Ms.

Gem Aiah Bolivia Blanco

Rationale
This module will be the backbone of our
course in Professional Education 5: Facilitating
Learner-Centered Classroom. This module This
will help you go over the class contents and
outputs independently. The module presents the
concepts needed to master the competencies
specific for this course. It is but necessary that as
you go through the pages of this module, one has
to grasp full knowledge of the content to produce
the desired output for every unit. All input found
in this module is presented in a way that will
scaffold your learning to the full concept for this
subject. Slowly go over the modules with an open
mind and a willing heart to master these
competencies.
Introduction

Hello there, future teacher! This module will

be your friend for the entire semester in taking this
course! The PED5: Facilitating Learner-Centered
Classroom will focus on your ability to master your
knowledge and skills on the different teaching
theories, developmental approaches, and pedagogy
in facilitating learner-centered classrooms. This
module presents content and outputs for you to
achieve. This module follows the 4A’s model of
lesson presentation which will be accomplished by
YOU. The module will have 5 units with 3 modules
per unit. Each unit will contain 4 parts which are:
Activate; Acquire; Apply; and Assess.
Activate is to motivate you to finish through this
module.
Acquire is for content discussion and
explanation.
Apply is for varied activities that will help you
transfer knowledge from Acquire. This has to be for
strengthening content prowess.
Assess is for evaluation of how well you have
grasped the intended subject matter.
Your teacher will guide and facilitate learning,
so in facing difficulties, always ask help. Have fun
and enjoy learning!
Table of Contents
 Unit 1: The Human Child and Education

Module 1:
The Humanistic Education
Learning Outcomes: At the end of this module, the students are expected to:
A. Determine factors affecting one’s humanistic experiences;
B. Explain the goals of humanistic education; and
C. reflect on the significance of incorporating humanistic education to the
mainstream curriculum though a narrative paper.

Let’s look back at our childhood days. In the space provided below, draw a memory you
love most when you were a child. Remember to be creative and when you finish your
drawing, share this special memory with your seatmate.
Questions to ponder:
1. What made the memory of your childhood which you drew stand out among all the
childhood experiences you had?
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2. What are your thoughts about this adage, “Learning is not only a cognitive process but an
emotional process as well.”? Elaborate your perspective below:
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Before we undercover the learning content for this module, let us watch a short
video. Here’s the link: (https://www.youtube.com/watch?v=H5LCgIzLPuI)

What were some key words you noted while watching? Write them here.
More input here:

The Humanistic Education covers plenty of teaching theories and methodologies. It

focuses on the enhancement of human development, well-being, and dignity as the ultimate
end of human thought and action. The aim of such education was the attainment of full and
worthy human life with the possession of culture and civic spirit. This also embraces the basic
rights of the child and touches the one thing that makes us humans– emotions.

There are three fundamental tenets to Humanistic Education:

1. Philosophical tenets: the conception of man and woman --- as autonomous and rational
beings with a fundamental respect for all humans by virtue of being endowed with
freedom of free will, rational thinking, moral conscience, empathetic imagination, and
creative powers.
2. Socio-political tenets: This centers on the universal ethics of human equality, reciprocity,
and solidarity and political order. This also embraces the just and humane democracy.
This pushes man to participate meaningfully in all spheres of life.
3. Pedagogical tenets: consisting in the commitment to assist all individuals to realize
perfect their potentialities and to enjoy the full possibility of what makes human life
significant.

Principles of Humanistic Education

There are five basic principles of humanistic education:

1) Students should be able to choose what they want to learn. Humanistic teachers believe
that students will be motivated to learn a subject if it's something they need and want to
know.

2) The goal of education should be to foster students' desire to learn and teach them how to
learn. Students should be self-motivated in their studies and desire to learn on their own.

3) Humanistic educators believe that grades are irrelevant and that only self-evaluation is
meaningful. Grading encourages students to work for a grade and not for personal
satisfaction. In addition, humanistic educators are opposed to objective tests because they
test a student's ability to memorize and do not provide sufficient educational feedback to the
teacher and student.

4) Humanistic educators believe that both feelings and knowledge are important to the
learning process. Unlike traditional educators, humanistic teachers do not separate the
cognitive and affective domains.

5) Humanistic educators insist that schools need to provide students with a nonthreatning
environment so that they will feel secure to learn. Once students feel secure, learning
becomes easier and more meaningful.
Summary:
The five basic principles of humanistic education can be summarized as follows:
1) Students' learning should be self-directed.
2) Schools should produce students who want and know how to learn.
3) The only form of meaningful evaluation is self-evaluation.
4) Feelings, as well as knowledge, are important in the learning process.
5) Students learn best in a nonthreatening environment.

A. Based on what you learned earlier, choose 3 keywords you have written on page
2 and explain each in relation to the basic principles of Humanistic Education.

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B. In the future when you will be a teacher, how will you incorporate humanistic
education in your teaching practices? Explain.
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A. Write a reflective narrative on the learnings you have had on humanistic education
and your own personal experiences of how you were taught since kindergarten up
until college.

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 Module 2:
Constructivism
Learning Outcomes: At the end of this module, the students are expected to:
A. discuss the definition and implications of constructivism;
B. explain the significance of constructivism to the teaching-learning
process; and
C. create a graphic organizer embodying the constructivism in education.

A. Read the words below and write down equivalent words that immediately come to
your mind.
B. Compare the words you have listed down with your seatmate for only 2 minutes.
Now that you have finished sharing what you have written, write down some of your
observations below.
1. What were some of your personal bases of what you have written as equivalent words of
the terms given above? Explain.
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2. Did you have similar answers with your seatmate? If yes, why do you think so? If no, what
does this difference imply? Explain.
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What you have done in the previous activity shows that each individual’s experiences and
meaning making is different from one to other. This process of meaning making is attributed
to constructivism.
Constructivism as a theory for teaching and learning

• Constructivism is ‘an approach to learning that holds that people actively construct or make
their own knowledge and that reality is determined by the experiences of the learner’
(Elliott et al., 2000:256).

• In elaborating constructivists’ ideas Arends (1998) states that constructivism believes in

personal construction of meaning by the learner through experience, and that meaning is
influenced by the interaction of prior knowledge and new events.

What are the principles of constructivism?

1. Knowledge is constructed, rather than innate, or passively absorbed

• Constructivism's central idea is that human learning is constructed, that learners build new
knowledge upon the foundation of previous learning.
• This prior knowledge influences what new or modified knowledge an individual will
construct from new learning experiences (Phillips, 1995).

2. Learning is an active process

• The second notion is that learning is an active rather than a passive process.

• The passive view of teaching views the learner as ‘an empty vessel’ to be filled with
knowledge, whereas constructivism states that learners construct meaning only through
active engagement with the world (such as experiments or real-world problem solving).

• Information may be passively received, but understanding cannot be, for it must come from
making meaningful connections between prior knowledge, new knowledge, and the
processes involved in learning.

