Teacher Education

Department

MY MODULE 1 PORTFOLIO
In
ED 105
(Facilitating Learner Centered Teaching )

Elizabeth Dayal
Course Facilitator

By
RHEJEAN SALCEDO BASA
BEED 111A - Student
MODULE #1: METACOGNITION

Rhejean S. Basa
Sta.fe, Pilar, Capiz
Reaction Paper about
Metacognition
Metacognition is essentially reflection on the micro level, an awareness of
our own thought processes as we complete them. Self-evaluation is about not
only making progress, but building confidence and independent thinking.
With these inspiring self-evaluation tips, students stand to learn more about
themselves.
Metacognition is, put simply, thinking about one’s thinking. More
precisely, it refers to the processes used to plan, monitor, and assess one’s
understanding and performance. Metacognition includes a critical awareness
of a) one’s thinking and learning and b) oneself as a thinker and learner.
The use of advanced metacognition also has its fair share of critics. In many
cases, some psychologists argue that metacognition, despite all of its benefits,
can be unhelpful in certain scenarios. Those psychologists argue that higher
levels of metacognition can actually interfere with task performance.

Metacognitive practices help students become aware of their strengths and

weaknesses as learners, writers, readers, test-takers, group members, etc. A
key element is recognizing the limit of one’s knowledge or ability and then
figuring out how to expand that knowledge or extend the ability.
Metacognition is the ability to examine how you process thoughts and
feelings. This ability encourages students to understand how they learn best. It
also helps them to develop self-awareness skills that become important as they
get older.
 Research shows metacognition (sometimes referred to as self-regulation) increases student
motivation because students feel more in control of their own learning. Students who learn
metacognitive strategies are more aware of their own thinking and more likely to be active
learners who learn more deeply.

MODULE #2: LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES (LCP)

Rhejean Basa
BEED III-A

Reaction Paper about

Learner-centered Psychological Principles (LCP)

From the Module on Learner-Centered Psychological Principles, I realized that these

14 principles emphasize the active and reflective nature of learning and learners. 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. It is applied to all learners-all people children professionals’

I learned that the 14 learner-centered psychological principles are categorized into four
factor (1)cognitive and metacognitive (2) motivational and affective (3) developmental
and social (4) individual differences. Each principle provides educators the opportunities
to deliver the lesson effectively and promote student motivation and learning. The nature
and goal of the learning process indicates the teachers intention which is to provide
knowledge and enhance the capabilities of the students, with that, the students are
expected to meet the intention they received from the teacher. Also, teachers guide
students to set their goal and help them to achieve it. Teachers are able to use different
strategies where students can easily understand the lesson. And always consider the
factors affecting the students’ learning process, the differences and uniqueness of them.

I realized that as a future educator, we have many ways to advocate the Learner-centered
psychological principles. In order for me to become an effective teaching educator, I need
to apply the principles first to myself. Through these I can help them to enhance their
capabilities to understand my lesson easily. We must ensure that they think critically and
encourage them to have or apply higher order thinking skills to relate lessons to real life
situations. For them to be prepared for their future professional career. Aside from that,
we all know that the learning environment has a significant impact on student learning.
We should help them to deal with it. We should open the door for them to view the real
world and to be aware of the challenges that they may encounter. And teach them to
recognize individual differences and respect each other.
MODULE #3 REVIEW THEORIES RELATED TO LEARNERS
DEVELOPMENT

Rhejean Basa

BEED-IIIA

Reaction Paper about

REVIEW THEORIES RELATED TO LEARNE’S
DEVELOPMENT

Learning theories describe the conditions and processes through which learning occurs,
providing teachers with models to develop instruction sessions that lead to better
learning. These theories explain the processes that people engage in as they make sense
of information, and how they integrate that information into their mental models so that it
becomes new knowledge. Learning theories also examine what motivates people to learn,
and what circumstances enable or hinder learning

Sometimes people are skeptical of having to learn theory, believing those theories will
not be relevant in the real world, but learning theories are widely applicable. The models
and processes that they describe tend to apply across different populations and settings,
and provide us with guidelines to develop exercises, assignments, and lesson plans that
align with how our students learn best. Learning theories can also be engaging. People
who enjoy teaching often find the theories interesting and will be excited when they start
to see connections between the theory and the learning they see happening in their own
classrooms

Behaviorism is a teacher-centered theory that focuses on observable behaviors, instead of

a person’s mental states such as moods, thoughts and feelings. Behaviorism views the
learners as the passive subject, not the active subject. Based on the work of Ivan Pavlov,
it demonstrated that behaviors is influenced by environment and could be learned through
conditioning and reinforcement. Change in behavior demonstrates some learning. For
example, when teacher create an environment and stimuli (such as lectures and
presentations) that produce desired behavior, learning thought to happen as a response to
that stimuli. This response is further reinforced when the consequence is positive and
pleasant. Successful learning is thought to occur when the learning process starts from the
student’s initial knowledge and then increased gradually. In order for students to master
the information, teacher often provides practice, drill and review activities.

