enough,
just about thecomfortable and reading studies or
physical classroom
effective learning articles related to
but also the different
environment. this concept.
conditions and
availability of
learning materials. What else do I need to Where can I find
learn? more information?

I have to learn Academic articles

specific or best and studies from
strategy to combat libraries or credible
any loopholes in a websites. From
learning conferences or
environment. trainings, webinars,
INSET, and
collaboration with
colleagues.
Process How did I learn/do How effective is this How can I make this
(How) it? strategy? strategy more
effective?
I learned by being This strategy is very
resourceful in effective because it By reading, and
validating what I solidifies my putting into
read. awareness of the practice what I
given concept. have learned.

What strategy have I Is the way I do it the

used in learning this best way?
topic?
Not as I would
By reading and think about it. The
internalizing. After concept of learning
having grasp of the environment for
concept, I then distance learning
search for more modality is
information somewhat different
available in the from my
different platforms perspective of it
 on the internet. I before the
also reflect on how pandemic.
I will put into Nevertheless,
practice teachers should be
everything that I flexible.
have learned in
this topic.
Reasons Why learn it? Why would I think What would be a
(why) so? more useful way to
Because as a teacher, understand learning?
it is important to As education
know on how to set- system requires to To understand
up appropriate, be more flexible, learning, one must
comfortable and fair and teachers are be able to
learning
expected to be determine its
environment.
versatile, this relevance, necessity
knowledge on and practicability.
learning
environment will
enhance my
strategy in
teaching
furthermore.
What is learning? How could this
Is this the only
learning experience be
purpose of learning?
Learning is the interpreted
ability to absorb differently?
theoretical There are several
knowledge, concepts purposes of learning.The learning
and skills and be able It is learning basic experience can be
to apply them to concepts to applying interpreted
practice. them in real life differently based on
situations. the need for it, or its
purpose.
Area 2 Think of the learning experience in relation to…
Awareness Evaluation Regulation
Professional How does this What does this All things considered,
development learning experience learning experience is this goal a suitable
contribute to my tell about my choice goal?
professional of professional goal
development? and path?

It increases my It suggests that I Definitely. This goal

understanding of the should always be is a suitable goal for
complex process of open for learning and a beginning teacher
providing effective not settle on what I like me.
learning already know.
environment Professional growth Are there any other
does not mean being options?
What is/are my confident enough on
short-term/long-term what I already have Yes, there are other
professional goal(s)? but about being eager options. You may
 to do have more. consider such as to
My short-term goal Am I making good enroll in graduate
is to learn progress? studies, learn from
something daily, experience, embrace
whereas my long- Definitely. I am new ideas from
term goal is to learning, little may it fellow teachers, and
become a be, but it is still a be innovative which
curriculum progress. is to venture on new
developer. strategies that will
Am I on the right improve the
track? students’ learning
and motivation.
Yes. This track is
boiling down to my
professional need
for a more solid and
research-based
learning.
What obstacles have I What is the source of How can I remove
encountered? the obstacles? those obstacles?

It is the lack of Physical The obstacle is

practice due to the setting/virtual brought by a
physical setting we setting pandemic. Hence, it
have right now in can be removed if
the distance pandemic is gone.
learning modality. Yet, it taught me to
be resourceful,
improve my
technological skills,
and be more
resilient.
Am I on the right What other paths can
track? I take to achieve my
goals?

Yes.
By also attending
conferences,
trainings, and
webinars, or by
having an
independent urge to
know more, not just
because it is
required, but because
it is needed by me.
 Personal What does this What does this What do I know
development learning experience learning experience about myself?
mean to me? tell me about my
potentials, and myself I know myself
It means as a person? holistically.
professional growth.
Learning these It tells me that I How am I living the
concepts enables have to learn more, most of myself?
me to be and what I already
professionally know are not Living it the way I
conscious of what enough to suffice want it to be by
should and must be my need for having the
considered and professional growth. eagerness for
prioritize. professional
growth, the desire
to teach the
students in my
utmost capacity,
and to be able to
touch lives and
transform my
students dreams
into reality.

APPLICATION

If you were to teach your class today, how will you plan your lesson considering the
design of your learning environment that is learning-focused? Draft your plan for
instruction below.

Below is my plan (steps/method) and considerations in planning and developing for a lesson,
having in mind the learning environment.

1. Establish a positive classroom environment

 Make the classroom a pleasant, friendly place
 Accept individual differences
 Learning activities should be cooperative and supportive
 Create a non-threatening learning environment
 Organize physical space; eliminate situations that my be dangerous or
disruptive
 Establish classroom rules and procedures and consistently reinforce them

2. Begin lessons by giving clear instructions

 Stating desired quality of work
 Having students paraphrase directions
 Ensuring that everyone is paying attention
 Ensuring that all distractions have been removed
 Describing expectations, activities and evaluation procedures
 Starting with a highly motivating activity
 Building lesson upon prior student knowledge
 Asking questions before calling on a student; wait at least five seconds for a
 response
 Being animated; show enthusiasm and interest
 Reinforce student efforts with praise
 Vary instructional methods with emphasis on learner-centered
 Providing work of appropriate difficulty
 Providing guided practice for students; monitor responses and deliver
immediate corrective feedback

3. Use appropriate pacing

 Awareness of teaching tempo
 Watching for cues that children are becoming confused, bored, and
restless;  sometimes lesson have to be shortened

4. Providing suitable seatwork

 Seatwork should be diagnostic and prescriptive
 Developing procedures for seeking assistance; have a “help” signal
 Developing procedures for what to do when finished
 Move around to monitor seatwork
 Vary methods of practice

5. Evaluating what has taken place in your lesson

 Summarizing the lesson and focus on positive gains made by students; use
surprise reinforcers as a direct result of their good behavior
 Determining if the lesson was successful; were goals accomplished?

Post-Test
My Map, My Learning!
After engaging on this session, how will your mind map on Learning Environment
change?

Make a new mind map on this topic on the space provided below.

Now, compare your previous and current mind maps using a Venn diagram.
 rr
Classrooms
must be
child-friendly
and non-
threatening

Good ventilation,
lighting, clean
Activities must and neat comfort
be student- Classrooms rooms and
centred and surroundings
physical
promotes setting must
independent be
learning
comfortable

Different
Physical, necessary
emotional, learning
psychological and materials must
social aspects of be provided
students must be Promotion Learner
monitored from of purposive safety and
time to time learning security

Availability
of
Conditions LEARNING instructional
of learners ENVIRONMENT materials

Management Support for

of learner learning
Management activities
behaviour
of classroom
structure
and activities