Facilitating Learner

Centered Teaching
MODULE FOR CHED ROXI- PROJECT WRITE

SY 2020-2021
 Project WRITE XI:
An Easy Guide for Course Pack making
And Module Development

This document is intended for the course pack team members

of PROEJCT WRITE for use in the write shop. THE FINAL
COURSE PACK COVER DESIGN AND PUBLICATION
FORMAT WILL BE GIVEN AS SOON AS IT IS ALREADY
APPROVED BY THE PROJECT TEAM.

August 1, 2020
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 Table of Contents

Module 1 FACILITATING LEARNER CENTRED TEACHING

1.1 Introduction to Learner-Centred Teaching 6

1.2 Learner Centered Pedagogical Approaches 15
1.3 Learning Theories 25
1.4 Outcomes of Teacher Education 44

Module 2 COGNITION OF LEARNERS

2.1 Multi Store memory Model 57

2.2 Dual Code Theory 60
2.3 Forgetting Curve Model 63
2.4 Spaced Retrieval 66
2.5 Lateralization of the Brain function 69
2.6 Intelligence Theories 79
2.7 Metacognition

Module 3 MOTIVATION OF LEARNERS

3.1 Motivation: Definition and Types 86

3.2 Academic Motivation 91
3.3 ARCS Motivation Model 95

Module 4 EMOTIONS OF LEARNERS

4.1 Emotional Response of Learners 102

4.2 Emotional Intelligence 108
4.3 Positive Teacher-Student Relations 113
4.4 Positive Peer Relations 117

Module 5 INCLUSIVE LEARNING ENVIRONMENT

5.1 Learning Style Models 127

5.2 Learners with Diverse Abilities and Background 140
5.3 Fair & Safe Learning Environment 147
5.4 Learner Participation 152
5.5 Misbehavior Management 155

APPENDICES
A Photo for Activity for Lesson 2.1 of Module 2 164
B Answer Keys 165
C APA’s Top 20 Principles of Teaching-Learning 166

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TEMPLATE 1: Course Specification
Team Leader: Dr. Michelle Y. Acledan

Members: Dr. Cyril Mamocod

Dr. Marivic Neri
Dr. Mona Chagas
Dr. Michael Carillo
Dr. Bryan Cancio
Dr. Christina Chavez
Dr. Avesma Bentayao
Dr. Ada Namoc
Dr. Angilly Librea

Course Title Facilitating Learner Centered Teaching

Course Description This course explores the fundamental principles, process

and practices anchored on learner centeredness and
other educational psychologies as these apply to
facilitate teaching learning delivery modes to enhance
learning.
Units / Credit Equivalent 3
Course Outcomes In this course , you are expected to achieve the
following outcomes of learning:

 Explain the cognitive, affective, and motivation

factors that facilitate the process of learning

 Discuss learning theories that support the need for a

learner-centered approach to teaching

 Design an instructional plan that reflects the

application of learner-centered principles

 Create a classroom management plan that reflects

the principles of an inclusive learning environment.

Learning Outcomes At the end of the lessons, you are expected to:

 Discuss the principles of a student-centered

teaching

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TEMPLATE 2: Course Pack Structure
(This template must be accomplished after the team approves Template 1. A very
important step in competing this template is the decision of the team to cluster the
Intended Learning Outcomes in order to make decision as to the number of modules
in a course pack. This also serves as basis in assigning writers for each module and
lessons. This template can help avoid overlapping of topics and/or outcomes and
must be deliberated and agreed upon by the team as the concept map of the entire
course.)
Modul Intended Learning Lessons Writer
e Outcomes
1 Apply principles of 1.1 Introduction to LCT 1.1, 1.2
learner –centered 1.2 LCT Approaches Dr. Michelle Acledan
teaching in planning 1.3 Learning Theories
instructional activities 1.4 Outcomes of Teacher Education 1.3, 1.4
for students Dr. Cyril Mamocod
2 Discuss how 2.1 Multi-Store Memory Model 2.1, 2.2, 2.3, 2.4
student’s cognitive 2.2 Dual Coding Theory Dr. Marivic Neri
abilities enable learning 2.3 Forgetting Curve Model
to take place 2.4 Spaced Retrieval 2.5, 2.6, 2.7
2.5 Lateralization of Brain Function Dr. Mona Chagas
2.6 Theories of Intelligence
2.7 Metacognition

3 Defend how motivation 3.1 Motivation & Self Determination 3.1

of students drive their 3.2 Academic Motivation Dr. Michael Carillo
desire to learn 3.3ARCS motivation model
3.2, 3.3
Dr. Bryan Cancio
4 Explain how emotions 4.1 Emotional Response of Learners 4.1
facilitate the learning 4.2 Emotional Intelligence Dr. Christina Chavez
experience of students. 4.3 Positive Teacher-Student
Relations 4.2, 4.3, 4.4
4.4 Positive Peer Relations4.1 Dr. Avesma Bentayao

5 Create an instructional 5.1 Learning Styles 5.1, 5.2

plan that reflects a 5.2 Students with Diverse Abilities & Dr. Ada Namoc
learner-centred Background
teaching principles and 5.3 Fair & Safe Learning 5.3, 5.4, 5.5
approach in an Environment Dr. Angilly Librea
inclusive learning 5.4 Learner Participation
environment. 5.5 Misbehavior Management

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 MODULE 1

Facilitating
Learner Centered Teaching

TEMPLATE 3: Module Template

Module No. & Title 1 Facilitating Learner Centered Teaching

Module Overview Welcome dear student to another important course in your

journey to become an excellent teacher. Indeed, if you have the
desire to become an effective 21st century teacher for millennial
learners, this module will help you reach that goal. You are
highly encouraged to embrace a growth mindset as you go
through the lessons. This module will open your mind to what is
learner centered teaching, what teaching approaches promote
learner-centeredness, and how it is applied in a face-to-face
classroom setting or even in a virtual learning environment.

Module Apply principles of learner –centered teaching in planning

Objectives/Outcomes instructional activities for students

Lessons in the Lesson 1.1 Introduction to Learner Centered Teaching

module Lesson 1.2 Learner Centered Teaching Approaches
Lesson 1.3 Theories of Learning
Lesson 1.4 Outcomes of Teacher Education

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 LESSON 1.1
TEMPLATE 4: The Lesson Structure
Module No. 1 FACILITATING LEARNER CENTERED TEACHING
and Title
Lesson No. 1.1 Introduction to Learner Centered Teaching
and Title
Learning : (This part of the lesson structure can be lifted from the ILO in the
Outcomes learning plan)
Time Frame 2 hours

Introduction Hello dear learner! Welcome to another exciting course that will
deepen your understanding on how to become proficient in
implementing a learner-centred teaching approach.

In the last 20 years of research in the field of learner-centred teaching,

the evidence points strongly to bringing the students at the center or
the focus of the learning process. As a future teacher, you need to
consider very well your students’ learning goals, the subject matter
they want students to learn, and select an appropriate pedagogical
approach that will really enable them to learn.

Activity Take time to thoughtfully answer the checklist

below for you to reflect on your prior
knowledge and experience related to student-
centred teaching. Check your response under the
YES and NO column.

Checklist on Learner-Centred Pedagogy

Yes No
 Were you allowed by your teachers to set
specific learning goals for your self?

 Have you experienced being given the freedom

to choose a topic for a course requirement?

 Have you experienced being asked by your

teacher for your input or opinion in deciding
what topics to learn in a course?

 Have you experienced being given a chance to

choose a type of assessment task you can do to
effectively demonstrate what you already know?

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  Do your teachers frequently check first what you
already know about a certain lesson?

 Has collaboration among students emphasized

more than competition in your learning
experience through the years?

 Have you experienced being given the

opportunity to develop your self- and peer-
assessment skills?

 Have you experienced being given a flexible date

for submitting your project?

Analysis Let us now examine closely your response to the

checklist.

1. Where did most of your responses fall in the checklist? More of

Yes or more of No?

2. If more of yes, how did you feel about those experiences?

3. If more of No, how did you feel under those circumstances?

4. For items which you answered NO, which of these would you
have liked to really have or experience in the past?Why do you
say so?

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 For items in the checklist which you responded to as yes, they are
some clear examples of your own experiences which reflect a learner-
centered teaching approach. To know more about the essential
features of Learner-Centred Pedagogy, let us now turn to the next
section.

Abstraction Learner Centered Teaching (LCT) has become a popular phrase

among educators nowadays. It has been named in several ways such
as student-centred approach or learner-centered pedagogy in many
textbooks and journal articles. Looking at the research literature
surrounding learner-centred teaching in the past 20 years, a book
published in 2002 by Maryllen Weimer stands as one of the earlier
attempts to comprehensively discuss and define what is LCT about.

In Weimer’s book titled, ‘Learner-Centered Teaching: Five Key

Changes to Practice’, five key changes were significantly taking
place in schools. Each of the features will be discussed briefly
below and are presented in Figure 1.

Balance of Power

Responsibility of Evaluation
Learner 5 Purpose &
Features Process

Function of Role of Teacher

Content

Figure 1
Five Key Changes in Learner Centered Teaching Practices

Balance of Power

 In a traditional classroom, the power to

decide what lessons to discuss, what
learning activities students must
engage in, and what assessment tasks
to give mainly belongs to the teacher
with little input from students. On the
other hand, in a student-centered
classroom, a teacher shares that power

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 by consulting learners prior to making final decisions.

 The traditional exercise of power in the classroom often benefits

the teacher more than it promotes student learning. The uniform
instructional approach or ‘one-size-fits-all’ concept certainly is
more convenient on the part of the teacher who has worked hard
in planning, implementing, and assessing outcomes of learning.
However, this uniform approach has been criticized by scholars
by being unresponsive to the diversity of needs, interests, and
readiness among students.

 In order to balance power in the classroom, learners are

frequently consulted and given immediate and ongoing
feedback by the teacher. The teacher empowers students by
giving them the opportunity to choose and make decisions like
selecting among lesson topics, choose learning activities,
determine pace of learning, and select an assessment task to
demonstrate one’s mastery of targeted learning competencies.

Function of Content

 Current research evidence from educational psychology calls for

a change in the function of curriculum content which should be
less on covering it and more on using content to develop a
learner’s individual way of understanding or sense-making.
Teachers need to allow learners to raise their own questions,
generate their own answers or solutions.

 From a constructivist perspective, knowledge cannot simply be

given to students: Students must construct their own meanings”
(Stage, Muller, Kinzie, and Simmons, 1998, p. 35). In other
words, learners are capable of constructing and reconstructing
their knowledge through active personal effort. This view
debunks the current belief about students’ learning from
passively receiving information transmitted from teachers via
lectures.

 In order to facilitate learning that changes how students think

and understand, teachers must begin by finding out students’
prior knowledge or conceptions and then design learning
activities that will change these pre-instructional concepts.

 Learner-centered teaching also regards content as more of

competency-based learning in which students master targeted
skills and content before progressing to another lesson. The
more important practice here is to accommodate students’
differing pace of learning. For instance, some students may be
able to demonstrate they know how to use a microscope in 1

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 hour while others need 2 hours of practice to demonstrate
proficiency in manipulating it.

 With patient guidance and ongoing support from teachers,

competency-based learning would ensure that students advance
to new material when they are ready, at their own pace, whether
they can move quickly or whether they need more time.

Role of the Teacher

 Constructivism theory brings the role of the

teacher as that of a facilitator of learning,
not as the fountain of learning. He/she
instead encourages students to explore
multiple knowledge sources, make sense of
it, and personally organize the information
taken from different sources.

 As generally observed, less knowledgeable and experienced

learners will interact with content in less intellectually robust
ways, but the goal is to involve students in the process of
acquiring and retaining information.

 This shifting view on the role of the teacher deemphasizes the

focus on teaching techniques and methods if they are considered
separate from the subject matter and learning structures of the
discipline.

 Teachers no longer function as exclusive content expert or

authoritarian classroom managers and no long work to improve
teaching by developing sophisticated presentation skills.

 Greater involvement with students by the teacher is central to

student motivation. Diekelmann et al (2004) show how a
nursing teacher increasingly included students in ‘cocreating
compelling courses’ and was surprised ‘by the insights students
shared regarding how to create compelling courses and their
willingness to collaborate with …[her] to improve teaching and
learning experiences’ (Diekelmann et al, 2004, p.247).

 Maclellan finds that ‘the teacher is involved in clarifying the

subject matter, offering examples, or suggesting arguments for
or against a point of view may minimize the students’ need to
think’ while, equally, ‘little engagement by the tutor, leaving
students to determine both what and how to learn without any
criteria to judge their process, is unsatisfactory, inefficient and
makes a nonsense of formal, higher education as a planned and
designed system (Maclellan, 2008, p.418).

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 Teachers must become comfortable with changing their
leadership style from directive to consultative-- from "Do as I
say" to "Based on your needs, let's co-develop and implement a
plan of action.

Responsibility for Learning

 In recent years, work on self-regulated learning

has advanced, and the goal of 21st century
education ought to be the creation of
independent, autonomous learners who assume
responsibility for their own learning.

 Adults are known to be capable of self-directed learning and

that continuous learning occurs across their career span and
lifetime.

 Each student may require different ways of learning,

researching and analysing the information available.

 It establishes that students can and should be made responsible

for their own learning.

 Learning skills of autonomous self-regulating learners can be

learned and must be taught even at an early age. This is even
more important when entering higher education.

 The learning skills acquired in basic education and higher

education will be used throughout the course of their
professional and personal lives.

 Learning is cooperative, collaborative, and community-oriented.

 Students are encouraged to direct their own learning and to

work with other students on research projects and assignments
that are both culturally and socially relevant to them.

 Class often starts with a mini-lesson, which then flows into

students making choices about what they need to do next to
meet specific learning targets aligned to the standards.

Evaluation Purpose and Process

 The literature on self-directed learning also underscores the

importance of assessment, only in this case it is the ability of
students to self-assess accurately. Sophisticated learners know
when they do or do not understand something.

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 They can review a performance and identify what needs
improvement.

 They have mechanisms for its collections and methods for

evaluating it and acting on it.

Four Principles of Student-centered Approach

A more recent research on the student-centered approach was

reported by Kaput in 2018 that was funded by the Nellie Mae
Education Foundation and UMass Donahue Institute. This study
surveyed 12 public high schools in New England in terms of how
they apply learner-centered teaching in their classroom practices.
The said survey summarized their findings in to 4 tenet which are:

Learning is Students engage in different ways and in

Personalized different places.

Learning is Students move ahead when they have

competency- demonstrated mastery of content, not when
based they’ve reached a certain birthday or
endured the required hours in a classroom.

Learning Learning takes place beyond the traditional

happens anytime, school day, and even the school year.
anywhere Learning is also not restricted to the
classroom.

Students take Students are engaged in their own success,

ownership of as well as incorporate their interests and
their learning skills into the learning process.

Kaput’s study reported that the majority of the participating schools

were effective in personalizing the learning of their students and
creating an environment where students took ownership of their
learning. However, the study also found that the participating
schools struggled with implementing and practicing “anytime,
anywhere learning” due to a series of challenges that both teachers
and administrators faced. Teachers from the participating schools
largely responded that student-centered learning promoted higher
student engagement and facilitated learning that was more relevant
to students. Further, a large percentage of the teachers contended
that students in student-centered environments explored the
curriculum with more depth and retained knowledge more
effectively than in traditional settings.

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 Top 20 Principles for PreK–12 Teaching and Learning

The American Psychological Association (APA) published in 2015

its top 20 principles for teaching and learning for basic education
teachers. These principles were based on decades of research on
human learning and can well serve as lampposts for today’s teachers
on how to facilitate learner-centered teaching. A brief statement of
APA on the implications of the top 20 principles to current teaching
practices is quoted below:

“Psychological science has much to

contribute to enhancing teaching and
learning in the classroom. Teaching and
learning are intricately linked to social
and behavioral factors of human
development, including cognition,
motivation, social interaction, and
communication”
(APA, 2015, p.8)

As a future educator, the top 20 principles revolve around the

following key concepts to keep in mind whenever we design our
instructional plans and implement them with our students.

Prior Knowledge Self-Regulation Formative

Assessment

Learner’s Belief on Mastery Goals Summative

Intelligence Assessment

Creativity Interpersonal Measuring with

Relationships Standards

Teacher Social Interaction Fair Interpretation

Expectations

Long Term Emotional Feedback

Knowledge Wellbeing

Contextual Positive Student Support

Learning Relationships

Student Support Practice

You may now turn to Appendix C for a more thorough

discussion of the Top 20 principles from APA.
Application
It would be good at this time for you to personally find out how
Filipino teachers are currently practicing the student centred approach
in teaching.

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 You may conduct a one-on-one interview
with a new and seasoned teacher in your
school, or among your relatives and friends,
or those within your neighborhood. List
down his or her practices in terms of
applying the learner-centred teaching
approach.

Write their responses on the table below:

New Teacher Seasoned Teacher

(below 5 years of teaching (more than 10 years of teching
experience ecxperience)

After conducting the interview, what was the most interesting

response you received from your interviewees? Why do you say so?

_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________

Closure Congratulations for finishing your first lesson on learner-centered

pedagogy. By becoming aware of the essential features and principles
of learner centered pedagogy, you are now informed on how to
appropriately design your teaching practice in a way that would be
best serve the interest, needs and abilities of your future students.

In Lesson 2, you will have a closer look at some available pedagogical

approaches that will equip you with a more practical ideas how to
facilitate a learner-centered classroom.

LESSON 1.2
TEMPLATE 4: The Lesson Structure
Module No. 1 FACILITATING LEARNER CENTERED TEACHING
and Title
Lesson No. 1.2 Learner-Centered Teaching Approaches

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and Title
Learning (This part of the lesson structure can be lifted from the ILO in the
Outcomes learning plan)

Time Frame 5 hours

Introduction Prepare yourself for an exciting lesson on Learner-Centred Pedagogical

Approaches. I am sure you are very interested to understand how to
really help your future students to learn, which is basically the ultimate
desire of every teacher. You are fortunate indeed to have access to a
number of teaching models and approaches that have already been
heavily researched. Let us now turn our attention to three pedagogical
approaches that are recognized as more learner-centred rather than
teacher centered as was observed in the traditional instructional
approach.

You may procced to answering the given activity below.

Activity Instructor/Facilitation Assessment

Source: Center of Excellence for Careers in
Education

Check the item that most nearly describes an

instructor’s interaction with you as a student
that reflects a more learner-centered approach.

_____1.The instructor is clear when he/she tells me what to do.

_____2.The instructor’s questions are helpful in assisting me in making
decisions.
_____3. The instructor meets class on time.
_____4. The instructor’s availability schedule is posted.
_____5. The instructor works effectively with me one on one.
_____6. The instructor always meets with the class as a whole.
_____7. The instructor always offers me options rather than telling me
what to do.
_____8. The instructor makes corrections to my work that are clear and
gives me direction.
_____9. The instructor’s interactions with me, have helped me become
a better problem solver.
_____10. The instructor always has the right answer.
_____11. The instructor always gives me several suggestions to
choose from.
_____12. The instructor solves problems for me.
_____13. The instructor lets me work problems out for myself.
_____14. The instructor is more like a band conductor than an advisor.
_____15. The instructor is more like a coach than a director.
_____16. The instructor is a good listener.
_____17. The instructor’s instructions are helpful.
_____18. The instructor uses “What if you ....” statements rather than
“ You should do this...”

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 _____19. The instructor is good at finding answers to my questions.
_____20. I always feel that the project is mine and I am responsible for
thinking it through.
_____21. I can count on the instructor coming up with the right idea
if I am stuck.
_____22. The instructor values my ability to figure things out for
myself.
_____23. My instructor values me following his/her instructions.
_____24. The instructor shares with me his/her thinking.
_____25. I have no idea how the instructor solves problems.
_____26. The instructor sets all the timelines for meeting deadlines.
_____27. I am responsible for the timelines for meeting deadlines.
_____28. The instructor comes to class with prepared class activities.
_____29. The instructor builds the class activity around student’s
questions and concerns.
_____30. The instructor gives suggestions as to where I can find
information.
_____31. The instructor will find information for me.
_____32. The instructor encourages me to discover things for myself.
_____33. The instructor answers my questions in a way easy for me to
understand.
_____34. The instructor answers my questions with questions.
_____35. The instructor always has the right answer.

After carefully answering the Instructor Facilitation assessment, refer to

the answer key posted at the end of the analysis section.

Analysis Let us now begin to deeply reflect on your

response to the assessment. Try to briefly answer
to each question.
5. What do you consider as the most noticeable practice of a
learner- centred instructor?

6. What do you also observe as the most noticeable practice of the

teacher-centred instrutor?
_________________________________________

7. If you had a more learner-centered instructor, how would feel

about your learning experience under those circumstances?

8. On the other hand, if you had a more teacher-centred instructor,

how would you feel about your learning experience under such

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 circumstances?.

To know more about the essential features of Learner-Centred

Pedagogy, let us now turn to the next section.

Answer Key to Instructor/Facilitation Assessment

The following item identify learning-centered facilitation behaviors of
an instructor.: (2, 4, 6, 8, 13, 15, 16, 18, 20, 22, 24, 27, 29, 30, 32, 34)

Abstraction Learner Centered Pedagogical Approaches

According to this image of teaching and learning, the ideal classroom

for the 21st century learners will no longer be one in which 30-50
students are always listening to the teacher or silently working on their
own. Although contemporary teaching practices still involve lecture,
drill, and practice, students need to be trained to work in alternative
arrangements such as:

 talking to each other in small and large groups

 making public their personal knowledge and beliefs
 constructing and testing their knowledge with peers and
teachers.

Among the popular instructional approaches that have been extensively

researched for more than two decades are the Cooperative Learning
Approach, Differentiated Instruction Approach, and the Personalized
Learning Approach. A comparison of these 3 pedagogical approaches
along with the traditional approach is shown in the table below using the
5 essential elements of Learner-Centered Pedagogy by Weimer.

