SUBJECT: Facilitating Learning

FINALS COVERAGE
A. Focus on Learning
1. Bruners Constructivist Theory
2. Ausubels Meaningful Learning/Subsumption Theory
3. Constructivism Knowledge Construction / Concept
Learning
4. Transfer of Learning
5. Facilitating learning and Blooms taxonomy of
objectives
6. Problem Solving and Creativity

B. Focus on Classroom Processes

1. Motivation
- meaning and types
- theories on factors affecting motivation
- students diversity
2. Environmental factors affecting motivation
- human environmental factors
- the classroom climate
- the physical learning environment
- assessment of learning

REFERENCES:

Facilitating Human Learning by: Avelina Aquino

Facilitating Learning: A Metacognitive Process by: Lucas and Corpuz

Bruners Constructivist theory

Key points:
1. Representation
- enactive (motor-based)
- iconic (image-based)
- symbolic (intellect based) deeper
2. Spiral Curriculum- same content in different
developmental level; full understanding and
mastery
- readiness
- Spiral organization
- Going beyond the information given
3. Discovery learning hands on, obtaining
knowledge for oneself
4. Categorization of information internal cognitive
maps
- criterial attributes ex. Car (use, parts)
- how criterial attributes are combined?
- various properties ex. Car to truck, car though with
a missing tire
- acceptance limits on attributes car? 2 wheels or no
engine
4 major aspects of Theory of instruction
1. predisposition to learn readiness for learning
2. structure of knowledge
- categorization
- knowledge which is transferrable to other contexts
(fundamental principles or patterns)
- simple enough and recognizable form (students
experience)
3. effective sequencing increasing difficulty
4. reinforcement interest in the subject matter is THE
BEST stimulus

Ausubels Meaningful Learning Theory

(Verbal Learning/ Subsumption)
Key points:
- ASSOCIATE NEW KNOWLEDGE WITH EXISTING CONCEPTS
IN THEIR MENTAL STRUCTURES
- knowledge is hierarchically organized
- new information is meaningful that it can be related to
what is already known
- prior knowledge and biases affect and limit what is
learned
- retention is greater
Focus:
1. cognitive structures
2. To strengthen students cognitive structure is by using
advance organizers (birds eye view or big picture)
3. Advance organizer is anchored on the principle of
subsumption
4. Subsumption is a process by which new material is
related to relevant ideas in the existing cognitive structure
Four Processes:
1. Derivative Subsumption existing + new knowledge
(tree)
2. Correlative subsumption higher level concept,
changing or expansion of a concept (tree: common
green leaves; but persimmon tree red leaves)
3. Superordinate learning- Understanding the concept.
Knows examples but not the concept until taught
(classification of trees)
4. Combinatorial learning learning by Analogy. Newly
acquired knowledge combines with prior to understand
both concepts (apple is to apple; pineapple is to pineapple)
Advance organizer
Step 1: (EXPOSITORY) present the general statement
Step 2: (NARRATIVE like story-telling) explain the
important terms
Step 3: (SKIMMING) Present examples
Step 4: (GRAPHIC ORGANIZER) Student study specific
examples

TOPIC: Constructivism Knowledge Construction / Concept Learning

Teaching is not about filling up the pail, it is about lighting a fire.
- teaching involves giving opportunities for learners to explore and discover.
- learners construct their own meaning
- learners generate insights and are enlightened
TWO VIEWS OF CONSTRUCTIVISM
1. individual constructivism
also called cognitive constructivism.
- Emphasizes individual, internal construction of
knowledge. (exploration rather than direct
teaching)
- based on Piagets theory

2. Social constructivism
knowledge exists in a social context and is initially
shared with others instead of being represented
solely in the mind of an individual.
- construction of knowledge is shared by two or more
people
- interaction and sharing among learners help shape
and refine their ideas.
- based on Vygotskys theory

Characteristics of Constructivism (Eggen and Kauchak)

1. Learners construct understanding
3. Learning is facilitated by social interaction
2. new learning depends on current understanding
4. Meaningful learning occurs with authentic learning
tasks.
Organizing Knowledge describes Concepts as:
1. Feature lists
specific features that characterize positive instance of
the concept
- defining feature characteristic present in ALL
instances ( ALL triangle has three sides)
- correlational feature one that is present in many
positive instances but not essential for concept
membership (mother is loving. BUT not all are)

1.
2.
3.
4.

