MALLIG PLAINS COLLEGES, INC.

Casili, Mallig, Isabela

COLLEGE DEPARTMENT
Academic Year 2022-2023

COMPILATION OF ACTIVITIES
IN THE SUBJECT
OF FACILITATING LEARNER-CENTERED TEACHING

Dr. Felonila L. Catuiza

Professor

Hanna Lyn V. Ignacio

BSED-3 ENGLISH

MODULE 19 – MEANING AND TYPES OF MOTIVATION

FACILITATING LEARNER-CENTERED TEACHING

 MALLIG PLAINS COLLEGES, INC.
Casili, Mallig, Isabela
COLLEGE DEPARTMENT
Academic Year 2022-2023

1. Make an outline of this module on motivation and, following your outline. Give a
leaturette.
- Explaining motivation
 Motivation is the consequence of a behavior's initiation, continuation, or termination
in humans and other animals at a particular time. Motivational states are frequently
understood as internal forces that produce a disposition to engage in purpose attitude
in the operative.
 It involves getting people to do something in order to accomplish a goal. A desire for
wealth may be one of the psychological factors driving people's actions in the context
of their professional goals.
 The desire to fulfill your desires or objectives is what motivates you. It takes
motivation to break bad habits and form good ones. Particularly if they suffer from
mental health conditions like depression or anxiety, many individuals struggle with
becoming and maintaining encouraged.
TYPES OF MOTIVATION
Intrinsic motivation: When motivation arises from "internal" factors to satisfy individual
desires, this is when it does. We don't do things because we are required to; we perform them
because we enjoy them. When you are intrinsically motivated, you enjoy a hobby, a course of
study, or the development of a skill solely for the accomplishment of education and
enjoyment. Intrinsic means internal or within yourself.
Extrinsic motivation: When motivation is "external," indicating provided by or under the
control of others, we say that. Pay or praise are both suitable instances. This kind of
motivation is prevalent throughout society and is used all the time.
2. Distinguish between extrinsic motivations. Give an example for each.
 Extrinsic motivation uses rewards or incentives — like praise, fame, or money — as
motivation for specific activities.
Four types of extrinsic motivation
Here are the four different types of extrinsic motivation:
a. External regulation
When someone takes on a task or action in order to receive an external reward, this is referred
to. The most typical extrinsic motivation is this one. For instance, workplaces might give
workers a cash bonus if they finish a task within a certain amount of time.
b. Introjected regulation
This is extrinsically motivated that arises internally as a result of external stressors. While the
individual makes the decision to act, it is prompted by external circumstances. For example,
an employee might work extra shifts because they see others doing so and do not want to be
the only one who leaves work.

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 MALLIG PLAINS COLLEGES, INC.
Casili, Mallig, Isabela
COLLEGE DEPARTMENT
Academic Year 2022-2023

c. Regulation through identification

This refers to motivation from an external reward that they consider important. The major
characteristic of this type of extrinsic motivation is that the individual selects their external
reward. For example, an employee may arrive 15 minutes before work because they like
people perceiving them as punctual.
d. Integrated regulation
The individual accepts the necessity of the action or task for this type of rule. Their attention
shifts from the reward to the task at hand. Integrated regulation is driven by external
inspiration rather than intrinsic motivation. For example, an employer may benefit unpaid
help and support to workmates.
3. Justify the role that extrinsic motivation plays in the development of intrinsic
motivation.
 Although giving rewards can temporarily boost behavior, it only affects one's
extrinsic motivations. Extrinsic rewards, in fact, have been shown in studies to
subvert intrinsic motivation, demotivating young kids from continuing to act on their
own.
MODULE 20 – THEORIES ON FACTORS AFFECTING MOTIVATION
1. Between learning goal and performance goal, with which do you identify yourself?
Explain your answer.
 A focusing on future goals can boost your motivation and encourage you to work hard
to complete your tasks. Learning objectives are more personal than performance
objectives, which may provide more motivation because the reward is for personal
gain. In short, learning objectives assist individuals in progressing to the point where
performance-outcome objectives increase one's effectiveness. A learning goal's focus
is on increasing one's knowledge (capacity); an achievement goal's focus is on
increasing one's motivation to put that knowledge into practice.
2. To what factors do great men and women attribute their success? Is it to personal
factors like ability and effort or to situational factors such as difficulty of the task and
impact of luck?
 Several psychology studies have shown that in general, women tend to attribute
their success to good luck while men attribute their success to their own skill.
Conversely, women tend to attribute their failure to their own (lack of) skill while
men attribute their failure to bad luck.