Table 1
A Comparison of Teaching Approaches

Elements Traditional Cooperative Differentiated Personalized

Instructional Learning Instructional Learning
Approach Approach approach Approach

Balance of Dominant Dominant More choices Mostly reliant

Power teachers teachers given to students on on student
based on their motivation,
Minor role Empowered ability levels and engagement,

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 learners students teams for interest interest
learning

Function of Imposed a Same content Differentiated Flexible

content highly processed by content in terms curriculum
structured students in of difficulty content
curriculum groups, fixed levels, more according
content in a timeline of flexible pace of personalized
fixed pace and learning learning learning paths,
timeline of highly flexible
learning pace of learning

Role of Knowledge Facilitator Designer of Collaborator/co-

teacher Expert of learning tasks differentiated creator of
Authoritarian done in learning tasks to knowledge
classroom collaborative accommodate
manager peer-group readiness, profile
settings and interest of
students

Responsibi Students are Learning is co- Learning co- Students design

lity for expected to fully created by created with individualized
Learning understand students in group students in group learning plans to
knowledge settings settings achieve mastery
passed on by of targeted
their teachers learning
outcomes

Cooperative Learning Approach (CLA)

The Cooperative learning Approach (CLA) started becoming popular in

the 1990’s in an attempt to move away from traditional pedagogical
approach that relied heavily on uniform instruction for a large-sized
classroom. The CLA used the social interdependence theory, which
proposes that the behavioral outcomes of a person are affected by their
own and others' actions. Said theory became the framework for
designing teaching-learning activities in peer group settings.

Johnson and Johnson (1994) described five factors that influence the
effectiveness of cooperation in classrooms which are shown in the
figure below.

Figure 1
Five Factors for an Effective Cooperative Learning Approach

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 Positive Individual
Interpersonal Promotive Group
Interdependenc & Group
Skills Interaction Processing
e Accountability

Positive Interdependence.
 Students commit to personal success as well as the success of
every member of the group. If students are having difficulties,
their group mates are there to support them.

 Positive interdependence can also promote motivation to learn,

because students are learning not just for themselves but also for
the benefit of their groups.

 Working in groups involved sharing information helping each

other in doing the group task so that they progress together.

Individual and group accountability.

 The group is accountable for achieving its goals, and each
member must be accountable for contributing a fair share of the
work toward the group goal

Interpersonal and small group skills.

 Group members learn how to how to apply teamwork skills that
has collaborative leadership, making fair decisions,
 Students also develop friendship by building trust,
communicating freely, and resolving conflict.

Promotive Interaction
 Students promote each other's success by sharing resources or
information that will help every member.

 Peers take time to encourage, and praise each other's efforts to

learn.

Group Processing
 Group members need to feel free to communicate openly with
each other to express concerns as well as to celebrate
accomplishments.

 Learners take time to monitor and discuss how well they are
achieving their goals and maintaining effective working
relationships.

 Students frequently reflect and discuss on how well they are

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 achieving their goals and work to maintain effective working
relationships.

Differentiated Instructional Approach (DIA)

The pedagogical concept of differentiation as opposed to uniform

instruction was first popularized by Carol Ann Tomlinson with her
book How to Differentiate Instruction in Mixed-Ability Classrooms,
published in 1995. In Tomlinson’s 2nd edition in 2014, she described
teachers in differentiated classes as using time flexibly, applying a
range of instructional strategies, and becoming partners with their
students so that both what is learned and the learning environment are
shaped to authentically support the learning process of the student.

In DI approach, teachers usually differentiate their teaching by

modifying three aspects in his/her classroom practice. Each aspect of
practice is presented below with examples on how each is applied in
actual teaching practice.

Figure 2
Differentiating 3 Aspects of Pedagogy

Content Process Product

lessons that students learn teaching-learning activities performance of students

that help students to learn

Differentiating Content
 The most important part is to diagnose the learners’ prior
knowledge so as to determine his/her readiness to learn new
content. In fact, diagnostic assessments form the foundation for
designing differentiated teaching-learning activities to better
construct or build upon students’ prior knowledge.

 Via differentiation, teachers respond proactively to differences in

students' knowledge, skills, learning styles, interests, and cognitive
needs in order to create multiple access points to content.

 Teachers may differentiate several learning tasks or pathways

within the same lesson that match the needs of specific students or
student groups.

 Teachers should hold all students to the same expectations and

goals related to mastery of essential content but may utilize
different techniques and modified activities to help each student
meet outlined objectives (Bondie, Dahnke & Zusho, 2019).

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Differentiating Process
 Teachers utilize whole-class, small-group, and individual
explorations. Students are allowed to work with peers who show
similar academic needs at a given time.

 Students of mixed readiness are also allowed to work together so

that they may draw upon the strengths of others.

 Students may also choose to work with classmates who have

similar interests or learning styles or even collaborate with those
who have different interests or learning style profile.

 Students themselves sometimes decide on their work groups and

arrangements, and sometimes teachers also decide.

 Teachers may also use technology to create blended learning

classrooms that allow for multiple leveled activities and centers.

Differentiating Product

 Flexibility in the work products and performances that students

complete to demonstrate newly acquired knowledge or skills
supports accurate evaluation of students' capabilities while also
allowing students to leverage their strengths to achieve the same
standards as their peers.

 Assessments can be implemented before, during, and after

instruction to monitor student progress relative to differentiated
instruction.

 Create and implement assessments that accurately measure

competencies, analyze assessment results to identify students
who are below mastery level

 Students are provided with alternative ways to act skillfully and

demonstrate what they know

Personalized Learning Approach (PLA)

In personalized Learning systems, instead of counting the number of

hours students are in their seats, students move through coursework and
graduate based on their ability to show they have mastered the material

The United States National Education Technology Plan 2017 defines

personalized learning as follows:

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Personalized learning refers to instruction in which the pace of learning
and the instructional approach are optimized for the needs of each
learner. Learning objectives, instructional approaches, and instructional
content (and its sequencing) may all vary based on learner needs.

Personalized learning is a progressively student–driven model where

students deeply engage in meaningful, authentic, and rigorous
challenges to demonstrate desired outcomes (Zmuda, Curtis & Ullman,
2015). Four design elements have been associated to the personalization
movement (Olofson et. al, 2018) which are shown in the Figure 3.

Figure 3
Design Elements of Personalized Learning Approach

Competency-based Personalized
Graduation Requirements Learning Plans

4 Design Elements
Student Ownership Flexible Learning
And Agency Pathways

Flexible Pathways
 Learning activities must be meaningful and relevant to learners,
driven by their interests, and often are self-initiated.

 Students are provided the opportunity to choose in-school and

out-of-school learning modalities that are attuned to their socio-
economic capability, interests and needs.

Personalized Learning Plans

 Learning plans are co-crafted by students with their parents and
teachers which best suit their needs, interests, and abilities. This
plan creates a customized approach that uniquely responds to the
ability and interest profile of the learner.

 Students are encouraged to identify their own interests, passions,

and strengths and integrate these, in partnership with educators,
into meaningful learning experiences with clear goals.

Competency-Based Graduation Requirements

 Competency standards are made clear to students at the
beginning of the course as well as and how these are to be
assessed at the end.

 Teachers must continuously assess student learning against

clearly defined standards and goals and students’ input into the
assessment process is essential.

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  Students must also have access to real-time feedback and
performance data for self-monitoring.

Student Ownership and Agency

 Teacher refrains from imposing or fully controlling the pathways
of learning. Instead, student and teacher collaborates in
designing learning activities that will help them meet the
competency based-graduation requirements.

 Students will work with the teacher to develop a challenge,

problem, or idea clarify learning goals, envision the assessment,
and create a personal learning plan.

 Ownership within the context of personalized learning also

requires students to set, monitor, and reflect on their personal
progress towards their set learning goals. This is a way to
empower them with ownership over their own work and
progress.

The table below provides a list of commonly applied teaching strategies

under CLA, DIA and PLA.

Table 2
Teaching Strategies According to Approach

Traditional Cooperative Differentiated Personalized

Instructional Learning Instructional Learning
Approach Approach Approach Approach

Lecture Thin-Pair-Share Tiered Lessons Team Wikis

Teacher-demo Jigsaw II Choice Boards Group Blogs
Drills Team-Game- Graphic Organizers Personal Vlogs
Recitation Tournaments Web-Quests Discussion Threads
Student Report (TGT) Learning Logs Chat Groups
Role Play Student-Teams Learning Contracts Polling
Games Achievement Gallery Walk Project e-Portfolio
Division (STAD)
Numbered Heads
Inside-Outside
circle

In summary, as you progress from a beginning career stage educator

into a distinguished career stage teacher, you will definitely grow in
your teaching competencies in using a Learner-Centered Pedagogical
Approach which now favors heavily on the Personalized learning
Approach. This is primarily due to the availability of education
technology tools that can be accessed by both students and teachers
alike.

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Application
Now that you have a better and deeper
understanding of how a learner-centred
pedagogy approach looks like, it’s now a great
time to integrate those lessons in our personal
belief system.

You are now tasked to create a Powerpoint

Presentation showcasing your future teaching practices that applies the
elements, features and strategies of a learner Centered Pedagogy. Try to
provide a brief answer to each question in your slides and present this to
your peers and teacher.

Guide Questions for the Powerpoint Presentation:

 In what way will I invite students to express their thoughts and
opinions to their peers?
 In what way can I create an environment of safety for my
students to respectfully disagree with one another (and me)?
 In what way will I provide my students with the opportunity to
reflect on their learning?
 In what way will I provide the opportunity for my students to
see the growth of their work over time?

Your patience and persistence finally paid off. Bravo for a job well done
Closure in finishing lesson 1.2. I hope that by becoming aware of different
approaches to facilitate a more student-centered teaching, you now
know how to design and plan your future teaching practice in a way that
would be best serve the diverse interest, needs and abilities of your
students.

In Lesson 1.3, you will learn about the evolution of learning theories
that have served as the backbone and framework of teaching practices.
This lesson will help you see the impact of the evolution of learning
theories and its impact in shifting the field of education from a teacher-
centered teaching approach to that of a student-centered pedagogical
approach for 21st century learners.

LESSON 1.3
Module No. 1 FACILITATING LEARNER CENTERED TEACHING
and Title
Lesson No. 1.3 Learning Theories
and Title
Learning a. Explain the basic principle of the different theories of learning.
Outcomes b. Make a simple plan applying the primary laws of learning

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 c. Determine how to use rewards in the learning process more effectively
d. Explain Tolman’s purposive behaviorism
e. Explain Banduras’s social learning theory.
f. Give specific applications of each theory in teaching.

Time Frame 5 hours/1 week

Introduction With new researches, explanations provided but the basic principles of
behaviorism appeared not satisfy all learning scenarios. New theories came
into view which maintained some of the behaviorist concepts but excluded
others, and added new ideas which later came to be associated with the
cognitive views of learning. The neo-behaviorist, then, were transitional
group, bridging the gap behaviorism and cognitive theories learning.

Activity ACTIVITY 1 (BEHAVIORISM)

1. Observation
a. Choose a place where you can observe adult-child interactions –
such as mall, in church, parks or at the playground, etc. Spend one
hour observing such adult-child interactions. Focus your attention on
the stimulus – response – consequence patter you observe.
b. Describe the consequences you observe. (It is better to write or
scribble the details on the spot or as soon as you finish your
observation).

ACTIVITY 2 (CONNECTIONISM)

Primary Law How I would apply the Primary Law

Law of Readiness

Law of Effect. Indicate

Specifically how you will
use positive/negative
reinforcements (rewards)

Law of Exercise

ACTIVITY 3
Working on Maze

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ACTIVITY 4
Reflecting Chart of Tolman and Bandura
Reflecting on the different theories of both psychologists. Write your own
theory as a future teacher.

YOUR YOUR
TOLMAN BANDURA
REFLECTION REFLECTION

Activity 5: WORD PUZZLE/GARDEN OF HERBS

What are the herbs approved by the Department of Health?

A C A P U L K O C V B N L L K
B M O T S A A N G G U B A T W
C M P N B H L P I F D S G F O
D Q B A W A N G S D X C U H K
F A A N L S A M B O N G N Q W
Z Z Y X C A C V B N M T D T K
D Z A C G V Y N H G S R I A L
G Q B P U A S A Q F B N U Y E
O X A O N Y E R B A B U E N A
L C S W D A S D F G R E S T J
P A N S I T P A N S I T A N O
N I Y O G N I Y O G A N A S F

1. For ringworm and other skin (fungal) infections.

2. For non-insulin dependent diabetic patients
3. For blood pressure control.
4. For use antiseptic disinfect wounds for mouthwash or tooth decay
and gum infection.
5. For cough and asthma

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 6. For intestinal worms, particularly ascaris and trichina.
7. For urinary stones
8. For mouthwash
9. For arthritis and gout
10. For relief from body aches and pains.

Analysis Activity 1: BBEHAVIORISM

Answer the questions.

1. What kind of stimuli for children’s and adult behavior did you
observe?

2. What kinds of behaviors on the part of children elicit reinforcement

and punishment consequences from the adult?

3. What kind of behaviors of adults are reinforced or punished by the

children?

4. What kinds of reinforcement and punishments seem to be most

“successful”?

5. Given this experience, what are your thoughts about operant

conditioning? Do you think children reinforce and punish adults
reinforce and punish them? How might the two be interdependent?

Activity 3: WORKING ON A MAZE

1. How did you solve maze A.? What strategy did you use? (trial and
error, examined the maze before proceeding with your pen etc.

2. Was it easier to solve maze B? Why?

Activity 5: WORD PUZZLE/GARDEN OF HERBS

Reflection Questions;

1. As a student, what factor influence learning?

2. What are the negative implications of technology to

intellectual and social development of young
children?

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Abstraction People learn through repetition. Learner is a passive blank slate shaped by
environmental stimuli, both positive and negative reinforcement. This topic
helps you understand behaviorism and its connection to learning
reinforcement.

BEHAVIORISM

This particular learning theory assumes that the learner is essentially

passive, simply responding to their environmental stimuli. Behavioral
theorists therefore believe that a learner basically begins as a clean slate,
and their behavior is shaped by positive/negative reinforcement

The theory of behaviorism focuses on the study of observable and

measurable behavior. It emphasizes that behavior is mostly learned through
conditioning and reinforcement (rewards and punishment). It does not give
much attention to the mind, and the possibility of thought processes
occurring in the mind. Contributions in the
development of the behaviorist theory
largely came from Pavlov, Watson,
Thorndike and Skinner.

Ivan Pavlov, a Russian physiological is well

known for his work in classical conditioning
or stimulus substitution. Pavlov’s most
renowned experiment involved meat, a dog
and a bell. Initially, Pavlov was measuring
the dog’s salivation in order to study
digestion. This is when he stumbled upon
classical conditioning.

Pavlov’s Experiment.

Before conditioning, ringing the bell (neutral stimulus) caused no response

from the dog. Placing dog food (unconditioned stimulus) in front of the dog
initiated salivation (unconditioned response). During conditioning, the bell
was rung a few seconds before the dog was presented with food. After
conditioning, the ringing of the bell (conditioned stimulus) alone produce
salivation (conditioned response). This is classical conditioning.

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 \\\\\

Figure 1
Pavlov’s Experiment Schematic

PAVLOV ALSO HAD THE FOLLOWING FINDINGS:

Stimulus Generalization. Once the dog has learned to salivate at the sound
of the bell, it well salivate at the other similar sounds

Extinction. If you stop pairing the bell with the food, salivation will
eventually cease in response to the bell.
Spontaneous Recovery. Extinguished responses can be “recovered” after
an elapsed time, but will soon extinguish again if the dog is not presented
with food.

Discrimination. The dog could learn to discriminate between similar bells

(stimuli) and discern which bell would result in the presentation of food and
which would not.

Higher-Order Conditioning. Once the dog has been conditioned to

associate the bell with food, another unconditioned stimulus, such as a light
may be flashed at the same time that the bell is rung. Eventually the dog
will salivate at the flash of the light without the sound of the bell.

CONNECTIONISM

Connectionism is a learning theory developed by George Siemens and

Steven Downs. It stresses the connections and combinatorial creativity. All

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the knowledge is out there – it’s a matter of making the connections.
Siemens (2004) states, “A community is the clustering of similar areas of
interest that allows for interaction, sharing, dialoguing, and thinking
together.”
For example, if a learner is trying to learn how Donald Trump has risen to
power, they may start on a Facebook post that a friend made, which could
then take them to an article, but the text is dense and confusing, so instead
the student the student scroll down to the comments sections and finds
another link to blog, and from the blog there is an embedded YouTube
video that they watch to more fully understand the issue. The student has
used various forms of gathering information using the internet, and has
gleaned the most salient information by using many different modes to
more fully understand the issue.

Edward Lee Thorndike

1904-1990

Edward Thorndike’s Connectionism theory gave us the original S-R

framework of behavioral psychology. More than a hundred years ago he
wrote a text book entitled, Educational Psychology. He was the first one to
use this term. He explained that learning is the result of associations
forming between stimuli and responses. Such associations or “habits”
become strengthened or weakened by the nature and frequency of the S-R
pairings. The model for S-R theory was trial and error learning in which
certain responses came to be repeated than others because of rewards. The
main principle of connectionism (like all behavioral theory) was that
learning could be adequately explained without considering any
unobservable internal states. Thorndike’s theory on connectionism stated
that learning has taken place when a strong connection or bond between
stimulus and response is formed. He came up with three primary laws.

Edward Thorndike (1898) is famous in psychology for his work on learning

theory that lead to the development of operant conditioning
within Behaviorism. Whereas classical conditioning depends on developing
associations between events, operant conditioning involves learning from
the consequences of our behavior.
Skinner wasn’t the first psychologist to study learning by consequences. 
Indeed, Skinner's theory of operant conditioning is built on the ideas of
Edward Thorndike.

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 Figure 1
Simplified graph of the result of the puzzle box experiment.

He placed a cat in the puzzle box, which was encouraged to escape to reach
a scrap of fish placed outside.  Thorndike would put a cat into the box and
time how long it took to escape.  The cats experimented with different ways
to escape the puzzle box and reach the fish.
Eventually they would stumble upon the lever which opened the cage. 
When it had escaped it was put in again, and once more the time it took to
escape was noted.  In successive trials the cats would learn that pressing the
lever would have favorable consequences and they would adopt this
behavior, becoming increasingly quick at pressing the lever.
Edward Thorndike put forward a “Law of effect” which stated that any
behavior that is followed by pleasant consequences is likely to be repeated,
and any behavior followed by unpleasant consequences is likely to be
stopped.
THORDIKE’S THEORY ON CONNECTIONISM stated that learning has
taken place when a strong connection or bond between stimulus and
response is formed. He came up with three primary laws:

Law of Effect.
The Law of Effect stated that a
connection between a stimulus and
response is strengthened when the
consequence is positive (reward) and
the connection between the stimulus
and the response is weakened when
the consequence is negative.
Thorndike later on, revised this “law”
when he found that negative reward,
seemingly pleasurable consequences
do not necessarily motivate
performance.

Law of Exercise.
Tell us that the more an S-R (stimulus response) bond in practice the
stronger it will become. “Practice makes perfect” seem to be associated with
this. However, like the law of effect, the law of exercise also had to revise
when Thorndike found that practice without feedback does not necessarily
enhance performance.

Law of Readiness.
This states that, the more readiness the learner has to respond to the

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stimulus, the stronger will be the bond between them. When a person is
ready to a stimulus and is not made to respond, it becomes annoying to the
person. Example, if the teacher says, “Okay we will now watch the movie
(stimulus) you’ve been waiting for.” And suddenly the power goes off, the
students will feel frustrated because they were ready to respond to the
stimulus but were prevented from doing so. Likewise, if the person is not at
all ready to respond to stimuli and is asked to respond, that becomes
annoying. For instance, the teacher asks the question and expects the
students to respond right away when he is still not ready. This will be
annoying to the student. This is why teacher should remember to say the
question first, and wait for a few seconds before calling on anyone to
answer.

Principles Derived from Thorndike’s Connectionism:

1. Learning requires both practice and reward (laws of

effect/exercise)
2. A series of S-R connections can be chained together if they
belong to the same action (law of readiness)
3. Transfer of learning occurs because of previously encountered
situations.
4. Intelligence is a function of the number of connections learned.

Behaviorism: Tolman & Bandura

Generalization: Tolman’s Purposive Behaviorism

Usually, people who worked on a maze activity, which you just did, would
say they found the second maze easier. This is because they say that the two
mazes were identical, except that the entrance and exit points had been
reversed. Their experience in Maze A was much easier for them to answer
Maze B. People are building mind maps of events that they perceived.
These mental maps help them to respond to other things or tasks later,
particularly if they see the similarity. You may start responding with trial
and error (behavioral), but later on your response becomes more internally
driven (cognitive perspective). This is what neo-behaviorism is all about. It
has behavioral aspects, but it also has a cognitive perspective.

There are two neo-behaviorism-reflecting theories that stand out. Edward

Tolman's purposive behaviorism and Albert Bandura's theory of social
learning. Both theories are influenced by behaviorism (focused on internal
elements and learning).

Tolman's Purposive Behaviorism

Purpose behaviorism has also been referred to as sign learning theory and
is often seen as a link between behaviorism and cognitive theory. Tolman 's
theory was based on the psychological views of the Gestalt Psychologist
and the behaviorist John Watson.

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Tolman believes that learning is a cognitive process. Learning involves
building belief in the acquisition of knowledge about the environment and
then the discovery of knowledge through purposeful and objective behavior.