2. prototypes an idea or a visual image of a typical

example (ex. Mental picture a cat. Common cat or with
breed)
3. exemplars variety of examples under a concept
(vegetables = variety)

Making concept-learning effective

Question: HOW CAN WE HELP STUDENTS LEARN DIFFERENT CONCEPTS?
By giving clear definition,
5. provide opportunity to identify positive and
clear and concrete features,
negative instances.
positive and negative instances,
6. Ask learners to think, point out how concepts can
best example or prototype,
be related to each other (INTERRELATEDNESS)

APPLYING CONSTRUCTIVISM IN FACILITATING LEARNING

1. Aim to make learners understand a few key ideas
4. Have hands-on activities
(in-depth)
5. Relate topic to real life situations
2. Give varied examples
6. DO NOT DEPEND on the explanation method all the
3. Give opportunities for experimentation and for
time
quality interaction

TOPIC: Transfer of Learning

-

Educational goal: occurrence of transfer ---- important aspect of instruction

Application of knowledge and skills into other situations (roller skate to ice skate)
Circumstance of learning (classroom, textbooks, drills etc) ---- application of learning (home, on the job, within
complex tasks etc)
Learnt skills are useless without application

Types of transfer ----- occurs when learning in one context:

1. Positive improves performance in some other context (ex. Spanish to Mexican language)
2. Negative - impacts negatively on performance in another (ex. Cebuano native tongue -- /e/ and /i/ interchange
in English)
3. Near (specific) transfer between very similar contexts (ex. Exam items and quiz items are similar)
4. Far (general) transfer between contexts that, on appearance, seem remote and alien to one another. (ex.
Aesops fable to managing corporations----- take care goose than kill it---- take care of employees not burden
them)
Conditions and Principles of Transfer

1.
2.
3.
4.
5.
6.
7.

CONDITION --------------------------------------- PRINCIPLE --------------------------------------- IMPLICATION

similarity between two learning situations ----- the more similar the greater the chances of learning ---- involve
or create similar learning situations and tasks
Degree of meaningfulness/relevance ----- meaningful learning rather than rote leads to greater ----- link new
material to prior learning
Length of instructional time ----- the longer the time spent in instruction the greater ----- a few topics in depth
rather than many topics tackled in a shallow manner
Variety of learning experiences ---- exposure to varied examples and practice --- illustrate concepts with varied
examples. Provide activities to practice concepts
Context for learners experience ---- applicability to various contexts ---- relate topic in subject to other subjects
and real life
Focus on principles rather than facts ---- principle transfer is easier than facts ---- zero in on principles realted to
each topic with strategies
Emphasis on metacognition ----- student reflection improves transfer ---- encourage students to take
responsibility for their own learning on to reflect on what they learned

ACTIVITY: Provide specific learning activity/strategy for each principle , condition and implication above

TOPIC: Facilitating Learning and Blooms Taxonomy of Objectives

QUESTIONS:
1. How important learning objectives are?
2. How does it help maximize learning?
3. How do we use it in facilitating learning to our students?
4. Think of a topic and formulate 10 questions.
FACILITATING LEARNING USING BLOOMS TAXONOMY
Begin teaching with facts, principle, definitions (REMEMBERING), which must lead to formulating and understanding
concepts and principles (UNDERSTANDING). A proof of the comprehension of concepts, principles, rules is the
application (APPLYING) of these related concepts, principles. These are broken into parts which are subjected to a keen
process of analysis (ANALYZING). With a full grasp of the things learned, pass the judgment (EVALUATING) on the
learned concepts against a set of standards. Then the students create an output that would reflect learned ideas and
concepts (CREATING)
DEVELOPING THE HABIT OF ASKING HOTS QUESTIONS
1. Avoid overusing literal level questions. Use critical thinking questions
2. Use questions that require higher order thinking. Relate what they are learning to background knowledge,
experience, and values
3. Classify questions to kinds of thinking requires for students to respond. Use Blooms Taxonomy
4. Use verbs associated with higher order thinking tasks to demonstrate what they have learned
5. Use task-oriented questions.
OUR QUESTIONING TECAHIQUES CAN EITHER FACILITATE OR OBSTRUCT LEARNING