3. All knowledge is socially constructed

• Learning is a social activity - it is something we do together, in interaction with each other,
rather than an abstract concept (Dewey, 1938).

• For example, Vygotsky (1978), believed that community plays a central role in the process of
"making meaning." For Vygotsky, the environment in which children grow up will influence
how they think and what they think about.

• Thus, all teaching and learning is a matter of sharing and negotiating socially constituted
knowledge. For example, Vygotsky (1978) states cognitive development stems from social
interactions from guided learning within the zone of proximal development as children and
their partner's co-construct knowledge.
4. All knowledge is personal
• Each individual learner has a distinctive point of view, based on existing knowledge and
values.

• This means that same lesson, teaching or activity may result in different learning by each
pupil, as their subjective interpretations differ.

• This principle appears to contradict the view the knowledge is socially constructed. Fox
(2001, p. 30) argues (a) that although individuals have their own personal history of
learning, nevertheless they can share in common knowledge, and (b) that although
education is a social process, powerfully influenced by cultural factors, nevertheless
cultures are made up of sub- cultures, even to the point of being composed of sub-
cultures of one. Cultures and their knowledge-base are constantly in a process of change
and the knowledge stored by individuals is not a rigid copy of some socially constructed
template. In learning a culture, each child changes that culture.

5. Learning exists in the mind

• The constructivist theory posits that knowledge can only exist within the human mind,
and that it does not have to match any real world reality (Driscoll, 2000) .

• Learners will be constantly trying to develop their own individual mental model of the
real world from their perceptions of that world.

• As they perceive each new experience, learners will continually update their own mental
models to reflect the new information, and will, therefore, construct their own
interpretation of reality.

Constructivist teaching

• Constructivist learning theory underpins a variety of student-centered teaching methods

and techniques which contrast with traditional education, whereby knowledge is simply
passively transmitted by teachers to students.

What is the role of the teacher in a constructivist classroom?

• The primary responsibility of the teacher is to create a collaborative problem-solving
environment where students become active participants in their own learning.

• From this perspective, a teacher acts as a facilitator of learning rather than an instructor.
The teacher makes sure he/she understands the students' preexisting conceptions, and
guides the activity to address them and then build on them (Oliver, 2000).

• Scaffolding is a key feature of effective teaching, where the adult continually adjusts the
level of his or her help in response to the learner's level of performance.

• In the classroom, scaffolding can include modeling a skill, providing hints or cues, and
adapting material or activity (Copple & Bredekamp, 2009).
What are the features of a constructivist classroom?
• Tam (2000) lists the following four basic characteristics of constructivist learning environments,
which must be considered when implementing constructivist teaching strategies:
1) Knowledge will be shared between teachers and students.
2) Teachers and students will share authority.
3) The teacher's role is one of a facilitator or guide.
4) Learning groups will consist of small numbers of heterogeneous students.

What are the pedagogical (i.e. teaching) goals of constructivist classrooms?

• Honebein (1996) summarizes the seven pedagogical goals of constructivist learning
environments:
1) To provide experience with the knowledge construction process (students determine how they
will learn).
2) To provide experience in and appreciation for multiple perspectives (evaluation of alternative
solutions).
3) To embed learning in realistic contexts (authentic tasks).
4) To encourage ownership and a voice in the learning process (student centered learning).
5) To embed learning in social experience (collaboration).
6) To encourage the use of multiple modes of representation, (video, audio text, etc.)
7) To encourage awareness of the knowledge construction process (reflection, metacognition).
A. Answer the following questions below on Constructivism.

1. In your own words, what is constructivism?

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2. Do you think constructivism strengthens learning? Explain.

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3. Why should teachers consider how learner’s create meaning in the context of
teaching-learning process? Explain.
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4. What could be a word that best describes the process of constructivism? Explain
your answer.
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A. With a group of five (5) create a graphic organizer embodying what

constructivism is. This will be presented in class next meeting. Below is the
criteria for presentation.

Creativity: 10 points Communication Skills: 10 points

Content: 20 points Clarity of ideas and thought: 10 points
 Module 3:
The Humanistic Theories
Learning Outcomes: At the end of this module, the students are expected to:
A. differentiate the different theories under humanistic education;
B. explain the specific contribution of each theory to the educational
landscape; and
C. write a summary on the impact of humanistic theories in education.

A. Below are random pictures and words, match the items in column A to column B.
You are free to choose which picture suits the best word. There are no wrong answers
here, only creativity and reason.

A B
democracy

freedom

life

education
 B. Choose at least 2 of your answers in activity A and explain why you have answered such.

Picture: _____________________ word: ____________________

Explanation here:
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There are many theorists who are advocates of Humanistic Education. Here are some
of them and their take on Humanistic Education.

Proponent /
School of Theory
Thought
Abraham He proposed a hierarchy of needs or drives in order of decreasing priority
Maslow or potency but increasing sophistication: physiological needs, safety,
belongingness and love, esteem, and self-actualization. Only when the
more primitive needs are met can the individual progress to higher levels
in the hierarchy. People reaching self-actualization will have fully realized
their potential.
Carl Rogers The concept of the self is a central focal point for most humanistic
psychologists. In the “personal construct” theory and the “self-centred”
theory, individuals are said to perceive the world according to their own
experiences. This perception affects their personality and leads them to
direct their behaviour to satisfy the needs of the total self. Rogers
stressed that, in the development of an individual’s personality, the
person strives for “self-actualization (to become oneself), self-
maintenance (to keep on being oneself), and self-enhancement (to
transcend the status quo).”
Jean-Paul He adopted the existential view of the importance of being and the meaning of
Sartre life. The various “modes” of being-in-the-world is one of his focal point.
Ludwig According to Binswanger, the single mode is the individual who chooses to live
Binswanger within himself, the loner. The dual mode occurs when two people unite in
feeling for each other. Thus, “You” and “I” become “We.” The plural mode
occurs when an individual interacts with others. Finally, the mode of anonymity
occurs when an individual loses himself in a crowd or disassociates his feelings
from others. This emphasized humans as beings who do the experiencing and
to whom the experiences happen. To May, the awareness of one’s own
mortality makes vitality and passion possible.
Sigmund Humanistic psychologists believe that behaviourists are over concerned with
Freud the scientific study and analysis of the actions of people as organisms (to the
neglect of basic aspects of people as feeling, thinking individuals) and that too
much effort is spent in laboratory research—a practice that quantifies and
reduces human behaviour to its elements. Humanists also take issue with the
deterministic orientation of psychoanalysis, which postulates that one’s early
experiences and drives determine one’s behaviour. The humanist is concerned
with the fullest growth of the individual in the areas of love, fulfilment, self-
worth, and autonomy.
Adler Individual Psychology (IP), or Adlerian Psychology (AP), is often misunderstood
as primarily focusing on individuals. However, Adler chose the name Individual
Psychology (from the Latin, “individuum” meaning indivisible) for his theoretical
approach because he eschewed reductionism. He emphasized that persons can
not be properly understood as a collection of parts but rather should be viewed
as a unity, as a whole. An integration of cognitive, constructivist, existential,
humanistic, psychodynamic, and systemic perspectives, Adlerian theory is a
holistic, phenomenological, socially-oriented, and teleological (goal-directed)
approach to understanding and working with people.
IP/AP emphasizes the proactive, form-giving and fictional nature of human
cognition and its role in constructing the “realities” that persons know and to
which they respond. Adlerian theory asserts that humans construct,
manufacture, or narratize ways of viewing and experiencing the world. It is an
optimistic, positive psychological theory affirming that humans are not
determined by heredity or environment. Rather, they are creative, proactive,
meaning-making beings, with the ability to choose and to be responsible for
their choices
Gestalt This theory emphasized a positive view of human beings and their potential to
Psych achieve real joy. Another influential therapy of the human potential movement
is the technique known as transactional analysis, developed by Eric Berne. Its
goal is to build a strong state of maturity by learning to recognize the “child”
and “parent” aspects of personality in oneself and others.
In groups of 5, choose a proponent/ theorist of Humanistic Education and make a
collage out of his contribution to the field of education. You may do advanced
research to further your knowledge on the proponent / theorist. The collage should
be placed in a manila paper with the following criteria for evaluation:
Creativity – 20 points
Completeness of Concept – 20 points
Presentation – 20 points
60 points