Tolman stated in his sign theory that an organism

learns by pursuing
signs for a goal, i.e. learning is acquired through
meaningful behavior. He stressed that the
organized aspect of learning is acquired through
meaningful behavior. He emphasized that the
organized aspect of learning is that the stimuli
allowed in are not connected by simple one-to-one
switches to the outgoing reactions. Rather, the
incoming impulses are usually worked out and elaborated in the central
control room into a tentative cognitive environment map. And it is this
tentative map, indicating routes and pathways, and environmental relations
that finally determines what kind of response the animal will finally make.

Tolman's form of behaviorism underscored the relationship between stimuli

rather than stimulus-response. Tolman said that a new stimulus (sign) would
be associated with already meaningful stimuli (significant ones) through a
series of pairings; there was no need for reinforcement to establish learning.
In your labyrinth activity, the new stimulus or "sign" (maze B) has become
associated with the already meaningful stimulus, the signicate (maze A). So
you may have connected the two stimuli, Labyrinth A and Labyrinth B, and
used your knowledge and experience in Labyrinth A to learn how to
respond to Labyrinth A.

Tolman’s Key Concepts

This is a learning theory that was in response to

behaviorism. Psychologist who promoted this
idea claimed that behaviorism failed to explain
cognition. In this theory, mind is an information
processor. It emphasizes understanding the
concept as a whole instead of just the piece.

This is the learning theory that was taught in

developing online education using Blooms
Taxonomy. Examples of cognitivist strategies
for learning higher-level thinking are starting a lesson with a hook to create
interest, a review quiz to promote prior learning, using learning outcomes,
chunking content into organized bite-sized pieces, using graphic organizers,
and the student takes on an active role on learning. The teacher gives lots of
encouragement and positive feedback.

Social Learning Theory:

Albert Bandura
The social learning theory of Bandura emphasizes the importance of

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observing and modeling the behaviors, attitudes, and emotional reactions of
others. Bandura (1977) states: “Learning would be exceedingly laborious,
not to mention hazardous, if people had to rely solely on the effects of their
own actions to inform them what to do. Fortunately, most human behavior
is learned observationally through modeling: from observing others one
forms an idea of how new behaviors are performed, and on later occasions
this coded information serves as a guide for action. Social learning theory
explains human behavior in terms of continuous reciprocal interaction
between cognitive, behavioral, an environmental influences.

The component processes underlying observational learning are:

1. Attention - includes modeled events (distinctiveness, affective valence,

complexity, prevalence, functional value) and observer characteristics
(sensory capacities, arousal level, perceptual set, past reinforcement).

2. Retention - includes symbolic coding, cognitive organization, symbolic

rehearsal, motor rehearsal)

3. Motor Reproduction - includes physical capabilities, self-observation

of reproduction, accuracy of feedback.

4. Motivation, including external, vicarious and self-reinforcement.

1. People can learn by observing the behavior of the others and the
outcomes of those behaviors.
2. Learning can occur without a change in behavior.
3. Cognition plays a role in learning.
4. Social learning can be considered a bridge or a transition between
behaviorist learning theories and cognitive learning theories.

People are often to reinforced for modeling the behavior of others.

Bandura suggested that the environment also reinforces modeling. This is
several possible ways;
1. The observer is reinforced by the model
2. The observer reinforce by a third person
3. The imitated behavior itself leads to reinforcing consequences
4. Consequences of the model’s behavior affect the observer’s
behavior vicariously.

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 1. Contemporary theory proposes that both reinforcement and
punishment have indirect effects on learning.
2. Reinforcement ad punishment influence the extent to which an
individual exhibits a behavior that has been learned
3. The expectation of reinforcement process that promote learning.

1. Learning without performance. (through observation and actual

imitation)
2. Cognitive processing during learning (attention)
3. Expectations (consequences)
4. Reciprocal causation (person, behavior and environment)
5. Modeling (live models, and symbolic models)

1. Attention – mental focus or concentration, willingness of the child

to observe and mimic the behavior of a model.
2. Retention – To encode the behavior in the memory, ability to store
information.
3. Motor Production – To actually perform the behavior observe
4. Motivation/Reinforcement – Force that drives one to act.

COGNITIVISM

Cognitivism revived the psychological study of thinking, developing

scientifically rigorous ways of studying unobservable mental activity. In
this module you will encounter different questions on how cognitivism
brings on the development of learning, and you will find answers or
solution to these questions.

What is Cognitivism?

Cognitivism is "the psychology of learning which emphasizes

human cognition or intelligence as a special endowment enabling man to
form hypotheses and develop intellectually" (Cognitivism) and is also
known as cognitive development. The underlying concepts of cognitivism
involve how we think and gain knowledge. Cognitivism involves examining
learning, memory, problem solving skills, and intelligence.  Cognitive
theorists may want to understand how problem solving changes throughout
childhood, how cultural differences affect the way we view our own

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academic achievements, language development, and much more. (Feldman,
Cognitivism)

How Does Learning Occur?

Cognitive theories stress the acquisition of knowledge and internal mental

structures and, as such, are closer to the rationalist end of the epistemology
continuum (Bower & Hilgard, 1981). Learning is equated with discrete
changes between states of knowledge rather than with changes in the
probability of response. Cognitive theories focus on the conceptualization of
students’ learning processes and address the issues of how information is
received, organized, stored, and retrieved by the mind. Learning is
concerned not so much with what learners do but with what they know and
how they come to acquire it (Jonassen, 1991b). Knowledge acquisition is
described as a mental activity that entails internal coding and structuring by
the learner. The learner is viewed as a very active participant in the learning
process.

Which factors Influence Learning?

Cognitivism, like behaviorism, emphasizes

the role that environmental conditions play
in facilitating learning. Instructional
explanations, demonstrations, illustrative
examples and matched non-examples are all
considered to be instrumental in guiding
student learning. Similarly, emphasis is
placed on the role of practice with corrective
feedback. Up to this point, little difference
can be detected between these two theories.
However, the “active” nature of the learner
is perceived quite differently.

The cognitive approach focuses on the mental activities of the learner that
lead up to a response and acknowledges the processes of mental planning,
goal-setting, and organizational strategies (Shuell, 1986). Cognitive theories
contend that environmental “cues” and instructional components alone
cannot account for all the learning that results from an instructional
situation. Additional key elements include the way that learners attend to,
code, transform, rehearse, store and retrieve information. Learners’
thoughts, beliefs, attitudes, and values are also considered to be influential
in the learning process (Winne, 1985). The real focus of the cognitive
approach is on changing the learner by encouraging him/her to use
appropriate learning strategies.

How Does Transfer Occur?

According to cognitive theories, transfer is a function of how information is

stored in memory (Schunk, 1991). When a learner understands how to apply
knowledge in different contexts, then transfer has occurred. Understanding

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is seen as being composed of a knowledge base in the form of rules,
concepts, and discriminations (Duffy & Jonassen, 1991). Prior knowledge is
used to establish boundary constraints for identifying the similarities and
differences of novel information. Not only must the knowledge itself be
stored in memory but the uses of that knowledge as well. Specific
instructional or real-world events will trigger particular responses, but the
learner must believe that the knowledge is useful in a given situation before
he will activate it.

Classroom Implications

In a classroom environment, there are many variables that influence and

contribute to learning.  When creating and implementing a learning
environment, it is imperative that the teachers not only create a setting that
promotes learning, but also take the time to understand each child. 
Classrooms are widely diverse and complex. Students learn differently and
are at various developmental levels. Teachers who properly manage their
classrooms and establish expectations will be able to incorporate diverse
teaching philosophies and create an excellent learning environment for each
student.  It is important that teachers create a learning environment
that encourages students to do their best and makes learning
interesting.  This creates a motivational climate within the classroom.

There are two factors that are critical to motivate students, value and effort.
(Classroom Management)  Students must understand that the work they are
performing is worthwhile. Value measures the importance of a student's
work to himself and others. Effort  is the amount of time and energy students
put into their work.  Understanding the value of academic tasks and the
effort needed to complete those tasks can motivate students to perform
better in the classroom environment (Classroom Management)

Cognitive Development Implied in the Classroom (“Piaget’s Theory”) 

 Teachers should carefully assess the current stage of a child's

cognitive development and only assign tasks for which the child is
prepared.  The child can then be given tasks that are tailored to their
developmental level and are motivating.
 Teachers must provide children with learning opportunities that
enable them to advance through each developmental stage. This is
achieved by creating disequilibrium. Teachers should maintain a
proper balance between actively guiding the child and allowing
opportunities for them to explore things on their own to
learn through discovery.
 Teachers should be concerned with the process of learning rather
than the end product.  For example, the teacher should observe the
way a child manipulates play dough instead of concentrating on a
finished shape.
 Children should be encouraged to learn from each other. Hearing
others' views can help breakdown egocentrism. It is important for
teachers to provide multiple opportunities for small group activities.

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  Piaget believed that teachers should act as guides to children's
learning processes and that the curriculum should be adapted to
individual needs and developmental levels.

Examples of Cognitive Games in the Classroom

Cognitive games are designed to help stimulate various regions of the

brain.  These games are used to improve reflexes, help people learn,
promote critical thinking, and help people learn different patterns of
association.  Cognitive games are helpful when used to learn a foreign
language and memorize new material. Various learning techniques are used
in the classroom because there are various learning styles.  There are many
games that promote and influence cognitive learning. 

 
Examples of cognitive games include:
 
Educational Websites and Computer Games
Most educational websites computer games focus on stimulating a young
child's senses while engaging them in various cognitive tasks.  Below are
three of the many learning websites that are available to enhance cognitive
development in young children. Example, PBS kids Educational Games,
Spelling City, Cognitive Fun Games etc.

Sorting Games
Sorting games require individuals to utilize recognition and reasoning. 
Teachers can engage children in games in which the children sort items by
various criteria, such as color, size, texture, and other physical attributes of
the items.  A more advanced approach to sorting is discussing how the items
are similar.  This process promotes critical thinking.
 
Flash Cards
 Flash cards can be used various tasks. This involves notecards or an even
scrap of paper in which two parts of information is written on either side of
the notecard.  These can be as simple as having cards with a red dot on one
side and the word red on the other.  Flash cards are typically used in a
classroom for drills or in private study. These cards are used to aid
memorization. Pre-made flash cards are available for many subjects. 
Teachers and students may also make homemade flash cards, depending on
how and what they are studying. Flash cards may also be personalized and
printed from certain websites. (Flashcards) Flash cards can be utilized
into various games as well. 
 
Board Games
Teachers may include board games in their classrooms to promote cognitive
development. Unlike computer and video games, boardgames are tangible.
Children can manipulate different pieces in the game. Board games can be

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implemented to enhance mathematical and linguistic skills and enhance a
child's ability to understand and follow directions. Example, monopoly and
bingo
 
Puzzles
Finding a solution to a puzzle develops a child's problem solving
ability.Children who actively solve puzzles
that they are able to touch and piece together
are more likely to understand certain concepts
and develop their own theories about those
concepts.

CONSTRUCTIVISM

In this unit you will be introduce to many of

the issues understanding and applying
constructivism and constructivist principles for instructional design
purposes.

Students learn new things through experience. They build knowledge

through experiences and interactions. In cognitive learning, the students are
taught to do something in constructivism. The students are encouraged to
discover something on their own; this is known as self-directed learning.
The major difference is that cognitive learning is about building on prior
knowledge, and constructivism is about building new ideas and concepts
based on your own discoveries.

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, where 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

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39
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.

What are the three main types of constructivism?

Typically, this continuum is divided into three broad categories:

Cognitive constructivism based on the work of Jean Piaget, social

constructivism based on the work of Lev Vygotsky, and radical
constructivism. According to the GSI Teaching and Resource Center (2015,
p.5): Cognitive constructivism states knowledge is something that is
actively constructed by learners based on their existing cognitive structures.
Therefore, learning is relative to their stage of cognitive development.

Cognitivist teaching methods aim to assist students in assimilating new

information to existing knowledge, and enabling them to make the

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40
appropriate modifications to their existing intellectual framework to
accommodate that information. According to social constructivism learning
is a collaborative process, and knowledge develops from individuals'
interactions with their culture and society.

Social constructivism was developed by Lev Vygotsky (1978, ) who

suggested that, every function in the child's cultural development appears
twice: first, on the social level and, later on, on the individual level; first,
between people (interpsychological) and then inside the child
(intrapsychological).

Radical constructivism was developed by Ernst von Glasersfeld (1974) and

states that all knowledge is constructed rather than perceived through
senses. Learners construct new knowledge on the foundations of their
existing knowledge. However, radical constructivism states that the
knowledge individuals create tells us nothing about reality, and only helps
us to function in your environment. Thus, knowledge is invented not
discovered. The humanly constructed reality is all the time being modified
and interacting to fit ontological reality, although it can never give a ‘true
picture’ of it. (Ernest, 1994, )

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).

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.

Now let us turn to applying what we have learned about learning theories

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Application that guide the teaching practice of educators like your. As an example, try
thinking of how to apply Thorndike’s Connectionism by following the
instructions below.
a. Choose a topic you want to teach
b. Discuss the ways you can apply the three primary laws while
you teach the topic.

Prepare a 2-minute recorded speech on your response. Request a fellow

student and/ or teacher to comment on it.

Closure Congratulations learner for finishing this lesson! You may have arrived
already at a conclusion at this point that there is no single or perfect learning
theory that applies to every student. What is more important to remember is
that, for the 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.
Therefore, different learning theories should be utilized to accommodate a
variety of learner, in order to create an environment that will be beneficial
to both the teacher the learners.

You are about to begin Lesson 4 in the next page. This lesson will help you
understand why becoming knowledgeable about learner- centred
pedagogical approaches and knowing the learning theories on which they
are founded will help you successfully develop your skillset or teaching
competencies.

Said teaching competencies of a Filipino teacher like you in the near future
are expected to become proficient in what is referred to as the PHILIPPINE
PROFESSIONAL STANDARDS FOR TEACHERS or PPST.

Let us now proceed to Lesson 4.

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 LESSON 1.4
Module No. 1 FACILITATING LEARNER CENTERED TEACHING
and Title
Lesson No. 1.4 Outcomes of Teacher Education
and Title
Learning
Outcomes 1. Set out clear expectations of teaching
standards for professional development from
beginning to distinguished career stage of
teachers;
2. Actively embrace a continuing effort to
attaining teaching proficiency; and
3. Apply uniform measure to assess teacher
performance, identify needs, and provide
support for professional development

Time Frame 5 hours/1 week

Introduction Welcome to your Lesson 1.4!

In desiring to become a teacher someday, you will in fact play a crucial role
in nation building. Put in mind that through quality teachers, the Philippines
can develop holistic learners who are steeped in values, equipped with 21st
century skills, and able to propel the country to development and progress.
Once you graduate and become a licensed professional teacher, you will
now be an official member of the community of educators in the country.
Under the Department of Education’s VISION of producing: “Filipinos who
passionately love their country and whose values and competencies enable
them to realize their full potential and contribute meaningfully to building
the nation” (DepED Order No. 36, s. 2013).

Keep in mind, dear future teacher, that so much research evidences

unequivocally show that good teachers are vital to raising student
achievement, i.e., quality learning of your students is will be dependent
upon learner-centered teaching. Hence, enhancing yourself in terms of in
the 7 domains of teaching practice reflected in the Philippine Professional

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 Standards for Teachers should become of utmost importance to you.

Activity Activity 1: Concept Map of a Professional Teacher

Develop a concept map of a professional teacher as provided for in the
Philippine Professional Standards for Teachers.

Activity 2: WEB ORGANIZER

The teachers are not simply the implementers of the strategies in teaching.
They are the creators of the conditions of learning bedrock on their
personal, professional, and ethical qualities.

Identify the qualities of professional teacher. Fill in the concept organizer

below.

Analysis Let us now reflect on your answers on the activities. Do so by responding to

the following questions.

a. What kind of stimuli for children’s and adult behavior did you
observe?

b. What kinds of behaviors on the part of children elicit reinforcement

and punishment consequences from the adult?

c. What kind of behaviors of adults are reinforced or punished by the

children?

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 d. What kinds of reinforcement and punishments seem to be most
“successful”?

e. Given this experience, what are your thoughts about operant

conditioning? Do you think children reinforce and punish adults
reinforce and punish them? How might the two be interdependent?

Abstraction Philippine Professional Standards for Teachers

The Philippine Government has consistently pursued teacher quality

reforms through a number of initiatives. As a framework of teacher
quality, the National Competency-Based Teacher Standards (NCBTS) was
institutionalized through CHED Memorandum Order No. 52, s. 2007 and
DepED Order No. 32, s. 2009. It emerged as part of the implementation of
the Basic Education Sector Reform Agenda (BESRA), and was facilitated
by drawing on the learning considerations of programs, such as the Basic
Education Assistance for Mindanao (BEAM), the Strengthening
Implementation of Visayas Education (STRIVE) project and the Third
Elementary Education Project (TEEP).

The K to 12 Reform (R.A. 10533) in 2013 has

changed the landscape of teacher quality
requirements in the Philippines. The reform
process warrants an equivalent supportive focus
on teacher quality – high quality teachers who
are properly equipped and prepared to assume
the roles and functions of a K to 12 teacher.

The Philippine Professional Standards for

Teachers, which is built on NCBTS,
complements the reform initiatives on teacher
quality from pre-service education to in-service training. It articulates
what constitutes teacher quality in the K to 12 Reform through well-
defined domains, strands, and indicators that provide measures of
professional learning, competent practice, and effective engagement. This
set of standards makes explicit what teachers should know, be able to do
and value to achieve competence, improved student learning outcomes,
and eventually quality education. It is founded on teaching philosophies of
learner-centeredness, lifelong learning, and inclusivity/inclusiveness,
among others. The professional standards, therefore, become a public
statement of professional accountability that can help teachers reflect on
and assess their own practices as they aspire for personal growth and
professional development.

Teacher Quality in the Philippines

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The Philippine Professional Standards for Teachers defines teacher quality
in the Philippines. The standards describe the expectations of teachers’
increasing levels of knowledge, practice and professional engagement. At
the same time, the standards allow for teachers’ growing understanding,
applied with increasing sophistication across a broader and more complex
range of teaching/learning situations.

The following describes the breadth of 7 Domains that are required by

teachers to be effective in the 21st Century in the Philippines. Quality
teachers in the Philippines need to possess the following characteristics:

 Recognize the importance of mastery of content knowledge and its

interconnectedness within and across curriculum areas, coupled
with a sound and critical understanding of the application of
theories and principles of teaching and learning. They apply
developmentally appropriate and meaningful pedagogy grounded
on content knowledge and current research. They display
proficiency in Mother Tongue, Filipino and English to facilitate
the teaching and learning process, as well as exhibit the needed
skills in the use of communication strategies, teaching strategies
and technologies to promote high-quality learning outcomes.

 Provide learning environments that are safe, secure, fair and

supportive in order to promote learner responsibility and
achievement. They create an environment that is learning-focused
and they efficiently manage learner behavior in a physical and
virtual space. They utilize a range of resources and provide
intellectually challenging and stimulating activities to encourage
constructive classroom interactions geared towards the attainment
of high standards of learning.

 Establish learning environments that are responsive to learner

diversity. They respect learners’ diverse characteristics and
experiences as inputs to the planning and design of learning
opportunities. They encourage the celebration of diversity in the
classroom and the need for teaching practices that are
differentiated to encourage all learners to be successful citizens in
a changing local and global environment.

 Interact with the national and local curriculum requirements. They

translate curriculum content into learning activities that are
relevant to learners and based on the principles of effective
teaching and learning. They apply their professional knowledge to
plan and design, individually or in collaboration with colleagues,
well-structured and sequenced lessons that are contextually
relevant, responsive to learners’ needs and incorporate a range of
teaching and learning resources. They communicate learning goals
to support learner participation, understanding and achievement.

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  Apply a variety of assessment tools and strategies in monitoring,
evaluating, documenting and reporting learners’ needs, progress
and achievement. They use assessment data in a variety of ways to
inform and enhance the teaching and learning process and
programs. They provide learners with the necessary feedback
about learning outcomes that informs the reporting cycle and
enables teachers to select, organize and use sound assessment
processes.

 Establish school-community partnerships aimed at enriching the

learning environment, as well as the community’s engagement in
the educative process. They identify and respond to opportunities
that link teaching and learning in the classroom to the experiences,
interests and aspirations of the wider school community and other
key stakeholders. They understand and fulfill their obligations in
upholding professional ethics, accountability and transparency to
promote professional and harmonious relationships with learners,
parents, schools and the wider community.

 Value personal growth and professional development and exhibit

high personal regard for the profession by maintaining qualities
that uphold the dignity of teaching such as caring attitude, respect
and integrity. They value personal and professional reflection and
learning to improve their practice. They assume responsibility for
personal growth and professional development for lifelong
learning.

PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS

The 7 Domains of teacher practice comprise

of 37 strands that refer to more specific
dimensions of teacher practice.

Domain 1
Content Knowledge &Pedagogy
(7 strands)

1. Content knowledge and its application

within and across curriculum areas
2. Research-based knowledge and principles
of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other
higher-order thinking skills
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies

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Domain 2
Environment (6 stands)

1. Learner safety and security

2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior

Domain 3
Diversity of Learners (5 strands)

1. Learners’ gender, needs, strengths,

interests and experiences
2. Learners’ linguistic, cultural, socio-
economic & religious backgrounds
3. Learners with disabilities,
giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups

Domain 4
Curriculum and Planning (5 strands)

1. Planning and management of teaching and learning process

2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT

Domain 5
Assessment and Reporting (5 strands)

1. Design, selection, organization and utilization of assessment strategies

2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress and achievement to key
stakeholders
5. Use of assessment data to enhance teaching and learning practices and
programs

Domain 6
Community Linkages and Professional Engagement (4 strands)

1. Establishment of learning environments that is responsive to

community contexts Philippine Professional Standards for Teachers 7
2. Engagement of parents and the wider school community in the
educative process

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3. Professional ethics
4. School policies and procedures

Domain 7
Personal Growth and Professional Development (5 strands)

1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals

Career Stages of Filipino Professional Teachers

Teacher professional development happens

in a continuum from beginning to
exemplary practice. Anchored on the
principle of lifelong learning, the set of
professional standards for teachers
recognizes the significance of a standards
framework that articulates developmental
progression as teachers develop, refine their
practice and respond to the complexities of
educational reforms.