FACILITATING LEARNER-CENTERED TEACHING

 MALLIG PLAINS COLLEGES, INC.
Casili, Mallig, Isabela
COLLEGE DEPARTMENT
Academic Year 2022-2023

3. “Success has many fathers; failure or defeat is an orphan “. How does this behavior
relate to self-esteem?
4. How does this dictum about success having many fathers and failure having only one
implement to overall behavior and self-esteem? Few people will accept obligation for
their mistakes, whereas many will take credit for their successes.
5. Why do people tend to attribute their successes to internal causes and their failures to
external causes?
 In order to preserve their self-esteem, individuals tend to attribute their failure to
external factors more than to internal factors. Also, they tend to attribute success to
internal factors.
6. There are many testimonies from people with very humble beginning who grew up in
deprived environments but ended up achievers. Do they prove Maslow’s hierarchy of
needs is not always true?
 Maslow's Hierarchy of Needs Theory is regarded as one of the most popular theories
on motivation. It is a theory of psychology that explains that humans are highly
motivated in order to fulfill their needs, which is based on hierarchical order.

MODULE 21 –STUDENTS DIVERSITY ON MOTIVATION

2. By the means of graphic organizer, present the social and cultural influences on the
cognitive and motivational processes of learning.

Cultural Influences
Social Influences  Situated Learning
 Conformity
 Identification
 Internalization

SOCIAL
CULTURAL
INFLUENCES
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 MALLIG PLAINS COLLEGES, INC.
Casili, Mallig, Isabela
COLLEGE DEPARTMENT
Academic Year 2022-2023

 Teaching strategies to
address socio-cultural
dimensions

MODULE 22 – THE CLASSROOM CLIMATE AND SOCIAL EMOTIONAL

LEARNING
2. By means of a graphic organizer, list down behavioral traits of parents who are
supportive of children’s studies.

They separate themselves from their child’s

failure and accomplishments.

They become informed about the test.

PARENTING They listen to their child.

They are available when needed.

FACILITATING LEARNER-CENTERED TEACHING

 MALLIG PLAINS COLLEGES, INC.
Casili, Mallig, Isabela
COLLEGE DEPARTMENT
Academic Year 2022-2023

They genuinely believe in and trust their

child’s ability!

MODULE 23 – THE CLASSROOM CLIMATE AND SOCIAL EMOTIONAL

LEARNING (SEL)

2. In your own words, give the conditions that give rise to a classroom climate that is
conducive for learning.

A positive, caring, respectful climate in the classroom is a prior condition to learning,

according to Hattie, who also makes the case that not much learning will occur without it.
The rights respecting education (RRE) research and that of UNICEF keep referring to
students' responses on how they feel respected and safe in RRE classroom setting.
There are different types of categories that impact our learning, including our physical
environment, psychological environment, and emotional environment. Here’s how these three
categories can influence a learning environment:
Physical Those vibrant, colorful classrooms of your youth or the rows of desks that
characterized high school both fall into the category of the physical learning environment.
This category is all about the design of a classroom, including how it’s laid out to influence
learning, and which spaces are designated for learning activities. This can include the
furniture that’s used to fill the space and even the equipment a teacher relies on to enhance
the learning experience.
In recent years, at-home and distance learning have also become a part of the physical
environment discussion. Parents have had to make adjustments at home to ensure their kids