Take a photo of your collage after presentation and place it here:

Complete the matrix below by providing a summary based on what you have learned
on this module. Kindly write the specific impact of the different theorists in the field of
education.

Theorist / Proponent /
School of Thought Impact / Significance to Education
 Unit 2: Individual Factors in Learning

Module 1:
Metacognition
Learning Outcomes: At the end of this module, the students are expected to:
A. Determine factors behind metacognition;
B. Explain how metacognition contributes to better learning; and
C. reflect on one’s ability to overcome a learning difficulty through
metacognition.

Answer the questionnaire below as honestly as possible. Choose the column

that best describes you by putting a check mark on the column provided.

Part 1. Always Sometimes Never Your

(10) (5) (0) score
1. I exert effort to find out why I need to do a
particular task.
2. I reward myself when I work.

3. I see to it that I give myself regular breaks

from work.
4. I am able to keep my concentration and
does not let my mind “drift away”.
5. I have ways of dealing with distractions.

6 I am willing to do the work I do not enjoy

because I see it as important.
7. I seek clarification from the teacher about
his / her expectations and standards.
8. I go to tutorials to improve my school work.

Total:
Part 2. Always Sometimes Never Your
(10) (5) (0) score
1. I make a weekly timetable for the school
work I need to accomplish.
2. I make a review schedule for exams.

3. I plan to get the necessary resources and

equipment prior to starting work.
4. I submit my assignments on time.

5. I have a place to work where I won’t be

disturbed.
6 I have time for family commitments and
relaxation as well as studying.
7. I prioritize tasks which should be done first,
second, and so on.
8. I make lists of things to do.

9. I make a list of valuable references with

bibliographic details, page numbers of
quotes and so on.
10. I review my work before submitting it.

Total:

Part 3. Always Sometimes Never Your

(10) (5) (0) score
1. I discuss work assignments with other
students.
2. I share resources with other students.

3. I keep cuttings from newspapers and

magazines which may be of help to me.
4. I make sure I see TV programs which may
be useful.
5. I read the topic assigned before a session.

6 I ask questions and generally take part in

group discussions.
7. I listen out for key ideas when someone is
talking.
8. When I am listening to someone, I try to
anticipate what they will say next.
Total:
Part 4. Always Sometimes Never Your
(10) (5) (0) score
1. I get so worried about assignments that
they make me feel ill.
2. This worry about assignments makes me
feel depressed.
3. I feel miserable about doing assignments.
4. I let these concerns about the work get
on top of me.
5. When I need to work, others always
succeed in persuading me to go out.
6 I have difficulty in talking to others about
my worries.
7. I ignore my personal fitness through
worrying about assignments.
8. The stress of assignments causes me to
get behind and I never seem to catch up.
Total:

Part 5. Always Sometimes Never Your

(10) (5) (0) score
1. My notes indicate main ideas rather than
copy what has been said.
2. I listen for key ideas.
3. I approach tutors for help.
4. I organize or file my notes regularly.
5. I re-write my notes under key ideas,
headings, using numbering or lettering
schemes.
6 I have a shorthand technique of my own.
7. I underline / highlight key ideas.
8. I decide before reading a book if it is vital.
9. I go over a book before diving into
chapter one.
10. I check the contents page for relevance
before reading a book.
11. I look for summaries at the end of
chapters.
Total:
Part 6. Always Sometimes Never Your
(10) (5) (0) score
1. I see to it that I understand what is
really being asked for in the task.
2. I read other references about the topic.
3. I make an outline before doing my task.
4. I check for spelling mistakes.
5. My essays have clear introductions.
6 My essays have conclusions.
7. I frequently check back to the title
during the writing of my essay.
8. My essay has a full set of references and
a bibliography.
9. I review assignments / projects before
submitting them.
10. I ask others to proofread my work.
Total:

Your teacher will reveal the meaning of your scores shortly after you have taken
the short checklist exam. Note down the different implications of your results as
you may use them later on. Questionnaire is taken from: Facilitating Learning: A
Metacognitive Process 4th Edition by Corpuz and Lucas, 2014.

Metacognition refers to “thinking about thinking” and was introduced as a concept in

by John Flavell, who is typically seen as a founding scholar of the field. Flavell said that
metacognition is the knowledge you have of your own cognitive processes (your
thinking). Flavell (1979). It is your ability to control your thinking processes through
various strategies, such as organizing, monitoring, and adapting. Additionally, it is your
ability to reflect upon the tasks or processes you undertake and to select and utilize the
appropriate strategies necessary in your intercultural interactions.
Metacognition is considered a critical component of successful learning. It involves self-
regulation and self-reflection of strengths, weaknesses, and the types of strategies you create.
It is a necessary foundation in culturally intelligent leadership because it underlines how you
think through a problem or situation and the strategies you create to address the situation or
problem.
Many people become accustomed to having trainers and consultants provide them with
knowledge about cultures to the point where they are dependent on the coach, mentor,
trainer, or consultant. However, they need to learn to be experts in cultural situations
themselves through metacognitive strategies such as adapting, monitoring, self-regulation,
and self-reflection. Culturally intelligent leaders can use metacognition to help themselves
and to train themselves to think through their thinking.
Metacognition is broken down into three components: metacognitive knowledge,
metacognitive experience, and metacognitive strategies. Each of these is discussed in the
following sections.
Metacognitive Knowledge
Metacognitive knowledge involves (a) learning processes and your beliefs about how you
learn and how you think others learn, (b) the task of learning and how you process
information, and (c) the strategies you develop and when you will use them. Let us say you
have to learn a new language in 6 months. Here is how you would think about it, using
metacognitive knowledge:
 Learning Process: I am good at learning new languages and I think I can do this in the
time period I have been given.
 Task of Learning: To complete this task, I will need to think about the following:
o How soon can I get information to start learning the language?
o How long will it take me to learn the language?
o What information is available to me to learn this new language?
o Is this language similar to a language I have learned before?
o Will I be able to learn the language in time?
o How hard will it be for me to learn this language?
o What do I need to do to learn the language?
 The Strategies: I think learning this new language is going to take me 12 months, but I
only have 6 months to prepare. I better find other ways to me meet this goal. I think I
will find out if there is an accelerated language class that I can take. Maybe I should
consider hiring a private tutor, or maybe I will just focus on learning the basics of the
language.