TOPIC: Problem Solving and creativity

Imagination is more important than knowledge - Einstein
1. Why do we need to be creative? Why is it important?
2. How creativity enables students solve problems more effectively?
3. How creativity helps students become more innovative and imaginative ways to solve unique situations and
circumstances in the future? New ideas.
Backgrounder: Before, there were art, music instead of iPad. Creativity decreased since 1990 from kindergarten
to grade 6. Creativity is an Important life skills, in Divergent thinking, in Problem solving, and in Innovation
Most important leadership qualities over the next five years ( a study with CEOs from 60 countries)
- Creativity 60%
- Openness 27%
- Humility 8%
- Integrity 53%
- Dedication 22%
- Fairness 5%
- Global thinking 30%
- Focus on sustainability
- Influence 28%
22%
In Career and success number 3 is creativity (Creativity and Education, 2012)
We all have creativity potential (Mark Rhankall. PhD)
What is creativity?
- Is the ability to express, apply and put into action thoughts and/or ideas from the imagination.
Imagination: is seeing and thinking of the unknown, knowledge is limited, imagination is not. It is powerful
Creativity: Making it into reality and something concrete, Envisioning something and make it into actuality
As a child: innate need to find unique ways to get someones attention and to communicate
As a student: expressing creativity through words and speech and later, use imagination and understanding to make
ideas and thoughts concrete items
How to be creative?
Step 1: everyone is creative (millions of brain cells)
Step 2: the left and right brain (use both sides)
Step 3: speed of thought (FLUENCY) how fast can you generate ideas; thinking transfer; productivity
Step 4: originality ( OUT OF THE BOX - use it aside from hanging clothes)
Step 5: flexibility (how many ways can I)
Step 6: Imagination and association (link and find connections between things to create something new)
Torrance Framework for Creative Thinking
Fluency - the production of a great number of ideas or alternate solutions to a problem. Fluency implies understanding,
not just remembering information that is learned.
Key words: Compare, convert, count, define, describe, explain, identify, label, list, match, name, outline, paraphrase,
predict, summarize.
Application: How many uses can you think of for a clothes hanger?

Flexibility - the production of ideas that show a variety of possibilities or realms of thought. It involves the ability to see
things from different points of view, to use many different approaches or strategies.
Key words: Change, demonstrate, distinguish, employ, extrapolate, interpolate, interpret, predict.
Application: What would happen if ... there were no automobiles?
Elaboration the process of enhancing ideas by providing more detail. Additional detail and clarity improves interest in,
and understanding of, the topic.
Key words: Appraise, critique, determine, evaluate, grade, judge, measure, select, test.
Application: Tell your neighbor about your last family trip using as many details as possible.
Originality involves the production of ideas that are unique or unusual. It involves synthesis or putting information
about a topic back together in a new way.
Key words: Compose, create, design, generate, integrate, modify, rearrange, reconstruct, reorganize, revise.
Application: What would be the strangest way to get out of bed?
Design a new___________ that is better than the one you have
Brandfords IDEAL Model
1. Identify the problem
2. Define the problem through thinking about it and sorting out the relevant information.
3. Explore solutions through looking at alternatives, brainstorming, and checking out different points of view
4. Act on strategies
5. Look back and evaluate the effects of your creativity.

ACTIVITY:
Think of a topic. Choose any of the models to apply steps on creativity

TOPIC: MOTIVATION
1.
2.
3.
4.
5.

How motivated are you? Page 175-176

How can we develop motivation to unmotivated learners?
Which type of motivation is more beneficial?
How does self-regulation relate to motivation?
How does your set goals affect your motivation?

Meaning: inner drive that causes and energizes you to do something --- Strength of the drive. It is the
initiation, direction, intensity, and persistence of behavior.
Indicators of a High Level Motivation: shown in action, intensity and persistence of effort.
Types of Motivation
Intrinsic source of information is from within the person
Extrinsic source is something outside him/her.
Role of Extrinsic Motivation
- Develop love for learning (extrinsically to intrinsically)

TOPIC: Theories on Factors Affecting Motivation

Sweat plus sacrifice equals success Charles Finley
How these theories affect motivation?
Is it fair to attribute success to own doings and failures to others?
ACTIVITY: Think, Pair, Share
Theories on the sources of intrinsic motivation
1. Attribution theory or other events to several factors. (ex. Popularity, Poor economic condition, performance in
school etc. )
- We attribute our failures or successes
- Attributions in three ways:
LOCUS (place) internal vs. external (ex. good grade)
STABILITY stable vs. unstable (ex. Poor eyesight)
CONTROLLABILITY controllable vs. uncontrollable (ex. Poor academic performance of your student)
2. Self-efficacy theory belief that one has the necessary capabilities to perform a task, fulfill role expectations, or
meet a challenging situation successfully. Sense of high self-efficacy, a high sense of competence (ex. Knows that a
task can do, more like to do it CONFIDENCE)

ENHANCE STUDENTS SELF-EFFICACY.

Strategies:
a. Make sure the students master the basic skills (imagine a student who has mastery or has not mastered a skil)
b. Help them make noticeable progress on difficult tasks (imagine a student keep on trying but not seeing himself
progressing)
c. Communicate confidence in students abilities through both words and actions (belief in students abilities to
carry difficult tasks)
d. Expose them to successful peers (success is infectious; failure is contagious)
e. provide competence-promoting feedback (encourage students)
f. promote mastery on challenging tasks (do not give extremely difficult, they will get frustrated)
g. promote self-comparison - rather than others dont compare yourself with others (theres always greater or
lesser)
h. BE sure errors occur within an overall context of success.
3. Self-determination and self-regulation theory intrinsically motivated when they have a sense of determination
(choice, control, direction)
a. Present rules and instructions in an informational manner rather than controlling manner
b. Provide opportunities for students to make choices (freedom to on how to do it)
c. Evaluate student performance in a non-controlling fashion(without passing judgment, give them their strong
points)
d. Self-regulation: goal setting (KNOW), planning (USE OF TIME), attention control (FOCUSED), application of
learning strategies (CHOOSE), Self-monitoring, Self-evaluation
4.