The following statements, which define the work of teachers at different

career stages, make explicit the elements of high-quality teaching for the
21st century. They comprise descriptors that have been informed by
teachers’ understandings of what is required at each of the four Career
Stages. The descriptors represent a continuum of development within the
profession by providing a basis for attracting, preparing, developing and
supporting teachers.

Career Stage 1 or Beginning Teachers

have gained the qualifications recognized for entry into the teaching
profession.
have a strong understanding of the subjects/areas in which they are
trained in terms of content knowledge and pedagogy.
possess the requisite knowledge, skills and values that support the
teaching and learning process.
manage learning programs and have strategies that promote learning
based on the learning needs of their students.
seek advice from experienced colleagues to consolidate their teaching
practice.

Career Stage 2 or Proficient Teachers

professionally independent in the application of skills vital to the

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 teaching and learning process.
provide focused teaching programs that meet curriculum and
assessment requirements.
display skills in planning, implementing, and managing learning
actively engage in collaborative learning with the professional
community and other stakeholders for mutual growth and
advancement.
reflective practitioners who continually consolidate the knowledge,
skills and practices of Career Stage 1 teachers.

Career Stage 3 or Highly Proficient Teachers

consistently display a high level of performance in their teaching
practice.
manifest an in-depth and sophisticated understanding of the teaching
and learning process.
have high education-focused situation cognition, are more adept in
problem solving and optimize opportunities gained from experience.
work collaboratively with colleagues and provide them support and
mentoring to enhance their learning and practice.
continually seek to develop their professional knowledge and practice
by reflecting on their own needs, and those of their colleagues and
students.

Career Stage 4 or Distinguished Teachers

embody the highest standard for teaching grounded in global best
practices.
exhibit exceptional capacity to improve their own teaching practice
and that of others.
recognized as leaders in education, contributors to the profession and
initiators of collaborations and partnerships.
create lifelong impact in the lives of colleagues, students and others.
consistently seek professional advancement and relevance in pursuit of
teaching quality and excellence.
exhibit commitment to inspire the education community and
stakeholders for the improvement of education provision in the
Philippine.

Application
At this point , after knowing the 7 domains of teaching considered as
standards of the professional practice of teachers, as well as the career
stages we go through over time, you may now check yourself in terms of
how far you have developed already at this time. Use the checklist below to
find out.

Self Assessment Checklist

Domains for Teaching Practice

Y = Yes, I believe I already have developed the competencies in this

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 domain
S = Somewhat, I believe I already have developed some competencies in
this domain
NY= Not Yet, I believe I have not yet developed any competency in this
domain

Y S NY Domain of Teaching Standards

Content Knowledge and Pedagogy
Learning Environment
Diversity of Learners
Curriculum and Planning
Assessment and Reporting
Community Linkages & Professional Engagement
Personal Growth and Professional Development

Reflection Question:

1. For domains in which you answered SOMEWHAT or NOT YET,

what will you do in order to develop the teaching competencies
under those domain?

2. yourself progress from a beginner teacher stage to a distinguished

teacher in 10-15 years?

Closure Congratulations learner! You already completed 4 lessons in Module 1.

You have also come to find out about the outcomes of your learning journey
in the college of teacher education, the main reason why you are being
trained as teacher through your enrolment in a BSED or BEED program.
Always remember that this course in facilitating learner-centred teaching is
intended to help you acquire the competencies listed as strands in at least 5
domains of the PPST which are: content knowledge & pedagogy, learning
environment, diversity of learners, curriculum and planning, and assessment
and reporting.

Let us continue to deepen your understanding of your future learner by

turning to module 2.

MODULE ASSESSMENT (After the students have read and studied all the lessons
in the module, it is at the institutional level to decide whether to administer
assessment in any forms. This part allows flexibility within the institution.)

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MODULE SUMMARY

 Learner centered teaching has brought significant changes from the traditional
teacher-centered approach. These changes involve balance of power between
teacher and student, evaluation of purpose & process, role of teacher,
responsibility of learner and function of content.

 Four principles are also notable in a student centered teaching approach which
are: learning is personalized; learning is competency-based; learning happens
anytime, anywhere; and students take owner ship of their learning.

 The American Psychological Association also published the top 20 principles

of teaching and learning in Prek-12 education for teachers. The principles are
distilled from decades of research on how cognition, emotion and motivation
are enable students to really learn.

 Three pedagogical approaches that promote learner centeredness are

cooperative learning approach, differentiated instruction approach, and
personalized learning approach.

 Learning theories that inform the teaching practices of contemporary teachers

are drawn from behaviorism, cognitivism, constructivism, connectivism.

 The Philippine Professional Standards for Teachers clarifies the 7 domains of

teaching practice which emphasizes the competence of teachers to help student
with diverse abilities and background in a learner centered learning
environment.

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REFERENCES

Abramczyk, A. & Jurkowski, S. (2020): Cooperative learning as an evidence-based

teaching strategy: what teachers know, believe, and how they use it, Journal of
Education for Teaching. DOI: 10.1080/02607476.2020.1733402

Bondie, R.S., Dahnke, C., & Zusho, A. (2019). How does changing “one-size-fits-all”
to differentiated instruction affect teaching?. Review of Research in Education, 43,
pp. 336–362. DOI: 10.3102/0091732X18821130

Bouser & Hilgard (1981) “Epistemology Continuum”, 23-26

Dep. Ed Order No. 36 s. 2013 “Outcomes of Teacher Education”. 10m pages

memorandum

Department of Education (2015) “Grade 10 Learners Guide” Garden of Herbs. L3,

125-130

Driscoll (2000) “Learning Exist in the Mind” 78-83

Duffy & Jonassen (1991) “How Does Transfer Occur?” 7-11

Ernest (1994) “Ontological Reality”

Feldman, W (2009) “Cognitivism, Theories of Learning”. 35-42

Instructor Facilitation Assessment. Curriculum Guide: Teaching & Facilitating
Learning. Retrieved from www.careersined.org/documents/prof-tech/Teaching-
Facilitating-Learning-2%20.pdf

Johnson, D.W. (2009). An educational psychology success story: social

interdependence theory and cooperative learning. Educational Researcher. 38 (5):
365–379. doi:10.3102/0013189x09339057.

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Jonassen, D (1991) “Hoe Does Learning Occur” (1) 10-13

McCarthy, E.M., Liu, Y. & Schauer, K.L. (2020). Strengths based blended
personalized learning: An impact study using virtual comparison group, Journal of
Research on Technology in Education, 52:3, 353-370, DOI:
10.1080/15391523.2020.1716202

Oliver, C. (2000) “What is the Role of Teacher in Constructivism Classroom?” 1. 13-

17.

Olofson, M.W., Downes, J.M., Smith, C., LeGeros, L., & Bishop, P.A. (2018) An
Instrument to Measure Teacher Practices to Support Personalized Learning in the
Middle Grades, RMLE Online, 41:7, 1-21, DOI:
10.1080/19404476.2018.1493858

RODEL Teacher Council, (2014). Blueprint for Personalized Learning Approach.

https://www.k12blueprint.com/sites/default/files/Personalized-Learning-
Guidebook.pdf

Senate Committee on Education. Act 77. An act relating to encouraging flexible

pathways to secondary school completion., Pub. L. No. S130 (2013). Retrieved
from http://www.leg.state.vt.us/ docs/2014/Acts/ACT077.pdf

Shuel (1986) “Factors Influence Learning” 35-42.

Siemens & Downs (2004) “The Framework of Behaviorism” 2 10-15.

Tam (2000) “What are the features of a Constructivist Classroom?. 2 (23) 25-30

Tomlinson,C., Brighton, c., Hertberg, H., Callahan, C., Moon, T., Brimijoin, L.,
Conover, A. & Reynolds, T. (2003). Differentiating Instruction in Response to
Student Readiness, Interest, and Learning Profile in Academically Diverse
Classrooms: A Review of Literature. Journal for the Education of the Gifted. Vol.
27, No. 2/3, 2003, pp. 119–145. https://files.eric.ed.gov/fulltext/EJ787917.pdf

Winne (1985) “The Learning Prtocess”. 5-8

Zmuda, A, Curtis, G. & Ullman, D. (2015). Learning personalized: The evolution of

the contemporary classroom. San Francisco, CA: Jossey-Bass

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 MODULE 2
Cognition of Learners
Template 3
Module No. & Title Module 2: COGNITION OF LEARNERS
Module Overview Dear students, welcome to module 2. The focus of this
module, is to let you understand the different functions of left
and the right- brain hemispheres in the cognitive processes.
Moreover, you will also explore the various theories of
intelligence as well as evaluate the role of metacognition in
learning process.

Module In this module, you are challenged to:

Objectives/Outcomes 1. Differentiate cognitive functions that allow for
memory formation, storage, and forgetting.
2. Explain the role of the theories of intelligence in
classroom teaching and learning;
3. Describe how cognitive theories help teachers design
the learning environment that accommodates
differences;

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 4. Evaluate the role of metacognition in learning;

Lessons in the module Lesson 2.1 Multi-Store Memory Model

Lesson 2.2 Dual Coding Theory
Lesson 2.3 Forgetting Curve Model
Lesson 2.4 Spaced Retrieval
Lesson 2.5 Laterization of Brain Functions
Lesson 2.6 Theories of Intelligence
Lesson 2.7 Metacognition

LESSON 2.1
Module No. 2 COGNITION OF LEARNERS
and Title
Lesson No. 2.1 Multi-Store Memory
and Title
Learning Explain how the types of memory operate in the Multi-Store Memory
Outcomes Model.
Time Frame 1 hour
Introduction Welcome to Module 2 Lesson 1! At this point, you will understand how
learning operates via cognition. Specifically, you will be familiarized with
different cognition theories that explains how learning takes inside the
mind of the learner. Knowledge gained from this will surely afford you
appropriate approaches and strategies to employ in different learning
contexts.

Activity
‘Memory Master’

In the appendix A, you will find picture # 1.

This is a test of honesty and of your sharp
memory. Now, stare at the picture for sixty
seconds. When the time is up, go back to
this page write as many things as you can
remember found on that picture without
looking back at it. Begin.

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 Within one minute, write your answers here.

Analysis Now let us answer the following questions:

 How did you feel about the activity?

 What could have caused you to remember so much?

 What could have caused you to forget some of the things in it?

 Did you know that there ardifferent stores operating in our

memory?

Abstraction This time we shall learn about Multi-Store Memory.

Atkinson and Shiffrin (1968) proposed the multi-store memory model also
known as modal model which is basically a structural model. Together
they proposed the notion that memory consists of three stores:
 a sensory register
 short-term memory (STM)
 long-term memory (LTM).

To this, they held that information goes through the process in a linear way
which has been described as the information processing model so much
like how a computer works with an input, process and output.

As such, information is said to be detected by the sense organs which then

proceeds to the sensory memory. This, if attended to can enter the short
term memory. When the information from the short-term memory is
rehearsed (repeated), it gets transferred to the long-term memory.
However, without maintenance rehearsal (repetition) information may be
forgotten and gets lost from short-term memory by the process of
displacement or decay.

The Memory Stores

Each store is a unitary structure and has its own characteristics in terms
of encoding, capacity and duration.

Encoding is the way information is changed so that it can be stored in the

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 memory. There are three main ways in which information can be encoded
(changed):
1. visual (picture),
2. acoustic (sound),
3. semantic (meaning).

Capacity concerns how much information can be stored.

Duration refers to the period of time information can last in the memory
stores.

Store Duration Capacity Encoding

Sensory ¼ to ½ second all sensory sense specific (e.g.
Memory experience (v. different stores for each
larger capacity) sense)
Short Term 0-18 seconds 7 +/- 2 items mainly auditory
Memory
Long Term Unlimited Unlimited Mainly Semantic (but can
Memory be visual and auditory)

Mcleod (2017) pointed out the study conducted by Glanzer and Cunitz
(1966) which sshowed that when learners were presented a list of words
only the first few and last few of those have the tendency to be
remembered while the words in the middle list are likely to be forgotten.

The result supports that a separate LTM and STM exists because of the
observed primacy and recency effect where words presented early on in the
list have been put into the long-term memory (primacy effect) due to the
span of time to rehearse the word while those words at the end part
proceeded to the short term memory (recency effect).

Moreover, there have been different types of long term memory identified
such as episodic (memories of events), procedural (knowledge of how to
do things) and semantic (general knowledge).

Application Direction: Explain the Multi-Store Memory Model by filling in the

description of each type in the diagram below. Then give a one-paragraph
narrative as to how it works according to Atkinson and Shiffrin (1968).

Short-Term
__________ Memory
_________ __________
__________ _________ __________
__________ _________ __________
Sensory Long-term
Memory memory

____________________________________________________
____________________________________________________
____________________________________________________

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 ____________________________________________________
____________________________________________________

Congratulations! You have finished Module 2 Lesson 1.1. You are now
Closure ready to learn more theories on Cognition.

Lesson 2.2
Module No. 2 COGNITION OF LEARNERS
and Title
Lesson No. 2.2 Dual Coding Theory
and Title
Learning Differentiate the codes/channels in Dual Code Theory as a process of
Outcomes storing and retrieving information.
Time Frame 1 hour
Introduction Welcome to Module 2 Lesson 2! Here, you are still going to learn about a
theory on Cognition called the Dual Code Theory. Similar to the previous
lesson, this one will introduce us to another theory on Cognition. Let us see
how the Dual Code Theory explains how our minds absorb information.

Activity ‘Who is Who?’

Look closely at the two activities.

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 Let us answer the following questions:
Analysis
 What difference can be noticed between Activity A and B?
 Which is easier to understand or remember? Why?
 If you were to choose, which activity would you prefer? Why?
 What do you think does it say about cognition?
Abstraction It is time we get to know Dual Coding Theory!

In 1971, a Canadian researcher Allan Paivio proposed ‘that the human

mind operates with two distinct classes of mental representation (or
“codes”), verbal representations and mental images, and that human
memory thus comprises two functionally independent (although
interacting) systems or stores, verbal memory and image memory.’
(Thomas, 2014).

Source: https://classteaching.wordpress.com/2019/04/24/explaining-through-dual-coding/

The two codes or channels in our memory deal with visual and verbal
stimuli and though they store those stimuli separately, they are linked to
each other and hence makes retrieval easier. Both, words or images
stimulate the retrieval of the other.

‘While being independent of each other, they are also able to create what
Paivio called “associative connections” between them. So, they are both

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 apart from one another but can cooperate in forming linked pairs of words
and images. By forming such a link, the encoding process is enriched. It
leaves a double memory trace and, in the words of Professor Paul
Kirschner, results in “double-barrelled learning” because of the resultant
double opportunity of being retrieved by either verbal or visual means.’
(Caviglioli, 2019)

No wonder teachers who employ a Dual Coding mindset in preparing

instructional materials have learning improved because the students’
working memory is increased and cognitive load is reduced.

Further, Paivio as cited by Caviglio (2019) defined visual information as

being synchronous or simultaneous in structure and that these synonymous
terms explains that diagrams can be viewed at one time bearing most, if not
all elements presented.

Meanwhile, verbal information is sequential by nature wherein each word is

addressed one at a time. There is a need to relate each word to other words
to make sense of it. There is a distance that require cognitive effort so as to
come up with the necessary inferences and finally make sense of the whole
text.

It is, therefore, worth to note that “Visuals ignored, don’t teach”. (Clark
and Lyons, 2004 cited by Caviglioli, 2019) Diagrams should be presented
to give information requiring less effort to understand it and for students to
think about or else not much learning can take place. They should be
thought of as platforms that enable learners to better analyse texts.

Application Differentiate how the codes or channels in Dual Coding Theory operates in
our memory as a process of storing and retrieving information.

Verba Visual
l Stimuli
Stimul
i

Congratulations! You have finished Module 2 Lesson 1.2. The two lessons
Closure learned on Cognition have surely helped in your preparation for lesson
presentations in the near future.

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 Lesson 2.3
Module No. 2 COGNITION OF LEARNERS
and Title
Lesson No. 2.3. Ebbinghaus Forgetting Curve Model
and Title
Learning Explain the process of retaining or forgetting information received through
Outcomes the Ebbinghaus Forgetting Curve Model.
Time Frame 1 hour
Introduction Welcome to Module 2 Lesson 3! You are now set to learn another theory
on Cognition. This time, you will be introduced to how forgetting occurs
in learners and what can be done to help them retain the information
learned.

Activity ‘Lest You Forget!’

Describe the past two lessons on cognition. Give brief descriptions for
each based on what you can remember.

__________________________________
Multi-Store __________________________________

Memory
__________________________________

__________________________________
Dual Coding __________________________________
__________________________________
Theory

Let us talk about the activity above.

Analysis  In which theory were you able to remember much information?
Why?

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  How do you rate yourself in the activity above?
 What could have affected why you remember the information
learned?
 Did you know that there are certain periods that allow you to retain
the lessons learned and there are periods that you start forgetting
most of them?

Abstraction Today we shall learn about the Ebbinghaus Forgetting Curve Model

As sure as the sunrise, human beings tend to forget things learned in the
past. This lesson will help us understand how fast we forget.
The ‘forgetting curve’ which refers to the loss of learned information has
been a product of a series of experiments conducted on memory by
German psychologist Hermann Ebbinghaus (1850-1909).

‘The theory is that humans start losing the memory of learned knowledge
over time, in a matter of days or weeks, unless the learned knowledge is
consciously reviewed time and again. A related concept to the forgetting
curve is strength of memory, which states that the time period up to which
a person can recall any memory is based on the strength of the particular
memory.’ (Shrestha, 2017)

In an article by Wadsworth (2019), he mentioned in particular its

implications to college students who after a day or two of attending
classes, will have forgotten 75% of what was learned and that forgetting
occurs within the first hour. Interestingly, although this is said to be a
natural process, it is possible to disrupt the process.

Looking at the graph, it can be noticed that our memory starts to fade as
days go by.
Again, simple processes can be employed to delay forgetting and can help
us retain the information needed at a later date.

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 As mentioned earlier, forgetting can be slowed down or disrupted. It can
be observed in the second graph that forgetting can be overcomed by
spaced learning. What does spaced learning tell us?

‘While an initial review of material will help you remember in the short
term, reviewing material multiple times and at different intervals will help
you retain it for much longer.’ The graph ‘shows how review affects
memory. You can see that every time you review material you both retain
much more information, and your forgetting curve steadies out at a much
higher level. Each time you review material you take much more away.
Research indicates that the minimum amount of review is three.’
(Whitman, yyyy)

The dramatic increase proves how much review can do to students in

retaining learned information over a period of time. ‘Unfortunately, it also
shows that without additional intervention one day after material is learned
content is lost, and one week after, recall is almost as if the review never
happened at all.’ (Whitman, yyyy)

Fill in the PMI chart with what you learned about the Ebbinghaus
Application Forgetting Curve Model. Write under Plus column all the positive things
you can say; write all the negative things on the ‘Minus’ column and write
all areas you think can still be explored in the ‘Interesting’ column.

Plus Minus Interesting

1.
2.
3.
4.
5.

Congratulations! You have finished Module 2 Lesson 1.3. You are now
Closure ready to learn further on theories of Cognition.

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 Lesson 2.4
Module No. 2 COGNITION OF LEARNERS
and Title
Lesson No. 2.4. Spaced Retrieval
and Title
Learning Explain how the process of spaced retrieval can help improve one’s
Outcomes memory.
Time Frame 1 hour
Introduction Welcome to Module 2 Lesson 4! You are now set to learn another theory
on Cognition. At this point you will get to know how soon our memory
fails us. However, we shall also get to know how this can be addressed
through spaced retrieval.

‘Time for Trivia’

Activity Answer the following trivia questions in 5 minutes.

Question Answer
1. Which country produces the most
coffee in the world?
2. What is the common name for
dried plums?
3. Which country invented tea?
4. What name does deer meat go by?
5. Which kind of alcohol is Russia
notoriously known for?

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 6. What other name does “corn” go
by?
7. What is the national dish of Spain?
8. Which European nation was said to
invent hot dogs?
9. What’s the primary ingredient in
hummus?
10.Which country is responsible for
giving us pizza and pasta?
Analysis Let us talk about the activity.

1. Did you enjoy the trivia game? Why?

2. What helped you answer the trivia questions easily?

3. How could you have learned about those things?

4. Do you think you could have answered all of those if you have time
to review?

Abstraction Spaced Retrieval: What is there to know?

As a memory technique, Spaced Retrieval (SR) is evidence-based and

makes use of ‘procedural memory to help people recall information over
progressively longer intervals of time.’ (Desai, 2020)

Now let us discuss a little about memory. According to Desai (2020)

‘A memory is simply a pattern of information in the brain that is stored

and retrieved.’ She added that oftentimes long-term memory is described
as either declarative or non-declarative. Declarative memory consists of
those which can be consciously recalled like facts (semantic memory) as
well as personal events (episodic memory) while Non-declarative
memory (also called procedural memory) refers to implicit memory
responsible for helping us carry out common tasks even without the
conscious thinking of it. (e.g. riding a bike, washing dishes, etc.)

Moreover, Rawson et. al, (2013) stressed three principles that promote
effective long term learning which include meaningful connections,
retrieval practice and spaced practice.

As such teachers need to establish meaningful connections by explaining

new concepts in relation to concepts previously learned. Also, they need
to keep the information accessible for retrieval practice and promote
spaced practice that is to distribute practice repetitions over time.