Metacognitive Experience
Arnold Bennett, a British writer, said that one cannot have knowledge without having
emotions.Bennett (1933). In metacognition, there are feelings and emotions present that are
related to the goals and tasks of learning. These components of metacognition speaks
to metacognitive experience, which is your internal response to learning. Your feelings and
emotions serve as a feedback system to help you understand your progress and expectations,
and your comprehension and connection of new information to the old, among other things.
When you learn a new language, for example, you may recall memories, information, and
earlier experiences in your life to help you solve the task of learning a new language. In
doing this, your internal responses (metacognitive experience) could be frustration,
disappointment, happiness, or satisfaction. Each of these internal responses can affect the
task of learning a new language and determine your willingness to continue. Critical to
metacognition is the ability to deliberately foster a positive attitude and positive feelings
toward your learning.

Metacognitive Strategies

Metacognitive strategies are what you design to monitor your progress related to your
learning and the tasks at hand. It is a mechanism for controlling your thinking activities
and to ensure you are meeting your goals. Metacognitive strategies for learning a new
language can include the following:
 monitoring whether you understand the language lessons;
 recognizing when you fail to comprehend information communicated to you in the
new language;
 identifying strategies that help you to improve your comprehension;
 adjusting your pace for learning the information (for example, studying for 2 hours,
rather than 1 hour, every day);
 maintaining the attitude necessary to ensure you complete the lessons in a timely
manner;
 creating a check-in system at the end of each week to make certain you understand
what you have learned.

Knowledge of factual information and basic skills provides a foundation for

developing metacognition. Metacognition enables leaders to master information and solve
problems more easily. When a leader has mastered the basic skills needed for intercultural
interactions, they can actively engage in the interaction because they do not have to pay
attention to the other dynamics and demands of the situation. Culturally intelligent
leaders are able to practice metacognition, and they are not afraid to use it in their
everyday life.

For those who lack basic intercultural skills, it is more difficult for them to engage in
the interaction. They are more occupied with finding the “right information,” the “right
skills,” and the “right facts” needed to solve the problem. In such situations, these types of
leaders spend little time developing their metacognitive skills, and the result is likely an
inefficient solution to a problem. Developing a laundry list or checklist of do’s and don’ts
will not assist leaders in improving their cultural intelligence.
• Examples of Metacognition Skills You May Use
Successful learners typically use metacognitive strategies whenever they learn. But they may fail to use
the best strategy for each type of learning situation. Here are some metacognitive strategies that will
sound familiar to you:
1. Knowing the limits of your own memory for a particular task and creating a means of external
support.
2. Self-monitoring your learning strategy, such as concept mapping, and then adapting the strategy if it
isn’t effective.
3. Noticing whether you comprehend something you just read and then modifying your approach if you
did not comprehend it.
4. Choosing to skim subheadings of unimportant information to get to the information you need.
5. Repeatedly rehearsing a skill in order to gain proficiency.
6. Periodically doing self-tests to see how well you learned something.
• Metacognitive Strategies
Metacognitive strategies facilitate learning how to learn. You can incorporate these, as appropriate, into
eLearning courses, social learning experiences, pre- and post-training activities and other formal or
informal learning experiences.
1. Ask Questions. During formal courses and in post-training activities, ask questions that allow learners
to reflect on their own learning processes and strategies. In collaborative learning, ask them to reflect
on the role they play when problem solving in teams.
2. Foster Self-reflection. Emphasize the importance of personal reflection during and after learning
experiences. Encourage learners to critically analyze their own assumptions and how this may have
influenced their learning. (Read about transformative learning.)
3. Encourage Self-questioning. Foster independent learning by asking learners to generate their own
questions and answer them to enhance comprehension. The questions can be related to meeting
their personal goals
4. Teach Strategies Directly. Teach appropriate metacognitive strategies as a part of a training course.
5. Promote Autonomous Learning. When learners have some domain knowledge, encourage
participation in challenging learning experiences. They will then be forced to construct their own
metacognitive strategies.
6. Provide Access to Mentors. Many people learn best by interacting with peers who are slightly more
advanced. Promote experiences where novices can observe the proficient use of a skill and then gain
access to the metacognitive strategies of their mentors.
7. Solve Problems with a Team: Cooperative problem solving can enhance metacognitive strategies by
discussing possible approaches with team members and learning from each other.
8. Think Aloud. Teach learners how to think aloud and report their thoughts while performing a difficult
task. A knowledgeable partner can then point out errors in thinking or the individual can use this
approach for increased self-awareness during learning. Another approach to thinking aloud is the
working out loud approach. Listen to this interview with Jane Bozarth about working out loud.
9. Self-explanation. Self-explanation in writing or speaking can help learners improve their
comprehension of a difficult subject.
10. Provide Opportunities for Making Errors. When learners are given the opportunity to make errors
while in training, such as during simulations, it stimulates reflection on the causes of their errors.
11. In summary, metacognition is a set of skills that enable learners to become aware of how they learn
and to evaluate and adapt these skills to become increasingly effective at learning. In a world that
demands lifelong learning, providing people with new and improved metacognitive strategies is a gift
that can last forever.
 Answer the following questions concisely.

1. Which aspect of studying / learning should you improve based on the activity done earlier?
Explain.
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 Write your very own 10 Commandments in Studying. Then discuss below why you have
written such in connection to one’s ability to overcome a learning difficulty through
metacognition.

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 Module 2:
Learner-Centered Psychological Principles
Learning Outcomes: At the end of this module, the students are expected to:
A. Determine factors behind Lerner-centered psychological principles;
B. Explain how these different factors affect the learning process; and
C. reflect on the effects of environment and sociological spheres in the
development of the different learner-centered psychological principles. .

Watch the video from the given link: https://www.youtube.com/watch?v=WvzVAQkuSqU

After watching the video clip, draw your own caricature that represents what you have
learned from watching the video.
LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES

The following 14 psychological factors pertain to the learner and the learning process.
They focus 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 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
cognitive and metacognitive, motivational and affective, developmental and social, and
individual difference 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.

Cognitive and Metacognitive Factors

Nature of the learning process.

The learning of complex subject matter is most effective when it is an
intentional
process of constructing meaning from information and experience.
There are different types of learning processes; for example, habit formation in
motor learning, and learning that involves the generation of knowledge or cognitive
skills, and learning strategies. 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.