Conclusion, there is no single or perfect learning theory that applies to every student. For
novice learner, behaviorism will be applied to novice learner where they study fact based
on information. Cognitivism will be applied to established learner where they make
connections using fact based information, while constructivism will be applied to
sophisticated- learners where they use fact based information and knowledge of
connections to create greater understanding of a content area. The typical classroom has
myriads of learners who have different experiences, needs and learning styles. Teaching
and learning methodologies have to be constantly revised, changed and modified.

MODULE 4: STUDENT DIVERSITY

Rhejean Basa
BEED IIIA

REACTION PAPER ABOUT

STUDENT DIVERSITY

It is impossible to prepare for a career in education and ignore student diversity.

Students differ from one another in a plethora of ways, including, but not limited to,
ethnicity, culture, social class, intelligence, learning style, and home language.
Throughout our discussions of student diversity, it becomes apparent that in order to have
a successful classroom, a teacher must view diversity as an opportunity and not a
hindrance. Diversity is about what makes each of us unique and includes our
backgrounds, personality, life experiences and beliefs, all of the things that make us who
we are. It is a combination of our differences that shape our view of the world, our
perspective and our approach

It is important to remind ourselves why diversity and cultural awareness is so crucial

in the classroom and the benefits it can have on students now and in the long-term.
Teaching diversity exposes students to various cultural and social groups, preparing
students to become better citizens in their communities. Students who learn about
different cultures during their education feel more comfortable and safe with these
differences later in life. This allows them to interact in a wider range of social groups and
feel more confident in themselves as well as in their interactions with others.

Diverse environments give us ample room to be challenged, broaden our perspectives,

and change our hearts and minds – all of which fuel our ability to do our best work and
be our best selves. Interacting with people who are different than us also strengthens our
own self-awareness. In addition to fostering empathy and creativity, teaching about and
being in the presence of diversity helps students think critically about their own beliefs
and perspectives, work well with others, and develop cultural respect. When people hear
the word diversity, they typically think about race.

Students who learn about different cultures during their education feel more comfortable
and safe with these differences later in life. This allows them to interact in a wider range
of social groups and feel more confident in themselves as well as in their interactions
with others.

References; https://wp.cune.edu/accreditation/files

MODULE 5:LEARNING THINKING STYLES AND MULTIPLE

INTELLIGENCE

Rhejean Basa
BEED III-A

Reflection Paper About

LEARNING THINKING STYLES ANG MULTIPLE INTELLIGENCE

Learning styles are how we approach different tasks, whereas Multiple Intelligences
are a representation of different intellectual abilities. We process information in a variety
of different ways – visual (see), auditory (hear) and kina esthetic (touch) and reflective
(think), etc. Multiple intelligences refers to a theory describing the different ways
students learn and acquire information. These multiple intelligences range from the use of
words, numbers, pictures and music, to the importance of social interactions,
introspection, physical movement and being in tune with nature.

Remember that all learners have unique strengths and weaknesses, and a one-size-fits-all
approach to teaching doesn’t cater to a student’s individualism. By familiarizing yourself
with multiple intelligence theory and the different learning styles, you’ll be able to tap
into all your students’ strengths. By examining your learning style, you’ll become aware
of how your brain learns best. And if you know how you learn best, you can also
communicate more effectively with your instructors. Characteristics of visual learners
include: Prefers to read and write rather than listen.

Though both theories claim that dominant ideologies of intelligence inhibit our
understanding of human differences, learning styles are concerned with differences in the
process of learning, whereas multiple intelligences center on the content and products of
learning. One common misconception about multiple intelligences is that it means the
same thing as learning styles. Instead, multiple intelligences represents different
intellectual abilities. Learning styles, according to Howard Gardner, are the ways in
which an individual approaches a range of tasks.

Gardner’s theory teaches that teachers should not teach the same material to the entire
class rather individualize instruction by identifying students’ strengths and weaknesses.
One way of identifying students’ strengths and weaknesses is to offer a multiple
intelligence assessment. The theory of multiple intelligences is important because it
allows us to think about different types of mental strengths and abilities. Learning more
about which types of intelligence you lean towards may help you learn to recognize your
own preferences.