Goal theory
a. Learning goals (desire to acquire additional knowledge or master new skills) versus performance goals (desire
to look good and receive favorable judgments form others or else look bad and receive unfavorable judgments)
b. Self-determined goals relevance to life
c. Goal setting- goal acceptance, specificity, challenge, performance monitoring, performance feedback

5. Choice theory a need-satisfying environment. Their need to be belong, to have the power by being competent, to
have a free choice, and to enjoy learning and have fun.
CREATE A SENSE OF COMMUNITY IN THE CLASSROOM AND THE FEEL THAT THEY BELONG
(non-threatening environment)
6. Maslows hierarchy of needs
Low - First level: basic survival and physiological needs for food, air, water, and sleep.
Low - Second level: bodily safety and economic security
High - Third level: love and belonging
High Fourth level: esteem and status
High Fifth level: self-actualization (capable)
strong motivator: unsatisfied need

TOPIC: Students Diversity in Motivation

1. What approach can we use to motivate diverse students?
2. How do age, gender, cultural, socioeconomic background, and special education needs influence each students
motivation?
3. Do you agree that similar elements of people influence each other? Why? Give examples.
Social and cultural influences on motivation
1. students model the behaviors they believe are relevant to their situation
2. students develop greater efficacy for a task when they see others like themselves performing the task
successfully
STUDENTS MODEL WHO ARE SIMILAR TO THEMSELVES
ACTIVITY: research finding implication to facilitating learning (page 193-195)

TOPIC: Human Environmental Factors Affecting Motivation

1. Rank (1-5) the traits of teacher which influence your motivation the most.
(management process, instructional process, affective characteristics, emotional behavior, or social behavior)
2. Reflect on how we treat our fellow students. Was there anyone whose learning and performance (positively or
negatively) got affected because of the way we treated him/her?
3. How many of our parents use their time to support us in our studies?
4. What parents behavioral traits are supportive of their childrens learning?
Teachers Affective Traits
1. Caring,
2. fairness and respect,
3. social interactions with students,

4. enthusiasm and motivation for learning,

5. attitude toward the teaching profession,
6. reflective practice

Bullying and the Need to Belong

- The sense of belongingness enhances students learning and performance
Parents as part of the learners human learning environment
Follow up status of their childrens performance
Participate in school community projects
Supervise homework
Confer with teachers
Check notebooks
Aware of childrens activities
Review corrected papers
Meet friends of children
Attends PTA
Invite friends of children at home
Spend on school projects
Unsupportive is the opposite

TOPIC: The Classroom Climate

- A product of interaction between teachers and students that is conducive for learning
1. What kind of classroom climate might best facilitate learning?P
2. Reflect on Robert Manzanos poem.
The classroom climate that I would have in the future .
- Classroom rules and procedures are clear..
- These are discussed on the first day
- Students are involved in the design of rules and
procedures
- Techniques to acknowledge acceptable behavior
- Provide negative consequences to unacceptable
behavior

Establish clear limits for unacceptable behavior

Balance between dominance and cooperation
Awareness of the needs of diversity
Awareness of what is happening in the class
Students self regulation and responsibility

TOPIC: The Physical Learning Environment

1. How does a physical learning environment can be a tool to facilitate better?

Arrangement of chairs (interaction)

Arrangement of chairs (can easily move)
Chalkboard or whiteboard
Students can be seen
Room Design
Classroom safety, cleanliness, orderliness
Classroom ventilation
Space for movement and activities

TOPIC: Assessment for Learning

- Processes of gathering information about students learning
- Analyzing and interpreting for decision making
- Tests, observation, checklist, work samples, interview
Purposes of Assessment
1. Diagnosis
3. Effectiveness of the
2. Placement
program

1.
2.
3.
4.
5.

Research-based principles of assessment for learning

Part of effective planning (and learning)
Focuses on how students learn
Is central to classroom practice
Is a key professional skill
Is sensitive and constructive

6.
7.
8.
9.
10.

Chairs for everyone

Noise proof
Attractive classroom
Flexible seating arrangement
Complete facilities (labs speech, science,
interactive..)

4. Student feedback
5. Research

Fosters motivation
Promotes understanding of goals and criteria
Helps learners know how to improve
Develops capacity for self-assessment
Recognizes all educational achievement