Goals of the learning process.

The successful learner, over time and with support and instructional guidance,
can create meaningful, coherent representations of knowledge.
The strategic nature of learning requires students to be goal directed. To construct
useful representations of knowledge and to acquire the thinking and learning
strategies necessary for continued learning success across the life span, students
must generate and pursue personally relevant goals. Initially, students’ 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 meaningful learning goals that are
consistent with both personal and educational aspirations and interests.
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 develop
may vary in different subject areas and among students with varying talents,
interests, and abilities. However, unless new knowledge becomes integrated with
the learner’s prior knowledge and understanding, this new knowledge remains
isolated, cannot be used most effectively in new tasks, and does not transfer
readily to new situations. Educators can assist learners in acquiring and integrating
knowledge by a number of strategies that have been shown to be effective with
learners of varying abilities, such as correct mapping and thematic organization or
categorizing.

Strategic thinking.
The successful learner can create and use a repertoire of thinking and
reasoning strategies to achieve complex learning goals.
Successful learners use strategic thinking in their approach to learning, reasoning,
problem solving, and concept learning. 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. They also continue to expand their repertoire of
strategies by reflecting on the methods they use to see which work well for them,
by receiving guided instruction and feedback, and by observing or interacting with
appropriate models. Learning outcomes can be enhanced if educators assist
learners in developing, applying, and assessing their strategic learning skills.

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 toward these goals. In addition, successful
learners know what to do if a problem occurs or if they are not making sufficient or
timely progress toward a goal. They can generate alternative methods to reach
their goal (or reassess the appropriateness and utility of the goal). Instructional
methods that focus on helping learners develop these higher order (metacognitive)
strategies can enhance student learning and personal responsibility for learning.

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 the learner and the learning environment. Cultural 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 learners’ 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 student learning.
Intrinsic motivation to learn.
The learner’s creativity, higher order thinking, and natural curiosity all
contribute to motivation to learn. Intrinsic motivation is stimulated by tasks of
optimal novelty and difficulty relevant to personal interests, and providing for
personal choice of control.
Curiosity, flexible and insightful thinking, and creativity are major indicators of the
learners’ intrinsic motivation to learn, which is in large part a function of meeting
basic needs to be competent and to exercise personal control. Intrinsic motivation
is facilitated on tasks that learners perceive as interesting and personally relevant
and meaningful, appropriate in complexity and difficulty to the learners’ abilities,
and on which they believe they can succeed. Intrinsic motivation is also facilitated
on tasks that are comparable to real-world situations and meet needs for choice
and control. Educators can encourage and support learners’ natural curiosity and
motivation to learn by attending to individual differences in learners’ perception of
optimal novelty and difficulty, relevance, and personal choice and control.

Effects of motivation and effort.

Acquisition of complex knowledge and skills requires extended learner effort
and guided practice.
Without learners’ motivation to learn, the willingness to exert this effort is unlikely
without coercion. Effort is another main 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 strategies include purposeful
learning activities, guided by practices that enhance positive emotions and intrinsic
motivation to learn, and methods that increase learners’ perceptions that a task is
interesting and personally relevant.

Developmental and Social Factors

Developmental influences on learning.

As individuals develop, there are different opportunities and constraints for
learning. Learning is most effective when differential development within and
across physical, intellectual, emotional, and social domains is taken into account.
Individuals learn best when material is appropriate to their developmental level and
is presented in an enjoyable and interesting way. Because individual development
varies across intellectual, social, emotional, and physical domains, achievement in
different instructional domains may also vary. Overemphasis on one’s type of
developmental readiness–such as reading readiness, for example–may preclude
learners from demonstrating that they are more capable in other areas of
performance. 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 contexts.
Social influences on learning.
Learning is influenced 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. Learning settings that allow for social
interactions, and that respect diversity, encourage flexible thinking and social competence. In
interactive and collaborative instructional contexts, individuals have an opportunity for perspective
taking and reflective thinking that may lead to higher levels of cognitive, social, and moral
development, as well as self-esteem. Quality personal relationships that provide stability, trust, 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 learning such as negative beliefs
about competence in a particular subject, high levels of test anxiety, negative sex role expectations,
and unique pressure to perform well. Positive learning climates can also help to establish the context
for healthier levels of thinking, feeling, and behaving. Such contexts help learners feel safe to share
ideas, actively participate in the learning process, and create a learning community.

Individual Differences Factors

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. In addition, through learning and social acculturation, they have acquired
their own preferences for how they like to learn and the pace at which they learn. However, these
preferences are not always useful in helping learners reach their learning goals. Educators need to
help students examine their learning preferences and expand or modify them, if necessary. The
interaction between learner differences and curricular and environmental conditions is another key
factor affecting learning outcomes. Educators need to be sensitive to individual differences, in
general. They also need to attend to learner perceptions of the degree to which these differences are
accredited and adapted to by varying instructional methods and materials.

Learning and diversity.

Learning is most effective when differences in learners’ linguistic, cultural, and social
backgrounds are taken into account. The same basic principles of learning, motivation, and effective
instruction apply to all learners. However, language, ethnicity, race, beliefs, and socioeconomic status
all can influence learning. When learners perceive that their individual differences in abilities,
backgrounds, cultures, and experiences are valued, respected, and accommodated in learning tasks
and contexts, levels of motivation and achievement are enhanced.

Standards and assessment.

Setting appropriately high and challenging standards and assessing the learner as well
as learning progress including diagnostic, process, and outcome assessment are integral parts of the
learning process. Therefore, appraisal of the learner’s cognitive strengths and weaknesses, as well as
current knowledge and skills, is important for the selection of instructional materials of an optimal
degree of difficulty. Ongoing assessment of the learner’s understanding of the curricular material can
provide valuable feedback to both learners and teachers about progress toward the learning goals.
Standardized assessment of learner progress and outcomes assessment provides one type of
information about achievement levels both within and across individuals that can inform various
types of programmatic decisions. Performance assessments can provide other sources of information
about the attainment of learning outcomes. Self-assessments of learning progress can also improve
students’ self-appraisal skills and enhance motivation and self-directed learning.
 What are some factors that affect one’s totality? Write your answers in the provided
boxes below.

Explain how these different factors affect the learning process. Choose only 3 among
all the words written in the boxes.

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Write a narrative reflecting on the effects of environment and sociological spheres in the
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one’s overall development. Highlight also the task of teachers.

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 Module 3:
Revisiting Developmental Theories
Learning Outcomes: At the end of this module, the students are expected to:
A. Determine the components of each developmental theories; and
B. Explain how the developmental theories affect the learning process.

Use the net and input the link you’ll find below. Watch this documentary on the
year 2003 of a child named Genie Wiley. Note the details found in the
documentary.
https://www.youtube.com/watch?v=VjZolHCrC8E

Freud's Psychosexual Stages of Development

Freud proposed that psychological development in childhood takes place during five
psychosexual stages: oral, anal, phallic, latency, and genital.
These are called psychosexual stages because each stage represents the fixation of libido
(roughly translated as sexual drives or instincts) on a different area of the body. As a person
grows physically certain areas of their body become important as sources of potential frustration
(erogenous zones), pleasure or both.

