SNED 104 (CHAPTER 2)

Benefits of the Learning and Teaching Model

Enhanced Student Engagement: By actively involving students in the learning process, the
model promotes higher levels of engagement and motivation. Students become active
participants, taking ownership of their education and developing a love for lifelong learning.

Improved Critical Thinking: Through student-centered learning activities, learners are

encouraged to think critically, analyze information, and solve problems independently. This
model cultivates higher-order thinking skills, preparing students to tackle complex challenges in
the real world.

Personalized Learning: The integration of technology allows for personalized instruction that
caters to diverse student needs. Adaptive learning platforms and data-driven insights enable
educators to deliver targeted interventions and provide customized learning experiences for
each student.

Collaboration and Communication Skills: Collaborative learning activities foster effective

communication, teamwork, and respect for diverse perspectives. Students develop valuable
interpersonal skills that are crucial for success in their future academic and professional
endeavors.

Implementation Challenges and Considerations

While the learning and teaching model offers numerous benefits, its successful
implementation requires careful planning, ongoing professional development for educators, and
adequate technological infrastructure. Teachers must be trained to facilitate student-centered
learning and effectively integrate technology into their instructional practices. Additionally,
equitable access to technology and ongoing support for both educators and students must be
ensured.

KEY COMPONENTS

student centered learning

technology integration
collaborative learning
formative assessment

SNED 104 (CHAPTER 3)

According to leaders in cooperative learning, this strategy has four essential

components:
 Interdependence: all group members seek to achieve a group goal and help each
other’s achievement
 Individual accountability: each member of the group is held responsible for his or
her own learning, which in turn contributes to the group goal;
 Cooperation: the learners discuss, problem-solve and collaborate with each other
 Evaluation: members of the group review and evaluate how they worked together
and make changes as needed,
Cooperative group teaching is based on two main ideas about learning.
1. It recognizes that when learners cooperate or collaborate, it has a synergistic
effect. In other words, by working together they can achieve a result that is
greater than the sum of their individual efforts or capabilities.
2. It recognizes that much of our knowledge is socially constructed; that is, we learn
from others in our immediate environments – our families, our friendship groups
and our workplaces.
Forms of interdependence:
 Goal interdependence: the group has a single goal
 Reward interdependence: the whole group receives acknowledgement for
achieving the goal
 Resource interdependence: each group member has different resources
(knowledge or material) that must be combined to complete a task.
 Role interdependence: each group member is assigned a different role
 PROF ED 103 (LESSON II)

KEY TERMS

Constructivism- is a learner-centered educational theory that contends that to learn anything, each learner
must construct his or her understanding by tying new information to prior experiences.
Existentialism- promotes attentive personal consideration about personal character, beliefs, and choices.
Humanism- believes that learning must be self-initiated and self-regulated, motivated by the person’s
natural desire to learn those things that are necessary to maintain and develop the self.
Progressivism- is based on the positive changes and problem-solving approach that individuals with
various educational credentials can provide their students.
Philosophy- It is the ultimate search for the meaning of life and seeks to answer basic questions in life.
Social Reconstructivism- is an educational philosophy that views schools as tools to solve social problems.

PROF ED 103 (LESSON III)