References:
https://www.verywellmind.com ›https://www.connectionsacademy.com › …
Understanding Multiple Intelligences and Learning Style
MODULE 6: LEARNER’S WITH EXEPTIONALITIES

Rhejean Basa
BEED- IIIA

Reflection Paper about

LEARNER’S WITH EXEPTIONALITIES

The term learners with exceptionalities refers to individuals whose physical,

behavioral, or cognitive performance is so different from the norm that additional
services are required to meet the individual’s needs. Disability and handicap are not
interchangeable terms. Quality Whether we want to admit it or not, education is the root
of life. Everything we say and do involves some sort of education. Education does not
discriminate anyone for their abilities nor their disabilities, but it is accepting of all types
of learners. Since this is true, why must people look down upon those with different
learning styles than them, specifically the learners with exceptionalities

Children with learning exceptionalities deserve better treatment in our society.

Sometimes, they are looked down upon, other times they are neglected in the classroom,
but entirely too often they are kicked aside because they do not learn at the pace the
teacher or instructor wants them to learn at. The students should be placed by their
ABILITIES not their disabilities. (Wentz, 2012.)
It is highly unfortunate that the main reason people raise a fuss over special education is
because they feel pressured by the law (Pazey, Cole, 2013). This issue should be cared
about because it means something, not because the administrators and staff are going to
“get in trouble”. Learning disabilities is an area that needs more attention that it is
getting.
 The education of children with special needs is just as, if not more important than
those without. They are people and individuals just like the rest of us. They have dreams
and bright futures ahead of them and without addressing the issues like this, who knows
if they will have the chance to achieve their dreams.

Throughout my observations it was interesting to see practical implications for

development of learning in children with exceptionalities. As different methods are tried
and adaptions are made to each student’s program progress is made and learning begins
to improve. The positive aspect of working with students with exceptionalities is the
uniqueness of the care.

A person who develops accommodations must be creative and willing to try new ideas
that may or may not work. Perseverance and patience are necessary attributes when
working in this field as results may take a while to come to fruition. In the end it is a
rewarding experience to know that through support and diligence a difference was made
in a child’s life and hope was given to allow them to take a step closer in achieving their
dreams.

References: https://fbelleza.wordpress.com/2016/04/02/learners-with-
exceptionalities-a-reflection-paper/

MODULE 7: BEHAVIORISM PAVLOV, THORNDIKE, WATSON SKINNER

Rhejean Basa
BEED – III A

Reflection Paper about

BEHAVIORISM PAVLOV, THORNDIKE, WATSON SKINNER

Behaviorism is learning theory by the following formula: Stimulus-Response.

This theory is more concerned with the response generated. Input is stimulus and output
is response that produces behavioral changes. It is very important because this section
will be observed and verified empirically. Beside stimulus and response. The other thing
that also important is strengthening (reinforcement). This theory was pioneered by
Pavlov, Edward Lee and Skinner. They describe about the behaviorism and the points
specifically for learning activities are stimulus and responses. This can also be interpreted
as cause and effect. Reinforcement as the way to reach the goal. Reinforcement is
repeated actions so it will be habit and then students will be reach they goal.

As a student, they must know what subjects can apply by behaviorism theory.
Basically, teachers give specific stimulus what they want and the students will respond.
This is an illustration about the theory. When the teacher want to teach about the gamut.
Teacher will observe the physical condition of students and also their basic skill. Then
teacher will give learning material as a stimulus and then they will explain about the
material related to gamut. Teacher will explain how to play the music instrument so the
sound will be good to hear. After that, students will provide feedback to the teacher.
Feedback means responses. They will practice playing musical. This is one of many
examples about behaviorism theory applying. There is a word, that is drilling. Drilling is
a stimulus from the teacher. Teacher give the questions to the students. Students will do
the questions. Some questions wrong, so the teacher repeat to give the questions.

Advantage of Behaviorism Theory is suitable to applied for children, example :

repeated something so that is will be habit, there is award that can be motivation to
students, teachers can be sensitive about the situation of learning. Disadvantages of
Behaviorism Theory. Teacher centered learning, only oriented the result of observed and
measured. Students only listen to the teacher’s explanation in and memorize what is they
heard and seen as an effective way of learning. The use of punishment as a way to make
discipline (skinner theory).

In my opinion, actually behaviorism is good for applied to students. I want to apply

the advantages of this theory. There is a way to make students active in learning. For
example : in drilling , students make the question related to material, they can exchange
one to other. Sometime, punishment is not bad because not all punishment related with
physical. Giving homework for students who cannot reach the minimum target, it’s will
be better.