FACILITATING LEARNER-CENTERED TEACHING

 MALLIG PLAINS COLLEGES, INC.
Casili, Mallig, Isabela
COLLEGE DEPARTMENT
Academic Year 2022-2023

have a comfortable space to attend class via video chat and do their classwork off-site. For
many, this has meant creating a designated space that helps students feel separate from the
rest of the standard home space so home students are encouraged to focus—and to leave
school behind at the end of the day once class is done.
Psychological A positive psychological environment can encourage students to engage with
the curriculum—and their fellow students—in ways that can enhance their personal and
professional development. By building trust with students and creating a safe space that feels
welcoming for all, teachers create a positive learning environment and make sure students
have more opportunities to participate, ask questions, take risks, and receive feedback.
Emotional School can be stressful at any age, which is why students need a positive
emotional environment that supports their educational path. Part of creating the psychological
environment’s safe space means addressing the emotional environment’s need for self-
expression and the freedom to express emotions. By supporting student’s emotional needs
and feelings, teachers help enhance their students’ emotional intelligence—which, in turn,
gives them confidence. Teachers can also create a supportive emotional learning environment
by creating routines students can rely on, encouraging diversity and choices, and celebrating
their achievements.
By creating a positive and engaging learning environment, teachers can give their students
the physical, psychological, and emotional support they need to thrive and be successful—in
school, and beyond.
Last of the Assessment-final
The 14 principles are divided into four factors those referring to:
 Cognitive and metacognitive
 Motivational and affective
 Developmental and social
 Individual difference factors
COGNITIVE AND METACOGNITIVE FACTOR
1. Nature of Learning Process
Learning complicated material is most effective when it involves a global process of
creating meaning from data and experience.
2. Goals of the Learning Process
The competent learner can construct meaningful, cogent representations of knowledge
over time with support and instructional supervision.
3. Construction of Knowledge
With support and instructional supervision, a successful learner can construct
meaningful, cogent representations of knowledge over time.
4. Strategic Thinking

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 MALLIG PLAINS COLLEGES, INC.
Casili, Mallig, Isabela
COLLEGE DEPARTMENT
Academic Year 2022-2023

A student who is effective may develop and apply a variety of reasoning and thinking
techniques to accomplish challenging learning objectives.
Successful students approach learning by using logic, problem-solving, and idea
learning.
5. Thinking about thinking
Successful learners are capable of self-reflection on their learning processes, setting
realistic learning or performance goals, choosing potentially effective learning tactics
or approaches, and tracking their progress in this direction.
6. Context of Learning
Culture, technology, and teaching methods are examples of environmental elements
that have an impact on learning.
MOTIVATIONAL AND AFFECTIVE FACTOR
7. Motivational and emotional influences on learning
The rich internal environment of the learner's thoughts, assumptions, objectives, and
expectations for success or failure can either improve or obstruct their ability to think
clearly and assimilate information.
8. Intrinsic motivation to learn
Tasks that are both unique and challenging enough, relate to the individual's interests,
and allow for freedom of choice and control are the best catalysts for intrinsic
motivation.
9. Effects of motivation on effort
Another important sign of motivation to study is effort. Complex knowledge and
abilities must be acquired, which necessitates significant learner effort, strategic
planning, and patience over time.
DEVELOPMENTAL AND SOCIAL FACTOR
10. Developmental influences on learning
Differential development within and across the physical, intellectual, emotional, and
social domains must be taken into consideration for learning to be most successful.
When information is provided in a fun and engaging style that is relevant to each
person's developmental stage, learning is maximized.
11. Social influences on learning
When a student gets the chance to speak with and work with others on instructional
tasks, their learning can be improved.
INDIVIDUAL DIFFERENCES FACTOR

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 MALLIG PLAINS COLLEGES, INC.
Casili, Mallig, Isabela
COLLEGE DEPARTMENT
Academic Year 2022-2023

12. Individual differences in learning

Every person has unique skills and abilities that they can acquire throughout time.
Teachers must work with pupils to evaluate their learning preferences and, if
necessary, broaden or change them.
13. Learning and diversity
All learners must follow the same fundamental guidelines for effective education,
motivation, and learning.
14. Standards and assessment
At every level of the learning process, assessment offers crucial information to both
the learner and the teacher.

FACILITATING LEARNER-CENTERED TEACHING