KEY TERMS

Metacognitive- is "cognition about cognition", "thinking about thinking", "knowing about knowing",
becoming "aware of one's awareness" and higher-order thinking skills.
Motivation- is the desire to act in service of a goal.
Individual Differences- are the more-or-less enduring psychological characteristics that distinguish one
person from another and thus help to define each person's individuality. Among the most important kinds
of individual differences are intelligence, personality traits, and values.
LCP 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.
 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. The principles set
forth in this document focus on this type of learning.
Parents and teachers of young children can clearly see that they want and yearn to learn and know
about their world. As children get older, they want to know about values and how life works so they can
make wise decisions. Developmental psychologists and brain researchers have discovered that even very
young children are capable of learning strategies for more efficiently and effectively processing and
remembering new information.
LCP 2: 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.
Whether we know it or not, most of what we learn is directed at some personal goal. What most of
us recognize in our work with students in classrooms is that it is difficult for many students to have goals
related to much of what they are required to learn. Much of the information seems irrelevant and boring to
students. If we can understand the role goals play in energizing and shaping the learning process, we can
more readily help students think about short- and long-term goals and how learning new information can fit
into these goals.
LCP 3: 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 concept mapping and thematic organization or categorizing.
Students of all ages want to make sense of the world. We all learn to make sense of new
information by linking it to information we already know. To make this link, most of us find it most helpful to
have examples of how the new information links to prior experiences. We teachers can play a vital role in
helping students to verbalize what new information means to them and how it might be related to their
talents, interest, or abilities. We can teach students strategies for organizing and categorizing information in
many ways that make sense to them. When students share their strategies with their teachers and
classmates, each learner has the opportlessony to get feedback and refine his or her understanding
LCP 4: 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.
One of life’s best teachers is a model. In fact, we learn about 80% of what we know from watching
others—our parents, our teachers, our heroes, the media, and so on. When we model effective strategies
for learning new information or for solving learning problems, our students are more likely to use them as
well. Students can also benefit from explicit instruction in various kinds of learning strategies, such as those
for comprehending what they are reading, finding their logic errors in math problems, or solving a
mathematical word problem.
LCP: 5 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.
For students to learn higher-order or metacognitive strategies for monitoring and regulating thei
own learning, they need time to reflect on what they are learning, how they are learning it, the progress
they are making and any problems or concerns they may have while learning. Under pressure to cover
curriculum and prepare students for assessments, we frequently fail to give them a change to engage in the
reflection and self-inquiry that underlie metacognition. Because these processes facilitate the development
of metacognitive skills and strategies, we greatly increase our students’ probability of becoming
responsible, lifelong learners when we create opportlessonies for them to explore and develop these
metacognitive skills.
LCP 6: Context of Learning
Learning is influenced by environmental factors, including culture, technology, and instructional
practices.
 Learning does not occur in a vacuum. Teachers 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.
All students are influenced by the social and physical context of the classroom. How technology is
used, whether students can work in pairs or with other students can work in pairs or with other students,
how diverse student learning needs are handled by the teacher, and a variety of other contextual factors
influence how students view the learning process in general and their own learning abilities in particular.
The teacher plays a major role in establishing a positive learning context in which all learners feel valued
and capable of learning.
Domain 2: Motivational and Affective Factors
LCP 7: Motivational and Emotional Influences on Learning
What and how much is learned is influenced by the motivation. Motivation to learn, in turn, is
influenced by the individual's emotional states, beliefs, interests and goals, and habits of thinking.
The rich internal world of thoughts, beliefs, goals, and expectations for success or failure can
enhance or interfere the learner's quality of thinking and information processing. Students' beliefs about
themselves as learners and the nature of learning have a marked influence on motivation. Motivational and
emotional factors also influence both the quality of thinking and information processing as well as an
individual's motivation to learn. Positive emotions, such as curiosity, generally enhance motivation and
facilitate learning and performance. Mild anxiety can also enhance learning and performance by focusing
the learner's attention on a particular task. However, intense negative emotions (e.g., anxiety, panic, rage,
insecurity) and related thoughts (e.g., worrying about competence, ruminating about failure, fearing
punishment, ridicule, or stigmatizing labels) generally detract from motivation, interfere with learning, and
contribute to low performance.
Motivation to learn is natural in young children—as evidenced by their insatia
ble curiosity to explore, discover, and know. For many of us, however that natural motivation can
become hidden or lost in some learning situations. Apparent lack of motivation is largely due to negative
thoughts we have about ourselves and our abilities or even about the learning situations including our
teacher. If learners of any age are worried about their chances of success or how they will be viewed by
others, just two of a host of possibilities they often experience fear and anxiety, which then override their
positive emotions of curiosity and interest. When fear and/or anxiety take over, information processing and
other cognitive function are impaired, and performance suffers. When teachers are aware of the debilitating
effects of negative self-thoughts, they can assist students by providing a variety of supports and success
experiences that build confidence and motivation.
LCP 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 and 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'
perceptions of optimal novelty and difficulty, relevance, and personal choice and control.
In a typical school, students are often asked to learn things that they are not naturally interested in
or curious about learning. It then becomes the teacher’s job to figure out how to make what students have
to learn more meaningful, interesting, and relevant to their interest and experiences. Those who have
studied what triggers natural or intrinsic motivation to learn have found that there are three conditions or
needs that must be satisfied in school in order for intrinsic motivation to learn to surface. Teachers must