Freud (1905) believed that life was built round tension and pleasure. Freud also believed that all
tension was due to the build-up of libido (sexual energy) and that all pleasure came from its
discharge.
In describing human personality development as psychosexual Freud meant to convey that what
develops is the way in which sexual energy of the id accumulates and is discharged as we mature
biologically. (NB Freud used the term 'sexual' in a very general way to mean all pleasurable
actions and thoughts).

Freud stressed that the first five years of life are crucial to the formation of adult personality.
The id must be controlled in order to satisfy social demands; this sets up a conflict between
frustrated wishes and social norms.

The ego and superego develop in order to exercise this control and direct the need for
gratification into socially acceptable channels. Gratification centers in different areas of the body
at different stages of growth, making the conflict at each stage psychosexual.
The Role of Conflict

Each of the psychosexual stages is associated with a particular conflict that must be resolved
before the individual can successfully advance to the next stage.

The resolution of each of these conflicts requires the expenditure of sexual energy and the
more energy that is expended at a particular stage, the more the important characteristics of
that stage remain with the individual as he/she matures psychologically.

To explain this Freud suggested the analogy of military troops on the march. As the troops
advance, they are met by opposition or conflict. If they are highly successful in winning the
battle (resolving the conflict), then most of the troops (libido) will be able to move on to the
next battle (stage).

But the greater the difficulty encountered at any particular point, the greater the need for
troops to remain behind to fight and thus the fewer that will be able to go on to the next
confrontation.

Frustration, Overindulgence, and Fixation

Some people do not seem to be able to leave one stage and proceed on to the next. One reason
for this may be that the needs of the developing individual at any particular stage may not have
been adequately met in which case there is frustration.

Or possibly the person's needs may have been so well satisfied that he/she is reluctant to leave
the psychological benefits of a particular stage in which there is overindulgence.

Both frustration and overindulgence (or any combination of the two) may lead to what
psychoanalysts call fixation at a particular psychosexual stage.

Fixation refers to the theoretical notion that a portion of the individual's libido has been
permanently 'invested' in a particular stage of his development.

Psychosexual Stages of Development

You can remember the order of these stages by using the mnemonic: “old (oral) age (anal)
pensioners (phallic) love (latent) grapes (genital).
KEY CONCEPTS
Erikson’s psychosocial theory of development considers the impact of external factors,
parents and society on personality development from childhood to adulthood.
According to Erikson’s theory, every person must pass through a series of eight
interrelated stages over the entire life cycle[2].

1. INFANCY: BIRTH-18 MONTHS OLD

Basic Trust vs. Mistrust – Hope
During the first or second year of life, the major emphasis is on the mother and father’s
nurturing ability and care for a child, especially in terms of visual contact and touch.
The child will develop optimism, trust, confidence, and security if properly cared for
and handled. If a child does not experience trust, he or she may develop insecurity,
worthlessness, and general mistrust to the world.

2. TODDLER / EARLY CHILDHOOD YEARS: 18 MONTHS TO 3 YEARS

Autonomy vs. Shame – Will
The second stage occurs between 18 months and 3 years. At this point, the child has an
opportunity to build self-esteem and autonomy as he or she learns new skills and right
from wrong. The well-cared for child is sure of himself, carrying himself or herself with
pride rather than shame. During this time of the “terrible twos”, defiance, temper
tantrums, and stubbornness can also appear. Children tend to be vulnerable during
this stage, sometimes feeling shame and low self-esteem during an inability to learn
certain skills.
3. PRESCHOOLER: 3 TO 5 YEARS

Initiative vs. Guilt – Purpose

During this period we experience a desire to copy the adults around us and take initiative in
creating play situations. We make up stories with Barbie’s and Ken’s, toy phones and
miniature cars, playing out roles in a trial universe, experimenting with the blueprint for
what we believe it means to be an adult. We also begin to use that wonderful word for
exploring the world—”WHY?”

While Erikson was influenced by Freud, he downplays biological sexuality in favor of the
psychosocial features of conflict between child and parents. Nevertheless, he said that at this
stage we usually become involved in the classic “Oedipal struggle” and resolve this struggle
through “social role identification.” If we’re frustrated over natural desires and goals, we
may easily experience guilt. The most significant relationship is with the basic family.

4. SCHOOL AGE CHILD: 6 TO 12 YEARS

Industry vs. Inferiority – Competence

During this stage, often called the Latency, we are capable of learning, creating and
accomplishing numerous new skills and knowledge, thus developing a sense of industry.
This is also a very social stage of development and if we experience unresolved feelings of
inadequacy and inferiority among our peers, we can have serious problems in terms of
competence and self-esteem.

As the world expands a bit, our most significant relationship is with the school and
neighborhood. Parents are no longer the complete authorities they once were, although they
are still important.

5. ADOLESCENT: 12 TO 18 YEARS

Identity vs. Role Confusion – Fidelity

Up until this fifth stage, development depends on what is done to a person. At this point,
development now depends primarily upon what a person does. An adolescent must struggle
to discover and find his or her own identity, while negotiating and struggling with social
interactions and “fitting in”, and developing a sense of morality and right from wrong.

Some attempt to delay entrance to adulthood and withdraw from responsibilities

(moratorium). Those unsuccessful with this stage tend to experience role confusion and
upheaval. Adolescents begin to develop a strong affiliation and devotion to ideals, causes,
and friends.

6. YOUNG ADULT: 18 TO 35

Intimacy and Solidarity vs. Isolation – Love

At the young adult stage, people tend to seek companionship and love. Some also begin to
“settle down” and start families, although seems to have been pushed back farther in recent
years. Young adults seek deep intimacy and satisfying relationships, but if unsuccessful,
isolation may occur. Significant relationships at this stage are with marital partners and
friends.
 7. MIDDLE-AGED ADULT: 35 TO 55 OR 65

Generativity vs. Self absorption or Stagnation – Care

Career and work are the most important things at this stage, along with family. Middle
adulthood is also the time when people can take on greater responsibilities and control.

For this stage, working to establish stability and Erikson’s idea of generativity – attempting
to produce something that makes a difference to society. Inactivity and meaninglessness
are common fears during this stage.

Major life shifts can occur during this stage. For example, children leave the household,
careers can change, and so on. Some may struggle with finding purpose. Significant
relationships are those within the family, workplace, local church and other communities.

8. LATE ADULT: 55 OR 65 TO DEATH

Integrity vs. Despair – Wisdom

Erikson believed that much of life is preparing for the middle adulthood stage and the last
stage involves much reflection. As older adults, some can look back with a feeling of
integrity — that is, contentment and fulfillment, having led a meaningful life and valuable
contribution to society. Others may have a sense of despair during this stage, reflecting
upon their experiences and failures. They may fear death as they struggle to find a purpose
to their lives, wondering “What was the point of life? Was it worth it?”