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 In 2013 Rawson et. al, studied how much Spaced Retrieval practice have
helped students utilize memorization for an upcoming examination.

The participants were observed using the Spaced Retrieval Practice and
Restudy strategies. For SR Practice learning a concept progressed in
three steps (retrieval, monitoring and feedback). While, in Restudy
strategy a concept is presented at least five times more after initial
presentation.

Its findings revealed that during the exams, concepts learned with the use
of Spaced Retrieval were better remembered as compared to the Restudy
strategy and other strategies. Interestingly, SR practice ‘did not just yield
better results on the exam but prevented the post-exam rapid forgetting.’
In short, concepts learned remain in the minds of the students long after
the exam was taken.

The above-mentioned study is proof how SR can be employed in the

classroom to ensure better learning for students.

Application Explain how you as a teacher can enhance the memory of students
through the use of Spaced Retrieval.

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 By __________________________ By ______________________
When I become a
teacher I will apply
the principles of
Spaced Retrieval...
By__________________________ By ______________________

Congratulations! You have finished Module 2 Lesson 1.4. You are now
Closure ready to learn further on theories of Cognition.

Lesson 2.5
Module No. 2
2 COGNITION OF LEARNERS
and Title
Lesson No. 1 2.5 Lateralization of Brain Function
and Title
Learning At the end of this lesson, you will be able to:
Outcomes 1. differentiate cognitive functions between left and right hemispheres
2. categorize some of your inclinations that are considered left-brained
and right-brained.

Time Frame 2 hours

Introduction Good day students, welcome to the first lesson of module two. Today you will
encounter the concept of brain lateralization. This lesson will explain how the
two hemispheres of the brain affects how students learn.
Activity Activity: Brain Dominance Test

Instruction: Read the following description

and put a check in the blank before the
number if the description fits with your
personality.

_______1. When I’m confused. I usually

follow my gut instinct.
_______2. I like to draw.
_______3. When I am trying to remember
a name I forgot, I would recite the alphabet
until I remember it.

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 _______4. I always lose track of time.
_______5. To solve problem, I think of similar problems I have solved
in the past.
_______6. I believe there is an either right and wrong to do
everything.
_______7. I am able to thoroughly explain my opinions in words.
_______8. I keep a “to do list”.
_______9. I frequently change my plans and find that sticking to a schedule is
boring.
_______10. I believe there are two ways to look at almost everything.

After answering check your result. If you checked numbers 1, 4, 5, 7, 8 then put
L for left hemisphere. If you checked numbers 2, 3, 6, 9, 10 then right R for
right hemisphere.

Count the numbers of L’s and R’s. Whichever is the highest represents your
dominance.

Analysis Guide Questions:

1. Based on the activity, what are your perceptions about the hemispheres
of the brain? Are you contented with your result?

2. Do the hemispheres of the brain affects how a student learn?

3. Is it important for the teacher to identify the left or right brain

dominance of the child for proper lesson delivery?

Abstraction Brain Lateralization

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 Figure 1: The Left and Right Brain Functions

Right hemisphere functions include the following; judging the position of

objects in space, understanding of body position, comprehending and
remembering things you do and see, putting pieces of information together to
make an entire picture, and motor control of the left side of the body.

Left hemisphere functions include the following: Use of language (listening,

reading, speaking and writing), memory for spoken and written language,
analysis of information in detail, and motor control of the right side of the body.
These skills develop over time in children and deficits in related areas of
functioning suggest problems with this process.

Lateralization is the differing functions of the left and right hemispheres of the
brain. Research over the years has shown that damage to one hemisphere or the
other can produce different problems and knowing this can help predict
behavior.

Table 1
Summary of Differences in Cognitive Functions
between the Left and Right Hemispheres

Left-brain Hemisphere Right-brain Hemisphere

Characteristic  Follows a sequential,
s linear and analytical
process
 Uses verbal language
often
 With internal focus,
reasoning, judgment
 Uses symbolic
processing
 Does one thing at a
time
 Reality-based
 Follows random,
intuitive and spontaneous
process
 Uses non-verbal
language often
 With external focus
 Experiential and holistic
 Deals with similarities
 Integrates multiple inputs
 Fiction-based

Functions  Controls the muscles on  Controls the muscles on

the right side of the left side of the body
body  Regulates negative
 Regulates positive emotions
emotions  Responds to simple
 Controls muscles used commands
in speech  Memorizes music and
 Controls the sequence shapes
of movements  Interprets visual images
 Memorizes words and  Understands
numbers relationships in space
 Regulates speaking and  Recognizes faces
writing
 Understands spoken
and written forms
Source: Lucas 2007

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 Whole- Brained People are those individuals that enjoy best of both worlds.
They have the skill to shift task to the hemisphere of the brain that suits with the
situation. These people are both logical and creative thinkers. They enjoy
logical task like sequencing, solving puzzles and quizzes. They also love arts,
crafts and music. The whole brained learners can see both the forest and tree.
But they may lack the organization strength of the left-brained and the creative
brilliance of a right-brained learners.

Application Categorize some of your inclinations listed below that are considered left-
brained and right-brained.

careful planning classical music good time

popular music go with first idea being thoughtful
popular music consider alternative being active
board games athletics being on time

Write your response in the table.

Left Dominance Right Dominance

Congratulations! You have finished Lesson 1 of Module 2. You are now ready
Closure to learn more theories of Cognition.

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 Lesson 2.6
Module No. 2 2 COGNITION OF LEARNERS
and Title
Lesson No. 1 2.6 Theories of Intelligence
and Title
Learning At the end of the lesson, you will be able to:
Outcomes 1. develop a clear definition of intelligence,
2. describe the nature of intelligence;
3. explain how understanding intelligence may affect the delivery of
class instructions and assessments.
Time Frame 2 hours
Introduction Good day students, after the discussion on the first lesson of this module I
welcome you all to the second lesson. Today you will encounter the
different theories of intelligence. This lesson presents the different
thinkers and their theories that explain the concept of intelligence .
Activity Activity: The Connell Multiple Intelligence Questionnaire
Instructions: Put a check to each sentence that describes you
Area 1
_____ I like to listen to songs on the radio, CD etc.
_____ I like to watch music video on TV.
_____ I can easily remember tunes, raps, or melodies.
_____ I like to sing.
Area 2
_____ I like to draw, paint, and make things in clay.
_____ It is fun to play video games.
_____ I create pictures in my mind to help me in
thinking.
_____ I notice different styles of things, such as
clothes, cars, and hairstyles.
Area 3
_____ I like to read.
_____ I have a good vocabulary and I like to learn new
words.
_____ It is fun to play word games.
_____ I like to write.
Area 4
_____ I like animals.
_____ I like being outside.

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 _____ I like to observe nature’s changes, such as
thunderstorm, rain and sunshine.
_____ I like to hike, walk, or run outdoors.
Area 5
_____ It is fun to solve mysteries.
_____ I can do math problems in my head.
_____ I like to do science experiment.
_____ I find arithmetic and math problem interesting.

Area 6
_____ I like to dance.
_____ I like to play sports.
_____ I like to move when I am thinking.
_____ I can sometimes “feel” the right answer.
Area 7
______I like to be with my friends.
______I can usually tell how other people feel.
______It is fun for me to organize events.
______I like to talk in class discussion.
Area 8
______I like doing things myself.
______I would rather work by myself than with others.
______I like to play computer games.
______I usually know what my feelings are.

Scoring- Count all the number of responses for each area. The areas that
you check shows your inclination to that intelligence.
______ Area 1 (Music Smart) ______ Area 5 (Math Smart)
______ Area 2 (Picture Smart) ______Area 6 (Body Smart)
______ Area 3 (Word Smart) ______Area 7 (People Smart)
______ Area 4 (Nature Smart) ______Area 8 (Self Smart)

Analysis Guide Questions:

1. In your opinion, what is intelligence?

2. Is intelligence acquired or inborn?

3. Do you think that it is important for

teachers to adjust his/her delivery of instruction just to adapt to
different intelligence of learners?

Intelligence has many definitions and people have different perceptions

of what it really is. In the field of education, identifying intelligence and
Abstraction assessing its value is one of the most important aspect for it will help you
in the delivery of instruction and conduct of assessment. But the biggest

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problem comes with identifying the real definition of intelligence.
Different theories are created to explain what intelligence is and these
theories will help future teachers to understand their learners better.

Gardner’s Theory of Multiple Intelligences

Howard Gardner in his book Frames of Mind (1983) explained that

intelligence does not come in one type but in 9 different types. He
explained that intelligence comes in different forms and understanding
these different types of intelligence can help people especially teachers in
understanding the learners better.

The 9 types of Intelligence

1. Spatial Intelligence (Picture Smart)

- This intelligence focuses its ability to think in three
dimensions. Some of its strength includes spatial reasoning,
artistic skill, active imagination and image manipulation.
People with spatial intelligence enjoys jigsaw, puzzles, mazes
and drawing.

2. Naturalist Intelligence (Nature Smart)

- The strength of this intelligence is to organize and
discriminate living things as well as being sensitive to the
features of the natural world.
-
3. Musical Intelligence (Music Smart)
- People under this intelligence has the ability to recognize
rhythm, timbre, pitch, and tone. This intelligence helps
learners in creating and reflecting music. Instrumentalist,
composers and singers possesses this intelligence.

4. Intra-personal Intelligence (Self Smart)

- Recognizing personal strengths, thoughts and feelings and
using it to plan and direct your life is the major characteristic
of people possessing this intelligence. This intelligence does
not only focus on self but it also has the ability to understand
the nature of human condition.

5. Bodily- Kinesthetic Intelligence (Body Smart)

- This intelligence is portrayed through manipulation of objects
and use of different physical strength. Strong hand-eye
coordination, timing, and skill perfection through strong
mind- body coordination are the main strengths of this
intelligence.

6. Linguistic Intelligence (Word Smart)

- The strength of a word smart is the ability to use words and
language in expressing ideas. This intelligence allows people
to understand the order of words, its meaning and apply meta-
linguistic skill in using language.

7. Logical-Mathematical Intelligence (Math Smart)

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 - Math Smart has the ability to quantify, calculate, consider
proposition and hypotheses, and carry out complete
mathematical operations. This intelligence helps the learner
to perceive relationships and connections and to use abstract,
symbolic thought; sequential reasoning skills, inductive and
deductive thinking.

8. Existential Intelligence (Spirit Smart)

- This intelligence is sensitive and has the ability to answer/ask
questions about human existence like the true meaning of life,
is there life after death and why to de exists.

9. Interpersonal Intelligence (People Smart)

- The people under this intelligence has the ability to
understand and communicate with others in a very effective
way. The skills that involves in people smart includes
sensitivity to moods and temperaments of others, strong
verbal and non-verbal communication skills and the ability to
identify the differences of others.

Spearman’s Two – Factor Theory of Intelligence

English Psychologist Charles Spearman developed the two-factor

theory in 1904. In this theory he proposed that intellectual abilities were
comprised to two factor: the first ability is called the as the “G” factor
which is the general ability or the common ability; the second is called as
the “S” factor which is a group of specific abilities.

Figure 2
The Two-factor Theory of Intelligence

The “G” factor involves the ability of an individual to do difficult

mental task such as problem solving, analyzing and critical thinking. The
greater the “G” in an individual the greater its chance to live a successful
life.

The “S” factor is acquired from the environment. This varies from an
individual to and individual and from activity to activity in the same

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individual. Therefore, the S-factor can be modified by learning and
habitual training.

Thurstone’s Theory: Primary Mental/ Group Factor Theory

Louis Thurstone said that intelligent activities are not an expression of

many highly specific factors, as what Thorndike believes. He also
believes that there are no general factors that controls all mental tasks.
Thurstone proposed the concept that intelligence is a cluster of abilities.
Then all the mental operations constitute a group. A second group of
mental operations has its own unifying primary factor; a third group has a
third primary factor an so on.

Thurstone’s theory states that there are many groups of mental

abilities, each of this group has its own primary factor, and this factor
give a sense of wholeness to the group. The theory also emphasize that
these primary factors is said to be relatively independent of the others.
Thurstone has given the following nine primary factors:

1. Numerical Factor (N)- This ability involves fast and accurate

mathematical calculations.
2. Verbal Comprehensive Factor- This ability involves accurate
understanding verbal materials, vocabulary and reading
comprehension.
3. Verbal Fluency Factor- The ability to produce words, sentences
and other verbal material.
4. Perceptual Speed Factor- This ability involves proofreading and
rapid recognition of numbers and letters.
5. Inductive Reasoning Factor- The ability to create
generalization- reasoning from specific to general thinking.
6. Spatial Visualization Factor- The ability to manipulates
imaginary object in space.
7. Memory Factor- The ability to memorize quickly.
8. Deductive Reasoning- Ability to use general result correctly.
9. Problem Solving Ability Factor- This ability focuses on the skill
to solve problem independently.

Sternberg’s Triarchic Theory of Intelligence

American psychologist Robert Sternberg (1985) has created three-

pronged or the triarchic theory of intelligence. The three are:

1. Analytic Intelligence- generally define as the academic ability. This

intelligence helps us to solve problems and acquire new
information. Problem solving involves encoding information,
combining and comparing evidences and finally generation of
solution.

2. Creative Intelligence- the ability to adapt within a situation and to

learn from experiences. This intelligence helps the learners to
related current situation to the past experiences whether it is similar
or different. The result of such experience helps an individual to

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 solve problems rapidly.

3. Practical Intelligence- also known as the street smart, help learners

to adapt to the demand of their environment. This intelligence
involves dealing with common personal o practical problems. This
intelligence also involves dealing with unusual problem in our daily
life.

Application a. Create a simple classroom activity that will address the different
theories of intelligence in a classroom situation. (Use a separate
sheet in answering).

Lesson/ Description of
Theory Activity Name
Topic Activity
Gardner

Sternberg

Thurstone

Spearman

Congratulations! You have finished Lesson 2 of Module 2. I hope the

Closure knowledge you got from the topic will help you in your future teaching
endeavor.

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 Lesson 2.7
Module No. 2 2 COGNITION OF LEARNERS
and Title
Lesson No. 1 Lesson 2.7 Metacognition
and Title
Learning At the end of the lesson, you will be able to:
Outcomes 1. clearly define metacognition,
2. identify the different situation that requires metacognition;
3. explain how metacognition can help the learners in achieving a better
learning environment.
Time Frame 2 hours
Introduction Good day students, I welcome you all to the last lesson of this module. Today
you will learn metacognition and what it truly is. This lesson will explain how
metacognition works and how it will help in developing the learners thinking
prowess.
Activity Activity: Force Field Analysis

Instructions: Create a chart of your goals for the next five years. Write also
your specific steps that will help you in accomplishing these goals. From the
chart, add hindering forces and helping forces that affects your goals.

Analysis Guide Questions:

1. What were the questions in your mind when you were writing the
activity?

2. Did the activity help you in understanding and reflecting for your
future? If it did in what way?

3. How important is introspection in teaching and also in learning new

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 concepts?

Abstraction Metacognition means “thinking about thinking” coined by John Flavell, the
founding father of the concept of metacognition. Flavell said that
metacognition is an individual’s knowledge about how he/she thinks. Flavell
(1979) explicitly said, “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 tasks or process you undertake
and to select and utilize the appropriate strategies necessary in your
intercultural interactions.”

Elements of Metacognition

Specialists recognize metacognitive information and metacognitive guideline

(Flavell, 1979, 1987; Schraw and Dennison, 1994). Metacognitive information
alludes to what people think about themselves as psychological processors,
about various methodologies that can be utilized for learning and critical
thinking, for a specific learning task. Metacognitive guideline alludes to
alterations people make to their procedures to help control their learning, for
example, arranging, data the systems, appreciation checking, de-irritating
methodologies, and assessment of progress and objectives. Flavell (1979)
further partitions metacognitive information into three classifications:

 Person variables:  What one recognizes

about his or her strengths and
weaknesses in learning and processing
information.

 Task variables: What one knows or can

figure out about the nature of a task and
the processing demands required to
complete the task—for example,
knowledge that it will take more time to read, comprehend, and
remember a technical article than it will a similar-length passage from
a novel.

 Strategy variables: The strategies a person has “at the ready” to apply

in a flexible way to successfully accomplish a task; for example,
knowing how to activate prior knowledge before reading a technical
article, using a glossary to look up unfamiliar words, or recognizing
that sometimes one has to reread a paragraph several times before it
makes sense.

Metacognitive Strategies 

As an active learner, you are capable of monitoring your progress related to

your learning and the tasks at hand. There are metacognitive strategies that can
be learned which will serve as your mechanism for controlling your thinking
activities and to ensure you are meeting your goals.

As an example, metacognitive strategies for learning a new language can

include the following:

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  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.

Metacognition has been emphasized in the field of education for it makes

learning active. It takes away the concept of just absorbing information form
the surrounding without processing it. The main goal of metacognition it to
help learners to be a better thinker. In a way that it present task that will
develop the thinking capabilities of the child that in the near future they can
use it in their future works or jobs.

Application Task: Letter for Future Students

Instruction: Write a letter to student who will take this subject next school
year. The content of the letter may include: What should they expect? What
will they find most challenging? What advice can you give to them?

Closure Good job. You are done with all the lesson in this module. I am expecting that
you will use all the knowledge you learn from this module to the next lesson .

MODULE ASSESSMENT
(After the students have read and studied all the lessons in the module, it is at the
institutional level to decide whether to administer assessment in any forms. This part
allows flexibility within the institution.)

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MODULE 2 SUMMARY

 Multistore Memory Model proposes that human memory system is composed

of a sensory register, short term memory, and long term memory.

 Ebbinghaus Forgetting Curve Model describes the forgetting as a normal brain

activity which deletes or decays information within 31 days if there are no
attempts to mentally retrieve information stored in the long term memory.

 Dual Code Theory describes the two codes or channels in a learner’s memory
that deal with visual and verbal stimuli and though they store those stimuli
separately, they are linked to each other and hence makes retrieval of stored
memory easier.

 Studies on Spaced Retrieval of stored remory revealed that during exams,

concepts learned with the use of spaced Retrieval were better remembered as
compared to the Restudy strategy and other strategies.

 Lateralization pertains to specific functions which are located on one side of

the brain. Right hemisphere functions include the following; judging the
position of objects in space, understanding of body position, comprehending
and remembering things. Left hemisphere functions includes use of language
memory for spoken and written language, analysis of information in detail,
and motor control of the right side of the body.

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  Howard Gardner has formulated 9 multiple intelligences namely; spatial,
musical, bodily kinesthetic, interpersonal, intrapersonal, naturalist,
existentialist, linguistic, logical-mathematical.

 Spearman’s two-factor of intelligence are the “G” factor, which means general
intelligence and the “S” factor, which means specific intelligence.

 Thurstone’s theory believes primary factors of intelligence are: numerical,

verbal comprehensive, verbal fluency, perceptual speed, inductive reasoning,
spatial visualization, memory, deductive reasoning and problem solving
ability.

 Sternberg’s triarchic intelligence explain intellect into three different groups

namely; analytic, creative and practical.

 Metacognitive theory describes thinking as an active regulation and

monitoring of ones’ cognitive processes.

REFERENCES
Agarwal, Pooja K., Roediger, Henry L. III, Mcdaniel, Mark A., McDermott, Kathleen
B., (2013). How to Use Retrieval Practice to Improve Learning, Washington
University in St. Louis. www.retrievalpractice.org

Aquino, A., (2009). Facilitating Human Learning. REX Book Store.

Atkinson & Shiffrin (1968) Multi store model explains memory and forgetting.
https://www.psychologywizard.net/multi-store-model-ao1-ao2-ao3.html

Bertelson, P. (1982). Lateral differences in normal man and lateralization of brain

function. International Journal of Psychology, 17(1-4), 173-210.
Corpuz, B., Lucas, MR., Borabo, H., and Lucido, P. (2015). Child and Adolescent
Development: Looking at Learners at Different Life Stages. Lorimar Publishing Inc.

Damon, W., & Lerner, R., (2008). Child and Adolescent Development: An Advanced
Course. John Wiley & Sons.

Food & Drink Trivia Questions Retrieved from

https://www.opinionstage.com/blog/trivia-questions/

Gardner, H. E. (2000). Intelligence reframed: Multiple intelligences for the 21st

century. Hachette UK.

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Gardner, H. (2011). Frames of mind: The theory of multiple intelligences. Hachette
UK.
Hacker, Douglas J., John Dunlosky and Arthur C. Graesser, (2009) (Eds.). Handbook
of Metacognition in Education,.
Lefrancois, G. R. (2001). Of children: An introduction to child and adolescent
development. Wadsworth/Thomson Learning.
Lucas, M .R., Corpuz, B., (2011). Facilitating Learning: A Metacognitive Process.
Lorimar Publishing Inc.

McLeod, S. A. (2017, Febuary 05). Multi store model of memory. Simply Psychology.

https://www.simplypsychology.org/multi-store.html

Riley, J. (no year). Multi-Store model of memory.

https://www.tutor2u.net/psychology/reference/multi-store-model-of-memory

Wittman, John (no year) The Forgetting Curve, CSU Stanislaus Retrieved from

Praveen Shrestha, (2017). "Ebbinghaus Forgetting Curve," in Psychestudy.

https://www.psychestudy.com/cognitive/memory/ebbinghaus-forgetting-curve

Sternberg, R., (1984). Beyond IQ. A Triarchic Theory of Human Intelligence.

Cambridge University Press.
Successive Relearning aka Spaced Retrieval Practice – A paper summery (Demo).
https://academicabusiness.college/atschool-trainer-trainer/successive-relearning-aka-
spaced-retrieval-practice-a-paper-summery/

Weiner, I. B. (2003). Handbook of psychology, history of psychology (Vol. 1). John

Wiley & Sons.