help students feel competent and able to succeed; autonomous and self-determining; like they belong and
fit in.
Rather than blaming students for what looks like lack of motivation, teachers who understand this
principle know that they just need to alter the conditions and context of learning by helping all students
experience success and feelings of competence, by allowing developmentally appropriate choices of
learning experiences, and by creating learning commlessonies and positive relationships in which all
students feel like they belong. If we want students to become self-directed and self-regulated learners, it is
particularly critical that they have opportlessonies for choice and control without which they will merely
become compliant learners, or they will choose to disrupt/ or leave school.
LCP 9: Effects of Motivation on 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 major 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.
When students are free of negative thoughts or fears that interfere with their natural curiosity and
motivation to learn—and when they are supported in basic needs that give rise to their intrinsic motivation
to learn—they freely put effort into learning. Evidence of this effort is that students use active learning
strategies such as paying attention to things the teacher says doing the assignments or even going beyond
what is asked, persisting when learning gets difficult, and challenging themselves to do even harder work.
When learners are being effortful and strategic during learning, they are engaged and learning to optimal
levels. Teachers can facilitate students effort and commitments to learning by involving their students as
active partners in decisions about learning experiences that are of most interest and relevance to them, and
by meeting students needs to be successful and to belong. Peer learning and inquiry-based learning are
examples of practices that provide students with opportlessonies to put forth considerable effort to learn
information, skills, and processes they are motivated to learn. In peer learning, student take turns being the
teacher and learner—cementing their knowledge by learning it more deeply. In inquiry-based learning,
learners pose their own questions that are of highest interest to them in a given content area—letting
interest be the engine that deepens their learning .
Domain 3: Developmental and Social Factors
LCP 10: Developmental Influence on Learning
As individuals develop, there are different opportlessonies 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 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 commlessony 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.
The thought of having to be aware of and know the developmental differences in your learners in
order to create the “right” instructional and contextual experiences for individual learning can be daunting!
However, the key to meeting the diverse student needs represented by your learners is to combine your
knowledge of individual students with the basic principles of human development.
LCP 11: 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 opportlessony 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
opportlessony 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 undue
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 commlessony.
Decades of research have confirmed the importance of student-teacher relationships in student
motivation, social outcomes, and classroom learning. Further benefits of having a good relationship with
teachers are that students experience their academic work as meaningful, personal, complementing their
goals, and promoting their understanding. By contrast, when students experience poor relationships with
their teachers, they see their academic work as coercive, repetitive, isolated, irrelevant, and contrary to
their social and academic goals. Good relationships are defined by low levels of conflict and high levels of
closeness and support. Through these relationships, children learn how to regulate their behavior and
affect and develop social competence.
DOMAIN 4: Individual Differences Factors
LCP 12: 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 accepted and adapted to by varying instructional methods and materials.
We all know that no two learners learn in the same way. Each of us has preferences for how we
learn, and over the years of educational experiences we have also learned what kind of approaches usally
work best for us. Each of us has at least some idea bout our interests, talents, and special capabilities.
Affirmative development of academic ability is nurtured and developed through (1) high-quality teaching
and instruction in the classroom, (2) trusting relationships in school, and (3) supports for pro-academic
behavior in the school and commlessony.
LCP 13: 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. Careful
attention to these factors in the instructional setting enhances the possibilities for designing and
implementing appropriate learning environments. 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.
In spite of the busy and complex life of the classrooms, learner-centered teachers understand how
important it is to get to know each student personally. Every interaction with students at risk of academic
failure is an opportlessony to get to know individual students, their talents, and their interests. Many
children with difficult backgrounds become passive and withdrawn because they don’t believe teachers are
going to allow them to use their strengths. To counter this belief, learner-centered teachers make sure their
students are provided with equal opportlessony to learn, which requires not treating them the same. This
means that students from different ethnic, cultural, and socioeconomic groups may need different types of
supports to enhance their learning. If you adhere to the foundational principle of learner-centered practice,
you will know what type of supports your learners need. In other words, you will learn what your soon to be
learners need if you know them individually and if you establish a positive relationship with each student.
LCP 14: 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.
Assessment provides important information to both the learner and teacher at all stages of the
learning process. Effective learning takes place when learners feel challenged to work towards
appropriately high goals; 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 student’s self-appraisal skills
and enhance motivation and self-directed learning.
Rigorous, standards-based curriculum and strong social support systems that include people who
value students and their learning are both successful practices that reduce the achievement gap. In
environments where the focus is on student performance on high-stakes tests, teachers are less inclined to
encourage students to explore concepts and subject interest to them—obstructing student’s path to
becoming lifelong, self-directed learners. High-stakes testing does not adequately deal with issues in the
education of low-income and non-English-speaking students and can lead to teaching to the test and
inflated and/or misleading test scores.
Effective approaches include engaging students in self-evaluation and meaningful feedback
through formative assessment, which particularly benefits students who are achieving below their peers.
Incentives are needed foe low-achieving students to be motivated to work hard on high stakes tests, such
as feedback on their progress, tangible rewards, and support from their teachers to find meaning in the
experience and take responsibility for learning.