References; http://292011519.weebly.com/reflection-of-behaviorism-theory.html

MODULE 8: INFORMATION PROCESSING

Rheajean Basa
BEED IIIA

Reflection Paper About

INFORMATION PROCESSING

Information processing theory is an approach to cognitive development studies that

aims to explain how information is encoded into memory. It is based on the idea that
humans do not merely respond to stimuli from the environment. Instead, humans process
the information they receive. Information processing helps performers identify relevant
cues via selective attention, therefore increasing movement reactions which will lead
ultimately to a successful outcome. Successful outcomes are increased if strategies to
help enhance our ability to store more information in the long term memory is practiced.

Information Processing Theory uses a computer model to describe human learning.

Information comes in, it gets processed, and then it gets stored and retrieved. Of course
this is an oversimplification of human learning, but it gives us a good overview and
simile by using the computer model. To review, information processing is a theory that
describes the stages that occur when we interact with and take in various kinds of
 information from our daily environment. These stages in order include attending,
encoding, storing, retrieving.

Information processing , the acquisition, recording, organization, retrieval, display, and

dissemination of information. In recent years, the term has often been applied to
computer-based operations specifically. Information processing. Information processing
theory can be extended beyond individuals. Just like a human mind, an organization is
also an entity that processes information as part of its critical functionalities. As such, the
concepts in the information processing theory can be applied to organizations.

By understanding how information is processed in a task, organizations can reduce

uncertainty. The greater the uncertainty, the more information needs to be processed by
the decision-makers in order to fully execute the task and understand its implications
(Galbraith, 1974). On the other hand, when enough information related to the task is
processed, it becomes well understood even before its execution. As such, many of its
steps can be preplanned, which improves efficiency, resource management, and change
management. Furthermore, relevant strategies can be formulated to take advantage of
opportunities and minimize potential issues.

As the interest in how the human mind works expands, so does the application of
information processing theory. Furthermore, it improves the understanding of how
various entities from individuals to entire organizations deal with information.

References; https://newg.home.blog/2019/07/22/information-processing-theory-my-reflection/

MODULE 9: BRUNNER’S CONSTRUCTIVIST THEORY

Rhejean Basa
BEED – IIIA
Reaction Paper about
BRUNNER’S CONSTRUCTIVIST THEORY
Bruner's theory on constructivism encompasses the idea of learning as an active process
wherein those learning are able to form new ideas based on what their current knowledge is as
well as their past knowledge. A cognitive structure is defined as the mental processes which offer
the learner the ability to organize experiences and derive meaning from them. These cognitive
structures allow the learner to push past the given information in constructing their new
concepts. The learner, often a child, will take pieces of their past knowledge and experiences and
organize them to make sense of what they know, then base further concepts and solve additional
problems based upon a combination of what they already processed and what they think should
be processed next.
Communication between the learner and teacher is the key concept. Socratic learning is
suggested as the best method of communication in this theoretical framework, as it allows the
teacher to actively note any study skills the learner verbalizes, their progression, their
frustrations, and form a rubric of their current learning state based on the dialogue. The four
major principles of Bruner's theory on constructivism encompass a predilection toward learning.
The second, how a grouping of knowledge is able to be constructed to best be understood by the
learner. The third is effective manners for the teacher to present said material to the learner, with
the fourth and final aspect being the progression of rewards as well as punishments.
Bruner is poignant about language and how this affects cognition within this theory of
learning development. It is pertinent to any success of a child to identify the differences between
adult language and the language used by children. With the child being younger, they need time
to advance not only their conceptual learning but their language as well. Thus, teachers and
parents alike are encouraged to envelop the “scaffolding” method of communication which is a
strategy aimed to simplifying tasks within learning by making smaller steps, all leading to the
final outcome. This aids in maintaining any frustration while keeping in mind what is important
throughout the learning process.
When evaluating study skills of the child, Bruner’s theory suggests that the teachers be
explicit regarding organization, help the learner to focus on the larger task at hand as well as the
goals, instead of getting caught on minor details or frustrations. They are encouraged to praise
the efforts put out by the learners while reminding them, helping them focus on relevant items,
and encouraging them to practice and rehearse what they have learned. Social as well as cultural
contingencies of learning were adapted into Bruner’s later work, theorizing how these affected
learning.
References;
https://www.teach-nology.com/currenttrends/constructivism/bruner/#:~:text=Bruner's
%20theory%20on%20constructivism%20encompasses,well%20as%20their%20past
%20knowledge