What Is The Forgetting Curve (And How Do You Combat It)? Retrieved from
https://elearningindustry.com/mitigate-forgetting-curve-microlearning

William Wadsworth, (15 Mar 2019) Ebbinghaus’ Forgetting Curve Explained: The
Importance of Spaced Learning For Memory

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 MODULE 3
Motivation of Learners
Template 3
Module No. & Title 3 MOTIVATION OF LEARNERS

Module Overview With this module, you will be given the opportunity to learn
independently. This will guide you to have better

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 understanding on the concept of this course. Specifically, this
course explores the fundamental principles, processes, and
practices anchored on learner-centeredness and other
education psychologies as these apply to facilitate various
teaching and learning delivery modes to enhance 21st
century learning.

Module
Objectives/Outcomes Discuss the concepts of the theories of motivation based on
learners’ needs, strengths , interests and experiences through
developmentally appropriate opportunities.

Defend how motivation of students drive their desire to learn

Lessons in the module Lesson 3.1 Motivation: Definition and Types

Lesson 3.2 Academic Motivation
Lesson 3.3 ARCS Model of Motivation

Lesson 3.1
Module No. 3 MOTIVATION OF LEARNERS
and Title
Lesson No. 3.1 Motivation: Definition and Types
and Title
Learning At the end of this lesson, you are expected to:
Outcomes  distinguish between extrinsic and intrinsic motivation.
 justify the role of extrinsic motivation in view of the development
of intrinsic motivation.

Time Frame 2 hours

Introduction Hi! How’s the new way of learning my dear student? I hope you are
enjoying it. You already assessed yourself with lots of theories in the
previous modules. Today, you will learn new theory that will help you
improve your skills as a future educator. Enjoy and keep on learning.
Remember that studying is a hard task. However, it ceases to be a task if
you have the right kind and the right amount of motivation. Good luck!

Activity Let us know how motivated you are. We have here a test. Score yourself

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by checking the appropriate column.

Legend: 1– Never, 2– Seldom, 3– Sometimes, 4– Often, and 5- Always

Behavior 1 2 3 4 5

1. I study even when there is no quiz/test.

2. I enjoy working on homework.

3. I look forward to school days.

4. I read for learning, not only for grades.

5. In every school task I do, I always do my best.

6. I give/do more than what is required.

7. I listen intently to my teacher’s lecture and

instructions.

8. I participate actively in class.

9. I like homework.

10. When something is not clear, I ask questions to

clarify.

11. I do not allow myself to be discouraged by my

classmates’ unfavorable remarks.

12. My teacher’s unfavorable remarks do not turn

me off, rather they challenge me to do my best.

13. I believe that success can be reached by anyone

who works hard.

14. I always feel excited about learning.

15. I submit course requirements not only for the

sake of compliance.

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 16. I study not only for grades but more for
learning.

17. I believe that nothing is difficult if we spend

hours learning it.

18. I believe that nothing is difficult if we spend

hours learning it.

19. I believe I can cope with my teacher’s

expectations.

20. I am always eager to learn new things.

21. I am very much interested to improve myself.

22. I read outside my assignments and lessons

because it helps me improve myself.

23. I love to be in the company of people who

inspire me to keep on growing.

24. I avoid people who have no desire to improve

themselves.

25. I see the relevance of my lessons to the

realization of my dream in life.

26. I am willing to give up the satisfaction of an

immediate goal for the sake of a more important
remote goal. e.g. give up watching tv in order to
study

Total per column

Grand TOTAL

Analysis Interpret you scores:

 One hundred thirty (130) is the perfect
score. If you got 65, that means you are
midway but not highly or very
motivated. The closer you are to 130, the
better motivated you are.

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  Try to answer these following questions:
Do you agree with your score?
In what items did you score comparatively lower?
What message do you get from those items where you scored
low?
When can you say that a student is highly motivated to learn?
What are indicators of a student’s level of motivation?

 When a person is intrinsically motivated, his motivation comes

from within him/her or from the activity or task itself. When a
person is extrinsically motivated s/he is motivated by something
or someone outside herself/himself.

 Now try to identify examples of extrinsic motivation and intrinsic

motivation based on the items of the questionnaire checklist and
answer the questions below.

1. Which type of motivation is more beneficial? Why?

2. Should we do away with extrinsic motivation? Or is itnecessary?

Justify.
Motivation is “a process whereby a goal-
Abstraction directed activity is instigated and sustained.”
(Schunk, Pintrinch & Meece, 2008)

Meaning of Motivation

Motivation is an inner drive that causes

you to do something and persevere at
something. It energizes you to do something. It is the strength of the
drive toward an action. While ability refers to what children can do,
motivation refers to what these children will do. Motivation refers to the
initiation, direction, intensity and persistence of behavior. When we get
motivated to do something, it is not enough that we start working at that
thing but that we get attracted to it. Our attraction towards it becomes so
intense that we persist working on it through thick and thin until its
completion. Learner’s motivation is the primary factor influencing both
performance and success in school.

Indicators of a High Level of Motivation

Your student’s level of motivation is shown in his/her choice of

action, intensity and persistence of effort. If you have a highly motivated
student, you have a student who is excited about learning and
accomplishing things. S/he takes the initiative to undertake learning
tasks, assignments and projects without being pushed by his/her teachers
and parents. S/he has goals to accomplish and dreams to realize. S/he is
convinced that accomplishing the things s/he is asked to accomplish in
class helps her/him realize the goals s/he has set for herself/himself and
his/her dream in life. S/he is willing to give up the satisfaction of

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immediate goals for the sake of more important remote goals. An
example is her willingness to give up joining his/her barkada to watch a
movie in order to prepare thoroughly for final examinations.

A student who is highly motivated to learn enjoys learning and

learns much more than the one who is not as motivated. S/he persists and
perseveres in her/his studies even when things turn out to be difficult.
S/he does not give up easily. As a result, his/her performance is
satisfactory. In contrast, a student who is not motivated to learn does not
enjoy learning, does not study unless “pushed”. When s/he feels the
difficulty of study, s/he readily gives up. S/he lacks perseverance.

Types of Motivation

Motivation is classified as either intrinsic or extrinsic. It is

intrinsic when the source of motivation is from within the person
himself/herself or the activity itself. It is motivation to engage in an
activity for its own sake (Schunk et al, 2008). An example is when a
student reads pocketbooks because s/he herself/himself wants to read
them or because reading them is in itself worthwhile and enjoyable.
Motivation is extrinsic when that which motivates a person is someone
or something outside him/her. When a student studies because s/he was
told by her/his teacher or because s/he is afraid to fail and his/her parents
will make her/him stop schooling or because it will lead to a good grade,
we can say that s/he is extrinsically motivated. Extrinsic motivation is
motivation to engage in an activity as a means to an end. In our
examples, the student studies to please her/his teacher, parents or to get a
good grade. He does not study for the joy of studying.

Obviously, intrinsic motivation is more beneficial than extrinsic

motivation because intrinsic motivation comes from within the person
himself/herself. If that which motivates a person is something or
someone outside, the moment that person or that something is gone, the
person’s motivation is also gone. Intrinsic motivation is evident when
people engage in an activity for its own sake, without some obvious
external incentive present. Reading for no reason other than the joy of
reading illustrates intrinsic motivation.

Research indicates that intrinsic motivation is preferable because of

its focus on learning and understanding.

The Role of Extrinsic Motivation

Initially, extrinsic motivation is necessary to develop the love for

learning among poorly motivated students. If good grades, rewards,
praises or words of encouragement or fear of failing grade can motivate
unmotivated students to study, why not? For as long as students are
hardly motivated, external motivation in the form of rewards, incentives
or punishment play a significant role in the development of motivated
students.

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 It is expected, however, that these extrinsic motivational factors be
gradually replaced by internal motivation. In the concrete, this means that
after motivating the students to study by way of reward, praise,
encouragement, punishment, hopefully the students develop the genuine
love for learning and becomes intrinsically motivated in the process. In
short, we may begin employing extrinsic motivation at the start but this
should fade away as the students get intrinsically motivated themselves.

Application Now it is your time to apply your understanding about the types of
motivation. Answer the following questions. (use separate sheets if
necessary)

1. Try to look back on your learning experiences. Can you cite some
examples of extrinsic and intrinsic motivation in your life as a
student?

2. Are there any instances that extrinsic motivation is necessary? Give

examples.

3. Some of the people argue that using rewards put students into the
wrong message about learning and there are research suggesting that
rewards actually decrease interest in intrinsically motivating tasks.
Explain.

Closure Congratulations! It is a job well done. You already finished the lesson two.
Keep on learning and honing up your understanding. I am expecting that
you will do your best in this new normal type of learning.

Lesson 3.2
Module No. 3 MOTIVATION OF LEARNERS
and Title
Lesson No. 3.2 Academic Motivation
and Title

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Learning At the end of this lesson, you are expected to…
Outcomes 1. define the concept of academic motivation in a personal
perspective;
2. relate academic motivational components in the practical learning
experience.
3. create an instructional plan emphasizing the importance of
motivation in a lesson.

Time Frame 3 hours

Introduction Good day my young educator. How are you today? It seems that you are
as excited as I am to go back to school and see your friends and
professors. But I guess, time won’t allow us to do that because of the
pandemic we are facing today. Nevertheless, it will not stop us from
learning few concept about facilitating learner-centered teaching.

Have fun while doing the tasks expected in this module during the new
normal. Good luck!
Instruction: Observe to pictures in terms of its emotion/feelings and try to
Activity list your observations in the blank provided below:

Picture 1 Picture 2

Write your response on this table.

Observations Observations
Picture 1 Picture 2

Analysis Guide Questions:

1. Based on your observations, what is/are the difference/s between the

two pictures? Write a short explanation.

_______________________________________________________

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 ___________________________________________________________
__________________________________________________________

Abstraction This article

summarizes motivational components
(or constructs) that have been found
to impact student learning, including
beliefs/perceptions, goals, values, and
intrinsic versus extrinsic motivation.
What Is Academic Motivation?

Academic motivation is defined as a

student’s desire
regarding academic subjects. Usher et
al (2012).
Motivation is seen to students through
their approach, persistence, and level of
interest when the student’s competence
is judged against a standard of
performance or excellence. 

Academic motivation is a broad term

incorporating many concepts studied by scholars which include self-
efficacy, determination and resilience. All of these terms are incorporated
characteristics that are related to motivation (Steinmayr et al, 2019).

Academic motivational components that significantly impact students

learning:

1. Beliefs/perception which subdivided into three key concepts:

Personal beliefs
or perceptions of motivation include
self-efficacy, autonomy, and attribu-
tional beliefs. Self-efficacy, also called
efficacy expectations, is an individual’s
personal beliefs in his or her abil-
ity to perform and accomplish tasks
(Bandura, 1997; Schunk & Pajares,
2002). Students are efficacious or
competent when they think they can
meet the challenge of their school-
work. Students with high efficacy
expectations take on challenging tasks,
put forth efforts, persist when faced
with difficulties, and believe that they
will succeed in the future (Schunk &
Pajares, 2002; Schunk & Zimmerman,
1997). Students with low self-efficacy
for learning tend to avoid trying tasks,
avoid making an effort, and readily

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quit when they encounter learning
difficulties (Bandura, 1993; Pajares,
1996; Schunk, 1991).
Autonomy is a term that signifies
personal beliefs that individuals have
control over their own learning and
decision making. Students’ psychologi-
cal need for autonomy can be met by
classroom teachers and other school
personnel creating an autonomy-
supportive environment by providing
choices for learning activities and by
students experiencing initial success
with their choices. When the auton-
omy need is met, students tend to be
more actively engaged in their learning
activities and willingly devote time and
energy to learning as learning becomes
self-endorsed and self-determined (Ni-
emiec & Ryan, 2009; Ryan & Deci,
2000b, 2006).
Personal beliefs
or perceptions of motivation include
self-efficacy, autonomy, and attribu-
tional beliefs. Self-efficacy, also called
efficacy expectations, is an individual’s
personal beliefs in his or her abil-
ity to perform and accomplish tasks
(Bandura, 1997; Schunk & Pajares,
2002). Students are efficacious or
competent when they think they can
meet the challenge of their school-
work. Students with high efficacy
expectations take on challenging tasks,
put forth efforts, persist when faced
with difficulties, and believe that they
will succeed in the future (Schunk &
Pajares, 2002; Schunk & Zimmerman,
1997). Students with low self-efficacy
for learning tend to avoid trying tasks,
avoid making an effort, and readily
quit when they encounter learning
difficulties (Bandura, 1993; Pajares,
1996; Schunk, 1991).
Autonomy is a term that signifies
personal beliefs that individuals have
control over their own learning and
decision making. Students’ psychologi-
cal need for autonomy can be met by
classroom teachers and other school

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personnel creating an autonomy-
supportive environment by providing
choices for learning activities and by
students experiencing initial success
with their choices. When the auton-
omy need is met, students tend to be
more actively engaged in their learning
activities and willingly devote time and
energy to learning as learning becomes
self-endorsed and self-determined (Ni-
emiec & Ryan, 2009; Ryan & Deci,
2000b, 2006).

a. Self-efficacy is when an individual’s personal beliefs in his or her

ability to perform and accomplish tasks. Students are competent
when they think they can meet the challenge of their school- work.
Students with high efficacy expectations take on challenging tasks,
put forth efforts, persist when faced with difficulties, and believe
that they will succeed in the future.

b. Autonomy is a term that signifies personal beliefs that individuals

have control over their own learning and decision making

c. Attributional beliefs are personal theories regarding why things

happen in individuals’ lives and how they explain other people’s
success or failure. Understanding how students attribute their
success and failure in school, that is, how students explain an
outcome or their under- standing of why certain achievement
outcomes happen, sheds light on the source of their subsequent
actions

2. Goals setting involves establishing a target to serve as the purpose

of an individual’s actions. It provides a framework within which a
person responds to events and results in a unique pattern of
cognition, behavior, and affect.

Goals can be short term (proximal goals) or long term (distal

goals) with a few sub-goals that can be used to assess progress
toward a final goal. Goal setting involves establishing
a target to serve as the purpose of an individual’s actions

2 types of goal orientation:

a. Mastery goal-oriented students are those academically oriented to

learn and master materials and to demonstrate their competence by
per- forming well.
b. Students with performance goal orientation, on the other hand,
demonstrate their competence relative to others.

3. Values

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 When students perceive learning activities and materials with an
attitude of “It’s not worth it,” they will likely not consume efforts
to learn. The amount of time and effort spent on an activity
depends on how much students value the work, as well as “I can
do it” self-efficacy beliefs

Valuing learning tasks implies students’ reasons for engaging in

learning activities. Students perceive task value from different
viewpoints, including whether materials or activities are
interesting (intrinsic value), important (attainment value), and
useful

4. Intrinsic vs extrinsic motivation

a. Students with intrinsic motivation engage in activities, in the

absence of external incentives, for
the inherent challenge and curiosity, and prefer tasks that are
inherently interesting

b. Students with extrinsic motivation engage in activities to obtain

some outcomes, such as achieving rewards or avoiding
punishments, separable from the activity itself

Application A. Few years from now, you will become a teacher. In a class, you
will meet different types of students with different beliefs and
perceptions. What will you do to motivate them to learn personally
sensitive issues like career aspirations or sex education?

Provide necessary details in the table below:

Motivational
type of student Teaching Strategy Short Description

Self-efficient

Autonomous

Attributional

B. Among the four academic motivational components, which do you

think that will best describe you? Support your answer.

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 C. Using your area of specialization, make an instructional
plan/lesson plan that will draw interest to your future learners.
You may use any format of your plan.

Good job. You are done with lesson one in this module. I am expecting
Closure that you continue your interest in learning new concepts during this new
normal.

Lesson 3.3
Module No. 3 MOTIVATION OF LEARNERS
and Title
Lesson No. 3.3 ARCS Model of Motivation
and Title
Learning At the end of this lesson, you are expected to…
Outcomes 1. acquire the concept of ARCS model of motivation;
2. present learning strategies that respond to type of academic
motivation under the ARCS model; and
3. describe the ARCS model in the context of instructional
motivational strategies.
Time Frame 2 hours
Introduction How’s the day my future educator? I hope you are doing great. I believe
you have adjusted already to the new way of learning. You have proven
that you can learn on your own. Today, you will be learning another

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 theory that will best assist you as a future educator.
Have fun while doing the tasks expected in this module during the new
normal. Good luck!

Activity Activity: FEEL ME IN

Instruction: Identify the FEELINGS describe in each item.

___________1. the action of dealing with or taking special care of

someone or something.
__________ 2. the quality or state of being closely connected or
appropriate.
__________ 3. the feeling or belief that one can rely on someone or
something; firm trust.
__________ 4. a pleasant feeling that you get when
you receive something you wanted, or when you have
done something you wanted to do
Analysis Guide Questions:

1. Enumerate the four feelings identified in the activity above.

2. ___________________ 3. ____________________
3. __________________ 4. ____________________

2. If all these feelings are your experienced, how would it affect your
studies? You may answer in a word.

_______________________

Abstraction This article

summarizes motivational components
(or constructs) that have been found
to impact student learning, including
beliefs/perceptions, goals, values, and
intrinsic versus extrinsic motivation.

As a teacher, we always say that motivation plays an important role

for an individual to keep going. Indeed, it is an important foundation in
the academic path of every student. In fact, even an infant is interested to
learn the world around them. Without motivation, students lead not only
to underachievement but as well skipping to learn. This is due to the
negative experiences of most students and begin to stop trying hard since
they think that their effort will not make any difference. This where the
model of John Keller’s ARCS instructional model is anchored upon.

ARCS is a model that highlights on motivation. It emphasizes that

learners have to be motivated to ensure them to continually learn and
achieve expected outcomes especially in the new normal instruction

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 Figure 1: ARCS Motivational Model

ARCS design I subdivided in to four, namely:

1. Attention- it refers to the learners’ interest that is critical to get

and hold their interests and attention.

Two ways to gain attention:

a. Perceptual arousal – uses surprise or uncertainly to gain

interest. Uses novel, surprising, incongruous, and uncertain
events
b. Inquiry arousal – stimulates curiosity by posing challenging
questions or problems to be solved.

Methods for grabbing attention:

a. Active participation -Adopt strategies such as games, roleplay

or other hands-on methods to get learners involved with the
material or subject matter.
b. Variability – To better reinforce materials and account for
individual differences in learning styles, use a variety of
methods in presenting material (e.g. use of videos, short
lectures, mini-discussion groups).
c. Humor -Maintain interest by use a small amount of humor (but
not too much to be distracting)
d. Incongruity and Conflict – A devil’s advocate approach in
which statements are posed that go against a learner’s past
experiences.
e. Specific examples – Use a visual stimuli, story, or biography.
f. Inquiry – Pose questions or problems for the learners to solve,
e.g. brainstorming activities.

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 2. Relevance can assist increase a learner’s motivation. Using
concrete language and examples with which the learners are
familiar. The learning process should show the usefulness of the
content so that learners can bridge the gap between content and the
real world.

This includes:

a. Experience – Tell the learners how the new learning will use
their existing skills.
b. Present Worth – What will the subject matter do for me today?
c. Future Usefulness – What will the subject matter do for me
tomorrow?
d. Needs Matching – Take advantage of the dynamics of
achievement, risk taking, power, and affiliation.
e. Modeling – First of all, “be what you want them to do!”
f. Choice – Allow the learners to use different methods to pursue
their work or allowing s choice in how they organize it.

3. Confidence helps students understand their likelihood for success.

If they feel they cannot meet the objectives or that the cost (time or
effort) is too high, their motivation will decrease. This component
focuses on developing success expectation among learners, and
success expectation allow learners to control their learning
processes.

Components:

a. Grow the Learners – Allow for small steps of growth during the
learning process.
b. Feedback – Provide feedback and support internal attributions for
success.
c. Learner Control – Learners should feel some degree of control
over their learning and assessment. They should believe that their
success is a direct result of the amount of effort they have put
forth.

4. Satisfaction- learning must be rewarding or satisfying in some

way, whether it is from a sense of achievement, praise from a
higher-up, or mere entertainment.

There is direct relation between motivation and satisfaction.

Learners should be satisfied of what they achieved during the
learning process.

Three forms:

a. Intrinsic reinforcement (“I feel good about what I have learned”

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 b. Extrinsic reinforcement (awards like money, medals or tokens)
c. Equity (positive feedbacks)

Application Present motivational strategies under each component of ARCS model in

the field of expertise. Complete the table below (use separate sheet):

Topic Components (Arcs) Description

Attention:

Relevance:

Confidence:

Satisfaction:

Good job. You are done with lesson one in this module. I am expecting
Closure that you continue your interest in learning new concepts during this new
normal.

MODULE ASSESSMENT

(After the students have read and studied all the lessons in the module, it is at the
institutional level to decide whether to administer assessment in any forms. This part
allows flexibility within the institution.)

MODULE SUMMARY

 Motivation refers to the initiation, direction, intensity and persistence of

behavior. When we get motivated to do something, it is not enough that we
start working at that thing but that we get attracted to it.

 Intrinsic motivation refers to the self as the source of motivation to do

something. It is motivation to engage in an activity for its own sake (Schunk et
al, 2008).

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  Motivation is extrinsic when what motivates a person to do something comes
from someone or something outside him/her.

 The ARCS model explains the importance to build student motivation to learn
and participate in any classroom activity. It further explains that the higher the
motivation the higher the productivity of students.

 Each component in the ARCS model has specific strategy in motivating the
learning of the students.

 To motivate student learning ARCS model is helpful in the instructional

context. Attention is the way of using humor and inquiry like visual or
auditory stimuli; allowing the students to build prior skills and knowledge
relevant; confidence is built when achieving small but achievable goals for
students; and letting the students understand that learning should rewarding.

