Valencia Colleges (Buk.) Inc.

Hagkol, Valencia City

8709 Philippines

MIDTERM EXAMINATION

EDUC 4: Facilitating Learner-Centered Teaching

1st Semester S.Y. 2022-2023

Name: ORAY, VANIZA M.

Section & Schedule: SECTION B, SATURDAY (3-5 PM)

Test II. Metacognition

Active Learning is learner-centered approach in which the responsibility for learning is

placed upon the learner, often working in collaboration with their classmates. In active

learning, the teachers are just facilitators of learning rather than one-way providers of

information. This means that they must talk about their learning, write about it, relate it to

their past experiences and apply it to their daily lives.

In this activity, read the excerpt on Enhancing Learning by Integrating Theory and Practice

by Wrenn & Wrenn (2010) Andrews University. Use the information from your readings to

answer test II. The excerpt is attached in this file.

After reading the passage, draw a diagram that shows an active learning process. Explain the

diagram and make a 500-word essay following the CERA Model format in writing. C for

content, E for experience, R for realization and A for action to be taken.

Appendix A

Enhancing Learning: Teacher

As Teacher
Practice 1. Content Engage in dialogue about
teaching with other educators. Spend
some time identifying a partner with
whom you can discuss ideas and develop
mutual trust. Swap techniques for
educating challenging ideas or managing
particular student types. Join a peer
coaching initiative in your school or
district.
As Student
2. Experience When you encourage student
participation in teaching and learning, as
well as when there is trust and rapport
between you and the students, you may
establish a positive learning environment.
determine the learner's current level of
expertise and adapt instruction
accordingly; and practice that is sufficient
and appropriate throughout time.

Classroom 4. Action building a supportive 3. Realization It provides them with

environment for learning. encouraging
action and reflection. increasing the
usefulness of new knowledge and
promoting group learning. building on
existing knowledge and experience
guidance for bettering themselves.
Students' self-awareness is essential for
success. Students that are self-aware
flourish in everything they do because
they have a strong belief in their abilities
to accomplish a goal.
 Appendix B

Enhancing Learning: Student

As Teacher
Practice 1. Content Being clear about the nature and
purpose of content in a course, and effectively
expressing that to students, becomes particularly
crucial. Content, in terms of things to know,
nevertheless holds a critical importance.
As Student
2. Experience Individual experiences
utilizing self-study materials, group
experiences that are either in-person or
online/distance learning, and blended
experiences that combine both group and
individual learning components.

Classroom 4. Action In the life of the students, instructors are
crucial figures. Teachers perform a variety of
other tasks in the classroom in addition to
teaching. Teachers can establish the atmosphere
in their classes, create a conducive learning
environment, mentor and care for kids, serve as
strong role models, and listen and keep an eye
out for warning indications of danger.
3. Realization I think that a class
discussion or a group activity in which
students consider and respond to one
another's opinions while learning is a
good basis for a classroom assessment.
Rather than tasks created primarily for
evaluation purposes, it might be based
on objects created during classroom
activities.

CERA Format
Teachers in professional degree programs are responsible for a variety of duties both in
the classroom and in real-world settings. We use our professional knowledge in a variety of
contexts to serve our communities, we consider how our experiences in these contexts can
improve practice; we observe our students actively participating in learning activities in the
classroom; and we impart to our students the knowledge we have amassed from our experiences
and our scholarship within our profession. We must behave in both the roles of teacher and
student in both the classroom and the field in order to complete these tasks. Additionally, we
want our students to take advantage of active learning techniques including applying, reflecting,
sharing, and observing in and outside of the classroom while acting as both students and teachers.
This article aims to give an example of one teacher's attempt to accomplish these goals within a
single Social Work course in Death and Grief, even though we can achieve all of these goals over
the course of a full curriculum.

1. Content - In terms of how they relate to instructional activities, the elements of

classroom assessment can be categorized. This category of assessments may include observations,
student work produced directly as a result of continuous educational activities, and teacher-
student interactions in the classroom. Engage in dialogue about teaching with other educators.
Spend some time identifying a partner with whom you can discuss ideas and develop mutual
trust. Swap techniques for educating challenging ideas or managing particular student types. Join
a peer coaching initiative in your school or district.
2. Experience - Through classroom observation, interviewing a resource teacher, and
discussing the essential elements of classroom assessment, we gain experience identifying and
debating these components. The resource teacher also offers his own opinion on the classroom
assessment components, which we recorded in our book. Individual experiences utilizing self-
study materials, group experiences that are either in-person or online/distance learning, and
blended experiences that combine both group and individual learning components.
3. Realization - I think that a class discussion or a group activity in which students
consider and respond to one another's opinions while learning is a good basis for a classroom
assessment. Rather than tasks created primarily for evaluation purposes, it might be based on
objects created during classroom activities.
4. Action - When taking action, it's crucial to identify the observations that will serve as
the types of evidence in the students' work that are required to substantiate the assertions, and
then to create assignments or scenarios that will elicit that evidence. building a supportive
environment for learning. encouraging action and reflection. increasing the usefulness of new
knowledge and promoting group learning. building on existing knowledge and experience.
 Consequently, a classroom assessment may take place during group projects or
conversations as long as the teacher makes sure that all of the students who need to be watched
are in fact actively participating. It must be planned to produce sufficient evidence of students'
understandings in order to accurately evaluate where they are on the desired learning pathway
and to make it apparent what actions they must take next in order to advance. Learning that is
active and constructive models emphasize a variety of educational methods, including active
learning and involving the student act as a teacher of the material they are studying. In the both
the instructor and the students will use the model described. Take up the roles of both teacher
and student in the course at several times along the course. All of these jobs are participants get
the most out of their education by watching, analyzing, discussing, and utilizing course material
both practice and classroom environments.

TEST III. Learner-Centered Psychological Principles

Learner Psychological Principles focuses on the psychological factors that are primarily
internal to and under the control of the learner rather than conditioned habits or physiological
factors. These factors must be nurtured in order to achieve learners wholistic development.
Instructions: Complete the semantic web by supplying relevant information regarding the
concepts and factors that affect learner’s development. You may expand the web for your
insights.

Learner-Centered
Cognitive & Psychological Principles
Metacognitive
Factors Individual
Difference
Factors

Nature of the
Learning Process Development
Motivational &
Affective &
Factors Social Factors
Individual
Goals of the Learning
differences in
Process
Learning

Construction of Motivational and emotional

influences of learning Developmental
Knowledge influences on
Learning
Learning and
Strategic Thinking Diversity

Intrinsic Motivation to
learn
Thinking about
Thinking
Social influences
on Learning Standards and
Assessment
Context of Learning Effects of Motivation