Jean Piaget's Theory of Cognitive Development

Piaget's (1936) theory of cognitive development explains how a child constructs a mental model of the
world.

There Are Three Basic Components To Piaget's Cognitive Theory:

Schemas (building blocks of knowledge). Piaget defined a schema as: "a cohesive, repeatable action
sequence possessing component actions that are tightly interconnected and governed by a core
meaning.“

• Adaptation processes that enable the transition from one stage to another (equilibrium,
assimilation, and accommodation).
Assimilation : Which is using an existing schema to deal with a new object or situation.
 Accommodation : This happens when the existing schema (knowledge) does not work, and needs
to be changed to deal with a new object or situation.
 Equilibration : This is the force which moves development along. Piaget believed that cognitive
development did not progress at a steady rate, but rather in leaps and bounds.
Equilibrium occurs when a child's schemas can deal with most new information through
assimilation. However, an unpleasant state of disequilibrium occurs when new information
cannot be fitted into existing schemas (assimilation).
 Vygotsky’s Social Development Theory

KEY CONCEPTS

Vygotsky’s Social Development Theory is the work of Russian psychologist

Lev Vygotsky (1896-1934). Vygotsky’s work was largely unkown to the
West until it was published in 1962.
Vygotsky’s theory is one of the foundations of constructivism. It asserts
three major themes regarding social interaction, the more knowledgeable
other, and the zone of proximal development.

SOCIAL INTERACTION
Social interaction plays a fundamental role in the process of cognitive development. In
contrast to Jean Piaget’s understanding of child development (in which development
necessarily precedes learning), Vygotsky felt social learning precedes development. He
states: “Every function in the child’s cultural development appears twice: first, on the
social level, and later, on the individual level; first, between people (interpsychological)
and then inside the child (intrapsychological)”.

THE MORE KNOWLEDGEABLE OTHER (MKO)

The MKO refers to anyone who has a better understanding or a higher ability level than the
learner, with respect to a particular task, process, or concept. The MKO is normally
thought of as being a teacher, coach, or older adult, but the MKO could also be peers, a
younger person, or even computers.

THE ZONE OF PROXIMAL DEVELOPMENT (ZPD)

The ZPD is the distance between a student’s ability to perform a task under adult guidance
and/or with peer collaboration and the student’s ability solving the problem
independently. According to Vygotsky, learning occurred in this zone.
Vygotsky focused on the connections between people and the sociocultural context in
which they act and interact in shared experiences[3]. According to Vygotsky, humans use
tools that develop from a culture, such as speech and writing, to mediate their social
environments. Initially children develop these tools to serve solely as social functions,
ways to communicate needs. Vygotsky believed that the internalization of these tools led to
higher thinking skills.

APPLICATIONS OF THE VYGOTSKY’S SOCIAL DEVELOPMENT THEORY

Many schools have traditionally held a transmissionist or instructionist model in which a
teacher or lecturer ‘transmits’ information to students. In contrast, Vygotsky’s theory
promotes learning contexts in which students play an active role in learning. Roles of the
teacher and student are therefore shifted, as a teacher should collaborate with his or her
students in order to help facilitate meaning construction in students. Learning therefore
becomes a reciprocal experience for the students and teacher.
 Bronfenbrenner’s Ecological systems
KEY CONCEPTS

Bronfenbrenner conceptualized four ecological systems that an individual interacted with,

each nested within the others. Listed from closest to the person to furthest:

1. Microsystem — The prefix “micro” comes from the Greek for “small,” and is the first and
most immediate layer of the nested systems. It encompasses an individual’s human
relationships, interpersonal interactions and immediate surroundings. An example of this
system would be the relationship between an individual and his or her parents, siblings, or
school environment.

2. Mesosystem — The second layer from the individual, surrounding the microsystem and
encompassing the different interactions between the characters of the microsystem. For
example, the relationship between the individual’s family and their school teachers or
administrators. In order for an interaction to be considered part of the mesosystem, it has to
be a direct interaction between two aspects of the microsystem that influences the
development of the individual.

3. Exosystem — The exosystem is the third layer, and contains elements of the microsystem
which do not affect the individual directly, but may do so indirectly. For example, if a parent
were to lose their job or have their hours cut back, this would affect their child in an indirect
way such as financial strain or increased parental stress.

4. Macrosystem — The prefix “macro” comes from the Greek for “large,” and is used
because this system was thought to be all-encompassing. The fourth and outermost layer of
the bioecological model, it encompasses cultural and societal beliefs and programming that
influence an individual’s development. Examples of this would include gender norms or
religious influence.

Get ready for a quiz on this module! Your teacher will give you a quiz with 50 items
on all the components of the developmental theories discussed in this module.
Write a narrative explaining how the developmental theories affect the learning process.
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 Module 4:
Organization and Management of
Learner-Centered Classroom
Learning Outcomes: At the end of this module, the students are expected to:
A. Determine the components of good classroom organization and
management; and
B. Explain teacher’s role in attaining a well-organized learner-centered
classroom.

Look at the two (2) pictures below that depicts classroom management, and
answer the question that follows.

Which of the two pictures above do you prefer, in terms of classroom management and
organization?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.

The class will have a teacher lead lecture-discussion on the topic.

 The Learner-Centered Classroom: Critical Features
• Acknowledge and attend to students' uniqueness by taking into account and accommodating
practices to students' states of mind, learning rates, developmental stages, abilities, talents,
sense of self, and academic and non-academic needs.
• Know that learning is a constructive process and thus try to ensure that what students are
asked to learn is relevant and meaningful, and also try to provide learning experiences in which
students are actively engaged in creating their own knowledge and connecting it to what they
already know and have experience.
• Create a positive climate by taking the time to talk with their students on a personal basis,
getting to know them well, creating a comfortable and stimulating environment for them, and
providing them with support, appreciation, acknowledgment, and respect.
• Come from an assumption that all their students, at their core, want to learn and want to do
well, and have an intrinsic interest in mastering their world and relate to each student's core
rather than trying to "fix" or ameliorate a deficiency.
• Glasser (1994), outlines six conditions that must be in place in the classroom for the students
to do "quality school work." These conditions could be considered learner-centered.
1. There must be a warm, supportive classroom environment. In this environment teachers
allow students to get to know them and, it is to be hoped, liked them. Glasser points out
that we work harder for someone we know and like.
2. Students are asked to do only useful work. And teachers must explain the usefulness of what
they are asking students to do. Information is taught if it is directly related to a life skill,
students express a desire to learn it, teachers believe it is especially useful, or it is required
for college.
3. Students are always asked to do the best they can do. The conditions of quality work include
students' knowing the teacher and appreciating that he or she has provided a caring place to
work, believing the work assigned is always useful, being willing to put a great deal of effort
into their work, and knowing how to evaluate and improve upon their work.
4. Students are asked to evaluate their own work. As self-evaluation is a prerequisite to quality
work, all students should be taught to evaluate their own work, to improve it based on that
evaluation, and to repeat this process until quality has been achieved.
 5. Quality work always feels good. Students feel good when they produce quality work and so do
parents and teachers as they observe this process. Glasser believes that it is this feeling good that is the
incentive to pursue quality.