 Intrinsic motivation is shown in the enjoyment of the activity itself and the
inner conviction of the learner that such things are the right things to do in
order to realize a personal goal or a life dream. Intrinsic motivation yields
more advantages than extrinsic motivation.

 Extrinsic motivation plays an indispensable function when a learner is not yet

intrinsically motivated to learn. For optimum learning, this extrinsic
motivation, however, must gradually take the back seat as intrinsic motivation
comes to the fore.

 Motivated students have the following characteristic traits: have positive

attitudes toward school and describe school as satisfying; persist on difficult
tasks and cause few management problems; process information in depth and
excel in classroom learning expertise (Stipek, 1996, 2002 cited by Woolfok,
2013).

REFERENCES

Corpuz, B. B., & Lucas, M. D. (2014). Meaning and Types of Motivation. In P. B.

Corpuz, & P. M. Lucas, Facilitating Learning: A Metacognitive Process (pp.
211-215). LORIMAR Publishing, INC.

Rowell, L. & Hong, E. (2013). Academic Motivation: Concepts, Strategies, and

Counseling Approaches.

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 https://www.researchgate.net/publication/277363978_Academic_Motivation_C
oncepts_Strategies_and_Counseling_Approaches

Steinmayr, R., Weidinger, A. F., Schwinger, M., & Spinath, B. (2019). The
Importance of Students’ Motivation for Their Academic Achievement –
Replicating and Extending Previous Findings. Frontiers in Psychology, volume
10, article 1730. https://doi.org/10.3389/fpsyg.2019.01730

Schunk, D.H., Pintrich, P.R & Meece, J.L. (2008). Motivation in Education: Theory,

Thinking Theories. (2020). ARCS Model Of Motivational Design Theories (Keller).

Retrieved from https://www.learning-theories.com/kellers-arcs-model-of-
motivational-design.html

Texas Tech University. (n.d.). ARCS Model of Motivation.

http://www.tamus.edu/academic/wp-content/uploads/sites/24/2017/07/ARCS-
Handout-v1.0.pdf

Usher E.L., Morris D.B. (2012) Academic Motivation. In: Seel N.M. (eds)
Encyclopedia of the Sciences of Learning. Springer, Boston, MA.
https://doi.org/10.1007/978-1-4419-1428-6_834
Woolfok, A. (2013). Educational Psychology, 12th ed. Pearson Education, Inc.:
NJ,USA, 2013)

MODULE 4
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 Emotions of Learners

Module No. & Title Module 4: EMOTION OF LEARNERS

Module Overview This module will lead you to understand the power of
understanding your emotions, key elements of emotions and
types of emotional responses and the great demand to control
them. Furthermore, this module will also guide the learner to
reflect on his/her emotions that affect their learning
experiences as students. Activities were also inserted to
broaden your mind to the topic.

Module 1. Explain how emotions facilitate the learning experience of

Objectives/Outcomes students.

2. Show the ability to understand emotions and emotional

responses that will enhance the learning experiences.

Lessons in the module Lesson 4.1: Emotional Response and Academic Emotions
Lesson 4.2 Emotional Intelligence
Lesson 4.3 Positive Teacher-Student Relationship
Lesson 4.4 Positive Peer Relationship

Lesson 4.1
Module No. 4 EMOTION OF LEARNERS
and Title
Lesson No. Emotional Responses of Learners
and Title
Learning At the end of this lesson, you are expected to…
Outcomes 1. define emotion
2. demonstrate kinds of emotional responses
3. reflect on the different emotions and its effect to you as a learner

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Time Frame 1.5 hrs.
Introduction Setting new benchmark for you, future educator is no mean task. Have
fun in involving yourself in the activities and exercises of this module
because this is intended not only for drill and evaluative purposes but an
advocacy for current trends in education such as reflective learning,
emotions and emotional responses. Welcome to the new normal. Have
fun!

Activity At this point, try to think deeply of a situation in the past which you went
through in school that made you feel the following emotions listed
below:

Types of I felt this way when……

Emotions

Sad

Angry

Disappointed

Shy

Guilty

Discomfort

Bitter

Resentment

Happy

Surprised
Analysis Guide Questions for Discussion

1. Define the different emotions in the activity 1.

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

2. What are the implications of these different emotions to you as future

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 educator?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Abstraction Definition of Emotions

There are many different types of emotions that
have an influence on how we live and interact
with others. At times, it may seem like we are
ruled by these emotions. The choices we make,
the actions we take, and the perceptions we
have are all influenced by the emotions we are
experiencing at any given moment.

Emotions are all those feelings that so change

men as to affect their judgement, and that are also attended by pain or
pleasure, wrote Aristotle (384-322 BCE).

Some emotions are very specific, in so far as they concern a particular

person, object, or situation. Others, such as distress, joy, or depression
are very general. Some emotions are very brief and barely conscious,
such as a sudden flush of embarrassment or a burst of anger. Others,
such as long-lasting love or simmering resentment, are protracted, lasting
hours, months, or even years (in which case they can become a durable
feature of an individual’s personality).

An emotion may have pronounced physical accompaniments, such as

facial expression, or it may be invisible to observers. An emotion may
involve conscious experience and reflection, as when one “wallows” in
it, or it may pass virtually unnoticed and unacknowledged by the subject.
An emotion may be profound, in the sense that it is essential to one’s
physical survival or mental health, or it may be trivial or dysfunctional.
An emotion may be socially appropriate or inappropriate.

Types of Emotional Responses

a. Subjective Experience

While experts believe that there are a number of basic universal

emotions that are experienced by people all over the world regardless of
background or culture, researchers also believe that experiencing
emotion can be highly subjective.4 Consider anger, for example. Is all
anger the same? Your own experience might range from mild annoyance
to blinding rage.

While we have broad labels for emotions such as "angry," "sad," or

"happy," your own experience of these emotions may be much more
multi-dimensional, hence subjective.

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We also don't always experience pure forms of each emotion. Mixed
emotions over different events or situations in our lives are common.
When faced with starting a new job, you might feel both excited and
nervous. Getting married or having a child might be marked by a wide
variety of emotions ranging from joy to anxiety. These emotions might
occur simultaneously, or you might feel them one after another.

b. Physiological Response

If you've ever felt your stomach lurch from anxiety or your heart palpate
with fear, then you realize that emotions also cause strong physiological
reactions.

Many of the physiological responses you experience during an emotion,

such as sweaty palms or a racing heartbeat, are regulated by the
sympathetic nervous system, a branch of the autonomic nervous system.

The autonomic nervous system controls involuntary body responses,

such as blood flow and digestion. The sympathetic nervous system is
charged with controlling the body's fight or flight reactions. When facing
a threat, these responses automatically prepare your body to flee from
danger or face the threat head-on.

While early studies of the physiology of emotion tended to focus on

these autonomic responses, more recent research has targeted the brain's
role in emotions. Brain scans have shown that the amygdala, part of the
limbic system, plays an important role in emotion and fear in particular.5

The amygdala itself is a tiny, almond-shaped structure that has been

linked to motivational states such as hunger and thirst as well as memory
and emotion. Researchers have used brain imaging to show that when
people are shown threatening images, the amygdala becomes activated.
Damage to the amygdala has also been shown to impair the fear
response.6

c. Behavioral Response

The final component is perhaps one that you are most familiar with—the
actual expression of emotion. We spend a significant amount of time
interpreting the emotional expressions of the people around us. Our
ability to accurately understand these expressions is tied to what
psychologists call emotional intelligence, and these expressions play a
major part in our overall body language.

Research suggests that many expressions are universal, such as a smile

to indicate happiness or a frown to indicate sadness. Sociocultural norms
also play a role in how we express and interpret emotions.

In Japan, for example, people tend to mask displays of fear or disgust

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when an authority figure is present. Similarly, Western cultures like the
United States are more likely to express negative emotions both alone
and in the presence of others, while eastern cultures like Japan are more
likely to do so while alone.7

Academic Emotions

As future educators, we need to fully recognize the role of emotions in

learning. We need to view our students’ emotional state as a subjective
experience, physiological response and behavioral response within the
learning environment that is being created and managed by the teacher.
Rentiers and Rivers (2014) in fact described emotions as playing a
critical role in the learning and teaching process because they impact on
learners’ motivation, self-regulation and academic achievement.

According to Pekrun’s UNESCO book series on Emotions in Learning

published in 2014, there are four groups of academic emotions that are
especially relevant for students’ learning which are shown in the figure
below.

Achievement

Academic Epistemic
Emotions
Topic

Social

Figure 1. Four Groups of Academic Emotions of Learners

Achievement Emotions relate to achievement activities and to success

and failure resulting from these activities. Achievement emotions are
pervasive in academic settings, especially so when the importance of
success and failure is made clear to students.

 Examples are enjoyment of learning;

 hope and pride related to success;
 and anxiety and shame related to failure.

Epistemic Emotions are emotions triggered by cognitive problems.

Epistemic emotions are especially important in learning with new, non-
routine tasks. Examples are

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  curiosity or surprise about a new learning task
 confusion and frustration about obstacles
 delight when the problem is solved

Topic Emotions pertain to the topics presented in lessons. Both positive

and negative topic emotions can trigger students’ interest in learning
material. Examples are

 empathy with the fate of one of the characters portrayed in a

novel
 anxiety and disgust when dealing with a health pandemic issues
 enjoyment of a painting discussed in an art course

Social Emotions relate to teachers and peers in the classroom. These

emotions are especially important in teacher/student interaction and in
group learning. Example are

 love for peers and teacher

 sympathy and compassion for classmates
 admiration for teachers and groupmates
 contempt or anger for negligence of peers in group tasks or
projects
 social anxiety over peer acceptance

Given these different triggers of emotions in the classroom, it is no

wonder that a teacher must be equipped and ready to manage and
respond proactively to the emotional state of the learners.

Being ignorant or blind to the emotional undercurrents in the learning

environment can be very counterproductive to a learner-centered
approach to teaching. You must learn to become sensitive to the
academic-related emotions of learners as a subjective experience, a
physiological response, and a behavioral response in your class.

Application After knowing the emotional responses and group

of emotions that can be felt by your students as it
applies to their learning experience, let us now
think of ways how to apply these concepts in your
future teaching practice.

Answer the following reflective questions:

Statement 1

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 The neglect of emotions is alarming given that ‘‘emotion is the
foundation of learning’’ (Zull 2006, p. 7).

Statement 2
Emotions stimulate learners’ attention and trigger the learning process.
They affect what is learned and what is retained. (Tyng et al, 2017).

Statement 3
Numerous studies across a range of disciplines including neuroscience,
education, and psychology have revealed that emotions play an
important role in learning (Seli et al. 2016; Um et al. 2012).

1. Read the 3 statement above and paraphrase them into a single

sentence.
__________________________________________________________
__________________________________________________________
__________________________________________________________

2. Who would be a good choice of a person to share your feelings

with? State your reason.

_______________________________________________________
_______________________________________________________
_____________________________________________________

3. If you noticed that your students are afraid of sharing their feelings
with you as a teacher, what do you think can help them express
freely their feeling to you?
_______________________________________________________
_______________________________________________________
_______________________________________________________

4. What do you think is a good outlet for reducing student’s stress and
coping with tough academic requirement or situation?
________________________________________________________
________________________________________________________
________________________________________________________

Closure Congratulations!! you have finished this part of your lesson about
emotions and emotional responses of your future learners. You can also
impart your own reflections about this lessons with your classmates and
friends via your facebook page of our course.

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 Lesson 4.2
Module No. Module 4: EMOTIONS OF LEARNERS
and Title
Lesson No. 4.2 Emotional Intelligence
and Title

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Learning At the end of this lesson, you are expected to…
Outcomes 4. define emotional intelligence;
5. describe the components that make up emotional intelligence;
6. write a reflection on the effectiveness of EI in the learning
experience of students
Time Frame 2 hours
Welcome to Module 4 – AFFECT.

How is your day my future educator? I hope you are doing great. I
Introduction believe you have already adjusted to the new way of learning. You have
proven that you can learn on your own.

Today, you will be learning a different kind of intelligence that will best
assist you as a future educator.

Read with your heart and mind so that you will better understand what
this intelligence is all about.

Enjoy the tasks expected in this module during the new normal.
GOODLUCK!

Activity1 : DEFINE ME
Activity Instruction: Identify the components defined in each item.

__________ 1.it is the perceiving level of EI

__________ 2. it is the thinking or cognitive level of EI
__________ 3. it is the perceiving with wide variety of meanings
__________ 4. it is the managing of emotions effectively

Guide Questions:
Analysis
1. Enumerate the four components of emotional intelligence identified in
the activity above.

4. ___________________ 3. ____________________
5. __________________ 4. ____________________
2. If you have encountered the definition of emotional intelligence, how
would it affect your studies? You may answer in a word.

_______________________

This article
summarizes motivational components
(or constructs) that have been found
to impact student learning, including
beliefs/perceptions, goals, values, and
intrinsic versus extrinsic motivation.

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 As a teacher, we always say that emotional intelligence plays an
important role for an individual to keep going. Indeed, it is an important
Abstraction foundation in the academic path of every student. In fact, even a child is
interested to learn what is happening around him/her.

With emotional intelligence, students are not only lead to

achievement but success in learning as well. This is due to the positive
experiences of students.

Emotional Intelligence includes the ability to engage in

sophisticated information processing about one's own and others'
emotions and the ability to use this information as a guide to thinking and
behaviour.

Components

Mayer & Salovey (2000) suggest that there are four different
levels of emotional intelligence including emotional perception, the
ability to reason using emotions, the ability to understand emotions, and
the ability to manage emotions.

1. Perceiving emotions

The first step in understanding emotions is to perceive them

accurately. In many cases, this might involve understanding
nonverbal signals such as body language and facial expressions.

2. Reasoning with emotions

The next step involves using emotions to promote thinking and

cognitive activity. Emotions help prioritize what we pay attention
and react to. We respond emotionally to things that garner our
attention.

3. Understanding emotions

The emotions that we perceive can carry a wide variety of

meanings. If someone is expressing angry emotions, the observer
must interpret the cause of the person's anger and what it could
mean. For example, if your teacher is acting angry, it might mean
that they are dissatisfied with your work, or it could be because
they got caught in a check point on their way to work that morning
or that they have been fighting with their partner.

4. Managing emotions

The ability to manage emotions effectively is a crucial part of

emotional intelligence and the highest level. Regulating emotions

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 and responding appropriately as well as responding to the
emotions of others are all important aspects of emotional
management.

The four branches of this model are arranged by complexity with

the more basic processes at the lower levels and the more advanced
processes at the higher levels. For example, the lowest levels involve
perceiving and expressing emotion, while higher levels require greater
conscious involvement and involve regulating emotions. The chart below
can best explain the levels of EI.

Figure 1.
A circular depiction of the four-branch model of Emotional Intelligence
(Mayer & Salovey 1997)

Impact of Emotional Intelligence

Interest in teaching and learning social and emotional intelligence

has grown in recent years. Social and emotional learning (SEL) programs
have become a standard part of the curriculum for many schools.

The goal of these initiatives is not only to improve health and well-
being but also to help students succeed academically and prevent bullying.
There are many examples of how emotional intelligence can play a role in

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daily life. Emotionally intelligent people know that emotions can be
powerful, but also temporary. When a highly charged emotional event
happens, such as becoming angry with a co-worker, the emotionally
intelligent response would be to take some time before responding. This
allows everyone to calm their emotions and think more rationally about
all the factors surrounding the argument.

Emotionally intelligent people are not only good at thinking about

how other people might feel but they are also adept at understanding their
own feelings. Self-awareness allows people to consider the many different
factors that contribute to their emotions.

A large part of emotional intelligence is being able to think about

and empathize with how other people are feeling. This often involves
considering how you would respond if you were in the same situation.

People who have strong emotional intelligence are able to consider the
perspectives, experiences, and emotions of other people and use this
information to explain why people behave the way that they do.

Effective Ways to Use EI

Emotional intelligence can be used in many different ways in one's daily

life. Some different ways to practice emotional intelligence include:

(The picture depicts the many different ways in one’s life how we use emotional intelligence)

 Being able to accept criticism and responsibility

 Being able to move on after making a mistake
 Being able to say no when you need to
 Being able to share your feelings with others
 Being able to solve problems in ways that work for everyone
 Having empathy for other people
 Having great listening skills
 Knowing why you do the things you do
 Not being judgemental of others

Emotional intelligence is essential for good interpersonal communication.

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 Some experts believe that this ability is more important in determining
life success than IQ alone. Fortunately, there are things that you can do to
strengthen your own social and emotional intelligence. Understanding
emotions can be the key to better relationships, improved well-being, and
stronger communication skills. 

Application REFLECTION
Direction: Based on how effective EI can be used in different settings,
write a reflection on how effective EI is in your learning experience in the
space provided below.

Good job. You are done with lesson one in this module. I am expecting
Closure that you continue your interest in learning new concepts during this new
normal.

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 Lesson 4.3
Module No. 4 EMOTIONS OF LEARNERS
and Title
Lesson No. 4.3 Positive Teacher - Student Relations
and Title
Learning At the end of this lesson, you are expected to…
Outcomes 1. Define what is relationship;
2. Describe what is a positive teacher-student relationship;
3. Explain the importance of a positive teacher-student relationship
Time Frame 2 hours
Introduction Congratulations for finishing Lesson 4.2. Your persistence will bring you
success not only in your studies but in the real life as well. However, it is
important that we continue on learning so we develop not only a wholistic
person but a person with a holistic personality as well. Thus, I bring you
to the next lesson on Positive Teacher - Student Relationship

Activity Activity 1: What’s the WORD

Directions: Think of a word/phrase that you can associate with

“RELATIONSHIP”. Afterwards, create a definition based on your
answers.

MY DEFINITION:
___________________________________________________________

Guide Questions:
Analysis
1. What did you realize upon giving the different meanings of the

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 word relationship?
2. Was it easy or difficult for you to give the meaning of the word
relationship?
Abstraction This article
summarizes motivational components
(or constructs) that have been found
to impact student learning, including
beliefs/perceptions, goals, values, and
intrinsic versus extrinsic motivation.

Teacher–student relationships are accepted as influential but the

dynamics of the said relationships are not well understood, especially with
difficult students.

Positive relationships with students, in which high levels of affiliation

prevail are one of the primary reasons for teachers to stay in the
profession ( O'Connor, 2008; Veldman, van Tartwijk, Brekelmans, &
Wubbels, 2013).

Moreover, it is one of the most important sources of enjoyment of, and

motivation for, teaching (Hargreaves, 2000). On the other hand,
problematic teacher–student relationships which are characterized by
conflict and low levels of affiliation are mentioned by teachers to be
sources of stress and negative emotions (Yoon, 2002). Overall, there is
consensus that the most common sources of teacher work stress stem from
relationships with individual students (Friedman, 2006).

Positive relationships

Context in positive relationships

In most accounts of positive

relationships, teachers describe teacher or
student interpersonal behaviour taking
place out of class. Most behaviour
described in positive relationships took
place outside the class context. Although
mainly situated before or after the lesson
in the classroom or in the hallway,
teachers recognize fieldtrips as important
opportunities to build and maintain
relationships and contact with students
outside school life, such as on occasions
when meeting up to go to a movie or a concert or coincidental meetings
that occur due to living in the same areas.

Topic of talk in positive relationships

In class, the topic of talk mainly revolves around the subject taught

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and coursework or classroom management, although informal talk like
joking around with the student is also possible.

In the out-of-class context, the topics of conversation can be more

diverse. Talk again involves the subject taught or classroom management.
It can also involve student need, disturbing student behavior and, mostly,
informal talk. When a student's need becomes the topic of the
conversation, this mainly concern problems a student experienced at
home, problems at school in general like bullying or problems with the
student's future career like what subjects to choose.

Informal talk mainly concerns mutual interests such as hobbies or

interest in one another's private life, joking around or greeting each other
when passing. Although in some accounts of positive relationships the
topics could be highly varied, there are others where teacher and student
talk mainly involved one topic. This especially applies to informal talk,
student's needs, and subject as main topics for conversation.

Interpersonal teacher and student behaviour in positive relationships

Teachers' talk shows that teachers experience students with whom they
have a positive relationship to be mostly supporting and collaborating in
class. Teachers describe students as being highly engaged during the
lesson. They share their thoughts on a subject and volunteer on questions.
Sometimes these students even take control of their own learning.

Interactions in positive relationships

Sequences of behaviour between teacher and student are so called

interactions. Complementarity in interactions describe the most probable
reaction an action invites. On the communion dimension, a
complementary reaction consists of a similar response in terms of
friendliness or hostility; on the agency dimension, a complementary
reaction consists of an opposite response, thus dominant behavior evokes
submissive reactions and vice versa.

Complementarity on the communion dimension is a friendly

interaction such as a teacher showing supportive behavior and a student
reacting in a collaborating manner while a hostile interaction such as the
teacher showing confronting behavior and a student reacting in an equally
confronting manner. Complementarity, teacher shows behavior high on
agency such as directing, supporting, confronting and imposing followed
by submissive student behavior. Teacher behavior low on agency such as
understanding, acquiescing, hesitating and objecting followed by student
behavior high on agency.

Thus, teacher–student relationships require effort from the teacher,

especially when there is a lack of connection on a personal level with a
student. Teachers need to investigate the effectiveness of conscious
strategies in which non complementary teacher behavior is used to

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 improve relationships with students within classrooms. It has been found
out that the positive effects of teacher programs focused on teacher–
student relationships are very important (e.g., Alvarez, 2007; Roorda,
Koomen, Thijs, & Oort, 2013). Reflecting on their positive and
problematic relationship may increase teachers' awareness of their
idiosyncratic presuppositions and biases in the emerging of teacher–
student relationships. This awareness may help teachers to maintain a
professional stance; not to react to student behavior based on biases, and
making an effort to connect with all students.