• A key researcher of resiliency, Bonnie Benard (berliner & Benard, 1995), outlines resiliency traits that
we believe need to be fostered in schools:
• Social competence : the ability to establish an sustain positive, caring relationships, to maintain a
sense of humor, and to communicate compassion and empathy.
• Resourcefulness •:the ability to critically, creatively, and reflectively make decisions, to seek help
from others, and to recognize alternative ways to solve problems and resolve conflict.
• Autonomy : ability to act independently and exert some control over one's environment, to have a
sense of one's identity, and to detach from others engaged in risky or dysfunctional behaviors.
• Sense of purpose •:ability to foresee a bright future for one self, to be optimistic, and to aspire
toward educational and personal achievement.

Learner-Centered Principles

• Principle 1: Nature of the learning process : The learning of complex subject matter is most effective
when it is an intentional process of constructing meaning from information and experience.
• Principle 2: Goals of the Learning Process : The successful learner, over time and with support and
instructional guidance, can create meaningful, coherent representations of knowledge.
• Principle 3: Construction of knowledge : The successful learner can link new information with
existing knowledge in meaningful ways.
• Principle 4: Strategic Thinking : The successful learner can create and use a repertoire of thinking
and reasoning strategies to achieve complex learning goals.
• Principle 5: Thinking about Thinking : Higher order strategies for selecting and monitoring mental
operations facilitate creative and critical thinking.
• Principle 6: Context of Learning : Learning is influenced by environmental factors, including culture,
technology, and instructional practices.
• Principle 7: Motivational and Emotional Influences on Learning : What and how much is learned is
influenced by the learner's motivation. Motivation to learn, in turn, is influenced by the individual's
emotional states, beliefs, interests and goals, and habits of thinking.
• Principle 8: Intrinsic Motivation to Learn : The learner's creativity, higher order thinking, and natural
curiosity all contribute to motivation to learn. Intrinsic motivation is stimulated by tasks of optimal
novelty and difficulty relevant to personal interests, and providing for personal choice of control.
• Principle 9: Effects of Motivation on Effort : Acquisition of complex knowledge and skills requires
extended learner effort and guided practice.
• Principle 10: Developmental Influences on Learning :As individuals develop, there are different
opportunities and constraints for learning. Learning is most effective when differential development
within and across physical, intellectual, emotional, and social domains is taken into account.
• Principle 11: Social Influences on Learning :Learning is influenced by social interactions,
interpersonal relations, and communication with others.
• Principle 12: Individual Differences on Learning : Learners have different strategies, approaches,
and capabilities for learning that are a function of prior experience and heredity.
• Principle 13: Learning and Diversity : Learning is most effective when differences in learners'
linguistic, cultural, and social backgrounds are taken into account.
• Principle 14: Standards and Assessments : Setting appropriately high and challenging standards and
assessing the learner as well as learning progress including diagnostic, process, and outcome
assessment are integral parts of the learning process.
 • Students will be grouped into 3. A Learner-centered principle is assigned to each group.
Come-up with examples of classroom practices pertaining to the principle assigned to
you. The students will write their answers in a manila paper and will share the answers to
the class. Only 15 minutes will be given to each group to discuss ideas and classroom
practices and 90 seconds per group to share it to the class.
Example:
• Principle 2: Goals of the Learning Process –
1. The Objectives of the lesson is given to the students.
2. The outline of the activities are written on the board.
3. The teacher checks the part that are done.
4. The teacher sets an expectation every time students engage in a project.
5. The teacher shows examples of good work that serves as a model.

1. What are some of the components of good classroom organization and management? Which
of those components you think is the most crucial?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_______________________________________________________________________________.
2. What is the role of the teacher in attaining a well-organized learner-centered classroom?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_______________________________________________________________________________.
 Module 5:
Lesson Planning

Learning Outcomes: At the end of this module, the students are expected to:
A. Determine the components of a good lesson plan ;and
B. Create a lesson plan observing its components and coherence.

Watch a video by following the link:

https://www.youtube.com/watch?v=rXIulMR6kos

After watching the video, answer the following questions:

1. What do you think is the purpose of the teacher’s lecture?
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________.
2. Was everything in the video relate to one common goal? Explain your answer.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________.
3. How did she start and end her lesson? Do you think it was directly related to the
goal of the lesson?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________.
A lesson plan is the instructor’s road map of what students need to learn and how it will be
done effectively during the class time. Then, you can design appropriate learning activities
and develop strategies to obtain feedback on student learning.

A successful lesson plan addresses and integrates three key components:

1. Learning Objectives
2. Learning activities
3. Assessment to check for student understanding

To further your knowledge on lesson Planning, watch this video:

https://www.youtube.com/watch?v=XPpW9UVb_90
Lesson Plan Formats: Below is an outline of how lesson plans are made.

Format 1:
Lesson Plan in _______________________
By: ______________________
Date: ______________
I. Objectives: At the end of the lesson, the students are expected to:
a. (COGNITIVE OBJECTIVE)
b. (AFFECTIVE OBJECTIVE)
c. (PSYCHOMOTOR OBJECTIVE)
II. Subject Matter: (-ing form of objective A.)
Materials:
Reference:

III. Procedure
A. Motivation
B. Presentation
C. Lesson Proper
D. Generalization
E. Enrichment Activity (optional)
F. Values Integration
IV. Evaluation

Format 2: Four A’s

A. Activate: Motivation
B. Acquire: Input and Concept / Content Knowledge
C. Apply: Generalization, Enrichment Activity, Application
D. Assess: Evaluation of knowledge based on objectives

(More samples will be downloaded to our google classroom)

Students will be grouped by 5 and students will choose which lesson plan format they
will follow. The group member will now brainstorm and create a lesson plan based on a
given topic. The teacher will be the one to choose a topic for each group. They will
present their output in the class for critiquing.

Scoring will be as follows:

A. Coherence of Lesson Plan – 20 points

B. Objective statement – 10 points
C. Creativity of activities – 10 points

Now that you had a taste of how lesson planning is done, create your own lesson plan.
You may freely choose either of the two formats given.

Before you proceed to your full lesson plan, kindly fill out the following items below, so
your teacher can check them before you proceed.

Good luck, future teacher!

Topic: ________________________________

Objectives:

A. _____________________________________________________________________

B. _____________________________________________________________________

C. _____________________________________________________________________
• https://www.simplypsychology.org/constructivism.
html
• https://saylordotorg.github.io/text_leading-with-
cultural-intelligence/s06-02-what-is-
metacognition.html
• http://theelearningcoach.com/learning/metacogni
tion-and-learning/