Finally, positive relationships with individual students is an important

source of enjoyment and motivation of teachers and problematic ones as
causing stress and negative emotions (Friedman, 2006 ;
Hargreaves, 2000 ; Yoon, 2002).

Activity 2 – Getting to Know Ma’am/Sir

Application Directions: Get a partner in class and share your answers from the guide
questions (You each have 2mins. to share). Afterwards, make a collage of
teachers whom you have developed a positive relationship in the teaching-
learning community.

(cartoonstudio.co.uk)

1.Can you think of a teacher(s) with whom you have a positive

relationship?

Can you give the first name of the teacher?

Can you describe this relationship?
Can you describe …[name of teacher}?
What do you think …[name of teacher] thinks of you?
How do you generally interact with each other in class?
What feeling does …[name of teacher] evoke?

2.What have you learned from the teacher in your interactions

with her/him in relation to teaching-learning?

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Closure Great work! You are finished with lesson two in this module. I expect that
you continue on motivating yourself in the learning of new
concepts during this new normal.

LESSON 4.4
Module No. Module 4: EMOTIONS OF LEARNERS
and Title
Lesson No. 4.4 Positive Peer Relations
and Title
Learning
Outcomes At the end of this lesson, you are expected to…
1. Define positive relations;
2. Discuss the different learning theories that affect positive peer
relations;
3. Present case presentations applying the learning theories that
affect positive peer relations.

Time Frame 2 hours

Congratulations for finishing Lesson 4.3. Your persistence will bring
you success not only in your studies but in the real life as well. However,
it is important that we continue on learning so we develop not only a
Introduction wholistic person but a person with a holistic personality as well. Thus, I
bring you to the next lesson on Positive Peer Relations among Students

Activity Activity: WHAT CAN YOU SAY?

Directions: Examine the picture below. List down your observations

based on how these students behave in going back to school. Be specific
on your comments.

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 Source: shutterstock.com.606792041

Comments:
1. _______________________________________________
2. _______________________________________________
3. _______________________________________________

Analysis Guide Questions:

1. Why do you think the learners behaved that way in the picture?

2. Based on the activity above, define positive relations?

Abstraction This article

summarizes motivational components
(or constructs) that have been found
to impact student learning, including
beliefs/perceptions, goals, values, and
intrinsic versus extrinsic motivation.

The interactions among peers in the classroom are a normal and

essential part of the learning process that influence the lifelong learning
habits of students. The potential effects of peer relationships are
reciprocal: some students are more receptive than others. On one
extreme, for example, is the student who values and seeks peer input on
every decision. On the other side is the social isolate who avoids
interaction in and out of the classroom. This entry can influence
learners, including developmental differences, motivational and
learning considerations, and the function of the classroom contexts.

Most people would agree that few things impacted their school
lives as much as their relationships with their peers—friends,
acquaintances, or otherwise. Peer relationships play an important role in
children’s school lives, and relationships with peers become even more
influential as children enter adolescence.

Positive peer relationships often distinguishes between  friendship 

and  peer acceptance.  High-quality friendships involve not only
companionship, but also caring, validation, and support. In addition to
playing together, good friends feel comfortable opening up to each
other and are motivated to resolve conflicts that arise.

Peer acceptance, sometimes referred to as popularity, focuses on

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how much students like or like to play with their classmates which has
been found to affect students’ sense of belonging in school and
their academic achievement.

Learning Motivation and Relationships

The age of the student is one consideration in weighing the
importance and application of motivation to learn. Human relationships
have varying degrees of importance in motivational and learning
theories. Most approaches tend to agree, however, that students who
surround themselves with peers and influences who value learning and
the educational process will also value their own learning and strive to
enhance their education.

Abraham H. Maslow viewed the need for love and belongingness as

a step toward achievement in his hierarchy of motivation model, which
he described in 1954. In this view, the deprivation of more basic needs
hinders progress along the path to achievement. In Maslow's model,
people must have love and belongingness issues satisfied in order to
address needs of achievement. For example, a student with deprived
relationship concerns will be less able to participate in classroom
learning opportunities. The ability to learn is built on a foundation of
comfortable relationships with others, including peers and family, and
classroom learning is all about learning with and in the presence of
others.

"Expectancy by value" theories define motivation as the product of

the amount of success on a task that an individual expects to earn times
the amount of value the individual places on the task. Thus, a task that
the individual values and expects to be successful at will be motivating
compared to a task with lower expected success or value. Whereas past
experience can predict the expectancy aspect of this model such as the
student has done well on prior essay exams wherein the value placed
on the task is more mediated by outside factors, such as peers and
family giving respect to the student's opinions. Related motivational
theories include the incentive or rewarding aspects of motivation, which
may also stem from relationships with others.

Behaviorism provides one way to

explain the association between
motivation to learn and peer
interactions. In basic behaviorist
theories, relationships between people
affect learning only as much as people
reinforce each other (or not) in the
academic arena. For example, if the
peer group encourages education and
learning, then the individual student
within that group will value learning,
because the individual is reinforced, or rewarded, for behaviour that

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indicates that learning is valued. Students in peer groups that do not
value education lack the stimulation and reinforcement needed to
encourage personal learning. These peer groups presumably stimulate
and reinforce other values.

Albert Bandura's social learning theory speaks precisely to the

human interactions involved in learning. Observational, or "vicarious"
learning is based upon learning by watching then "modeling" or acting
similarly to others. If the student views and works with people who
appreciate learning by engaging in learning activities, then the student
too will engage in learning and might work harder at learning. Peers
with positive attitudes and behaviours toward education will allow and
teach each other to set goals that include opportunities to learn and
achieve. If peer models do not convey positive attitudes toward
learning, then the students observing these models will not prioritize
learning in their own lives. They will learn to prioritize other goals.

In 1978 Lev Vygotsky also presented ideas on the facilitation of

learning through experiences mediated by other people. In his
explanations, the learner cannot reach full potential without the aid of
others. The processes of guiding the learner to higher stages of
cognitive functioning rely on interactive human relationships. Mentors–
for example, teachers or more capable peers–can raise the student's
competence through the zone of proximal development (ZPD). ZPD is
defined as the gap between what a student can do alone and what the
student can achieve with assistance. In this view assistance is
transitional, a "scaffold" that is removed when it is no longer needed
and the student has internalized another's support.

In sum, varied theories agree that the values and attitudes of the peer
group are essential elements in motivation and learning. Students who
surround themselves with academically focused, goal-oriented peers will
be more likely to appreciate, internalize, and exhibit these features
themselves.

Classroom Dynamics
The educational process can
be structured to boost the
learning of individuals for
younger students by providing a
whole-class environment that
enriches learning opportunities
with teachers who model positive
learning values which will set the
new learner on a path toward
academic achievement.
Encouraging students to interact
with peers, adults, and family members who have strong learning desires

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can support the students' development as learners.

Although peer influences may not yet be as powerful as they will become
in student achievement motivation, the effects of young students'
interactions cannot be disregarded. As the learner matures, the
importance of how peers view the learner's actions and decisions may
well supercede the opinions of others, possibly even the views of the
learners themselves.

The academic environment needs to be structured in a fashion that allows

for student interaction but sets boundaries that afford pro-social
behaviour. Students who are concentrating on unresolved issues in their
social life, whether these issues result from social isolation or from social
or home crisis, will be less able to profit from classroom opportunities.
Recognition of the strategic effort required to maintain classroom social
and academic order can help both the learner and the teacher decide how
to approach problems.

Within the classroom, time and organization can be established to

focus students on their learning. Pairing and grouping students by their
devotion to academics for example, may benefit all involved. Those who
value learning can share their enthusiasm and act as mentors for those
who have other priorities. Students who motivate themselves in non
academic directions can view and appreciate the choices of peer learners.

These dynamics must include consideration of the types of classroom

curricula. The well-known and intended analytic curriculum taught to pre
service educators and recorded in the lesson plans and assignments may
easily disregard the underlying informal curriculum of social and human
interaction. As Mary McCaslin and Tom L. Good noted in 1996,
"Learning is socially situated"; the achievement of the student is a small
part of who the student is and what she does. The responsibilities of
education include helping students recognize their own place as social
contributors and maximizing the resources available to them through
interpersonal relationships. For example, cooperative learning and help-
seeking behaviours are essential resources for students in the classroom
that facilitate both student achievement and social competence.

Some students and educators view help-seeking as a sign of

dependence or weakness, but research supports the contention that help-
seeking is a sign of social competence that increases students' chances of
academic success. Negative attitudes toward help-seeking may
discourage low-achieving students from approaching peers and teachers
and may further isolate them. This is especially detrimental to older
students.

Students are not isolated in the pursuit of knowledge. They are social
beings who need to interact and establish social contacts. Social learning
is as much a part of any classroom curriculum as the printed guidelines.
At a minimum, the influence of peers and a student's relationships with

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 them can be understood as a function of student age, motivation,
learning, and classroom opportunities.

Application Activity 2 – REFLECTION

Directions: Present a case scenario involving the learning theories that
affect positive peer relations in the teaching-learning environment.

1. Maslow’s hierarchy of needs

(cartoonstock.com)
Skinner’s behaviorism

(orienscultural.com)

Bandura’s Social Learning

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 (EPDF.PUB)

Lev Vygotsky’s SOCIO-CULTURAL THEORY

Great job! You are done with lesson three in this module. I am very
Closure happy for your continued interest in learning new concepts during this
new normal of our time. Stay safe and be healthy!

MODULE ASSESSMENT

(After the students have read and studied all the lessons in the module, it is at the
institutional level to decide whether to administer assessment in any forms. This part
allows flexibility within the institution.)

MODULE SUMMARY

 Emotion is important in education—it drives attention, which in turn drives

learning and memory

 Students manifest three types of emotional responses: subjective, physiological,

and behavioral.

 Activity also shows the different emotions that our learner might be experiencing
and somehow understand the certain emotions in every situations.

 Emotional Intelligence includes the ability to engage in sophisticated information

processing about one's own and others' emotions and the ability to use this
information as a guide to thinking and behavior.

 Teacher–student relationships require effort from the teacher, especially when

there is a lack of connection on a personal level with a student. Teachers need to
investigatte the effectiveness of conscious strategies in which non
complementary teacher behavior is used to improve relationships with students
within classrooms.

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 Students are not isolated in the pursuit of knowledge. They are social beings who
need to interact and establish social contacts. Social learning is as much a part of
any classroom curriculum as the printed guidelines.

 The values and attitudes of the peer group are essential elements in motivation
and learning. Students who surround themselves with academically focused,
goal-oriented peers will be more likely to appreciate, internalize, and exhibit
these features themselves.

REFERENCES
Bandura, Albert. 1996. "Multifacted Impact of Self-Efficacy Beliefs on Academic
Functioning." Child Development 67:1,206–1,222.

Lucas, M. R. & Corpuz, B. (2014) Facilitating Learning. Cubao Quezon City, Metro
Manila
Maslow, Abraham H. 1954. Motivation and Personality. New York: Harper and Row.

Pekrun, R. (2000). Emotions and Learning. International Academy of Education,

International Bureau of Education.
Reuven, Bar-On, Parker,James D.A.2000 The Handbook of Emotional Intelligence.
Jossey Bass Inc. San Francisco California

Seli, P., Wammes, J. D., Risko, E. F., & Smilek, D. (2016). On the relation between
motivation and retention in educational contexts: The role of intentional and
unintentional mind wandering. Psychonomic Bulletin & Review,23, 1280–1287.
https://doi.org/10.3758/s13423-015-0979-0.

Solomon, Robert. (2020) True to our Feelings: What our emotions are really telling
us and other. Retrieved from
https://www.britannica.com/science/emotion/Social-structures-of-emotion

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Tyng, C. M., Amin, H. U., Saad, M. N. M., & Malik, A. S. (2017). The influences of
emotion on learning and memory. Frontiers in Psychology,8, 1454.
https://doi.org/10.3389/fpsyg.2017.01454.

Vygotsky, Lev. 1978. Mind in Society: The Development of Higher Psychological

Processes. Cambridge, MA: Harvard University Press.

Online Rferences:

https://www.verywellmind.com/what-is-emotional-intelligence-2795423

https://www.google.com/search?q=circular+depiction+of+the+four-
branch+model+of+emotional+intelligence+by+mayer+
%26+salovey+1997&rlz=1C1ASUC_enPH677PH677&oq=circul&aqs=chrome.0.69i
59j0j69i57j0l2j69i60l3.4400j1j4&sourceid=chrome&ie=UTF-8

https://www.sciencedirect.com/science/article/abs/pii/S0742051X10001034

https://www.tandfonline.com/doi/full/10.1080/00220671.2015.1129595

https://ggie.berkeley.edu/school-relationships/positive-peer-relationships/

https://education.stateuniversity.com/pages/2315/Peer-Relations-Learning.html

MODULE 5
Inclusive Learning Environment

Module No. & Module 5- Inclusive Learning Environment

Title
Module Hello, dear learner! Welcome to this module on Inclusive Learning
Overview Environment, a Professional Education subject. This module tries to
walk you through the various learning styles models that you can
employ in teaching the discipline. This module is self-instructional and
allows you to learn in your own space and pace. So, relax and enjoy!
It is clear then, that thinking has moved on beyond the narrow idea of
inclusion as a means of understanding and overcoming a deficit and it is
now widely accepted that it concerns issues of gender, ethnicity, class,
social conditions, health and human rights encompassing universal
involvement, access, participation and achievement (Ouane,2008)
To get most out of this module, here are some few reminders:
 Take time in reading the lessons.
 Take enough time to write down questions for explanation. You

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 may discuss these questions with your nearest neighboring
classmate or you can raise these questions during the virtual
conversation.
 Complete all the given tasks in the Worksheet. This will be the
basis of your performance.
 Answer all Activity. This will give you an idea how well you
understand the lessons.
Good luck and enjoy!
Module Develop understanding on how to promote an inclusive and safe
Objectives/Outc learning environment to effectively facilitate learner-centered teaching
omes
Lessons in the Lesson 5.1 Learning Styles
Module Lesson 5.2 Student with Diverse Abilities and Background
Lesson 5.3 Fair and Safe Learning Environment
Lesson 5.4 Learner Participation
Lesson 3: Misbehavior Management

Lesson 5.1
Module No. 5 INCLUSIVE LEARNING ENVIRONMENT
and Title
Lesson No. 5.1 Learning Styles
and Title
Learning o concepts of Common learning styles theories
Outcomes o apply strategies to become expert learners
o advocate the use of the Learning Styles Theories in the teaching-
learning process
o appreciation of how these theories can provide a framework for
understanding learners

Time Frame 3 hours

Introduction Inclusive education is about ensuring access to quality education for all
students by effectively meeting their diverse needs in a way that is
responsive, accepting, respectful and supportive.

Students participate in the education program in a common learning

environment with support to diminish and remove barriers and obstacles
that may lead to exclusion. Inclusive education is carried out in
a common learning environment; that is, an educational setting where
students from different backgrounds and with different abilities learn
together in an inclusive environment.
Activity Self Check:

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This questionnaire is designed to find out your preferred learning styles(s)
as an adult. Over the years, you have probably developed learning habits
that help you benefit more from some experiences than from others. You
may be unaware of this, and this questionnaire will help you pinpoint your
learning preferences and share them with the other Community
Facilitators.

This questionnaire will probably take you about 10 minutes to

complete. The accuracy of your results depends on how honest you are.
There are no rights or wrong answers. If you agree more than you
disagree with a statement, place a tick (u) in the box at the left of the
question. If you disagree more than you agree, leave the box blank. If you
find yourself wondering which situation to think of when answering a
question, just think about how you are when you are working with people.
Go with your first gut reaction instead of over-thinking your response.

As we move further with our lesson, let us have an activity for you
to be able to identify what kind of learning styles you may have by using
the Kolb’s Learning Style.

Kolb’s Learning Style Questionnaire 1 Agree Disagree

1. I have strong beliefs about what is right and
wrong, good and bad.
2. I often act without considering the possible
consequences.
3. I tend to solve problems using a step-by-step
approach.
4. I believe that formal procedures and policies
restrict people.
5. I have a reputation for saying what I think,
simply and directly
6. I often find that actions based on feelings are
as sound as those based on careful thought and
analysis.
7. I like the sort of work where I have time for
thorough preparation and implementation.
8. I regularly question people about their basic
assumptions
9. What matters most is whether something
works in practice.
10. I actively seek out new experiences.

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11. When I hear about a new idea or approach, I
immediately start working out how to apply it
in practice.
12. I am keen on self discipline such as watching
my diet, taking regular exercise, sticking to a
fixed routine, etc.
13. I take pride in doing a thorough job.
14. I get on best with logical, analytical people and
less well with spontaneous, ‘irrational’ people
Agree Disagree
Kolb’s Learning Style Questionnaire 2
15. I take care over how I interpret data and avoid
jumping to conclusions.
16. I like to reach a decision carefully after
weighing up many alternatives.
17. I am attracted more to novel, unusual ideas
than to practical ones.
18. I do not like disorganized things and prefer to
fit things into a coherent pattern.
19. I accept and stick to laid down procedures and
policies so long as I regard them as an efficient
way of getting the job done.
20. I like to relate my actions to a general
principle, standard or belief.
21. In discussions, I like to get straight to the
point.
22. I tend to have distant, rather than formal
relationships with people at work.
23. I thrive on the challenge of tackling something
new and different.
24. I enjoy fun-loving, spontaneous people.
25. I pay careful attention to detail before coming
to a conclusion.
26. I find it difficult to produce ideas on impulse.
27. I believe in coming to the point immediately.
28. I am careful not to jump to conclusions too
quickly.
29. I prefer to have as many sources of
information as possible – the more information

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 to think over, the better.
30. Flippant, superficial people who do not take
things seriously enough usually irritate me.
31. I listen to other people’s points of view before
putting my own view forward.
32. I tend to be open about how I am feeling.
33. In discussions, I enjoy watching the plotting
and scheming of the other participants.
34. I prefer to respond to events in a spontaneous,
flexible way rather than plan things out in
advance.
35. I tend to be attracted to techniques such as
flow charts, contingency plans, etc.
36. It worries me if I have to rush work to meet a
tight deadline.
Kolb’s Learning Style Questionnaire 3 Agree Disagree
37. I tend to judge people’s ideas on their practical
merits.
38. Quiet, thoughtful people tend to make me feel
uneasy.
39. I often get irritated by people who want to rush
things
40. It is more important to enjoy the present
moment than to think about the past or future.
41. I think that decisions based on a careful
analysis of all the information are better than
those based on intuition.
42. I tend to be a perfectionist.
43.In discussions, I usually produce lots of
spontaneous ideas
44. In meetings, I put forward practical, realistic
ideas
45. More often than not, rules are there to be
broken.
46. I prefer to stand back from a situation and
consider all the perspectives.
47. I can often see inconsistencies and weaknesses

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 in other people’s arguments.
48. On balance I talk more than I listen.
49. I can often see better, more practical ways to
get things done.
50. I think written reports should be short and to
the point.
51. I believe that rational, logical thinking should
win the day.
52 I tend to discuss specific things with people
rather than engaging in social discussions.
53. I like people who approach things realistically
rather than theoretically
54. In discussions, I get impatient with irrelevant
issues and digressions.
55. If I have a report to write, I tend to produce
lots of drafts before settling on the final
version.
56. I am keen to try things out to see if they work
in practice
Kolb’s Learning Style Questionnaire 4 Agree Disagree
57. I am keen to reach answers via a logical
approach.
58. I enjoy being the one that talks a lot.
59. In discussions, I often find I am a realist,
keeping people to the point and avoiding wild
speculations.
60. I like to ponder many alternatives before
making up my mind.
61. In discussions with people I often find I am the
most dispassionate and objective.
62. In discussions I am more likely to adopt a ‘low
profile’ than to take the lead and do most of
the talking.
63. I like to be able to relate current actions to the
longer-term bigger picture.
64. When things go wrong, I am happy to shrug it
off and ‘put it down to experience’.

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Activity 4 Pics 2 Words

‘
What do the four pictures have in common by filling in the missing letters
in blanks provided. Do this activity in 5 minutes

T__ L EN __ED
___IF__E___
D__SA__ __LI__IES

Analysis 1. Were you able to answer the Activity correctly?

_______________________________________________________

2. Which of the Learners is easy to identify and which is most

challenging?
_______________________________________________________

Abstraction Let’s Find Out!

Take time to read the Education for All (EFA) Goals 2, 3 and 6 in
Appendix C.

Students with Disabilities

The growth of special education in the Philippines has been given a

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relatively good support all these years both by the government, non-
government organizations and stakeholders in response to the needs and
challenges of the times. The level of awareness of both the government and
the private sector in providing equal opportunities to children with special
needs has considerably increased.

One positive development in special education is the implementation of

Republic Act 7277, otherwise known as the Magna Carta for Disabled
Persons, an Act providing for the rehabilitation, self-development and self-
reliance of disabled persons and their integration into the mainstream of
society. In support of this legislation, the Department of Education has
directed all school divisions in the country to establish Special Education
Centers to help provide effective delivery of special education services
nationwide

Students who are gifted and also have learning disabilities are those who
possess an outstanding gift or talent and are capable of high performance,
but who also have a learning disability that makes some aspect of academic
achievement difficult. Some of these students are identified and their needs
are met. This happens only rarely, however, unless a school specifically
decides to identify and then serve these students. The majority of students
who are gifted with learning disabilities "fall through the cracks" in the
system.

Gifted and Talented Students

There are at least three subgroups of children whose identity are both Gifted
and Learning Disabled
.
1. Those with subtle learning disabilities that are formally identified as
gifted.
 
Children have been formally recognized as gifted owing to their high levels
of achievement and/or high IQ scores. However, as they grow older and the
work given to them at school becomes more complex and
challenging, discrepancies between their level of intelligence and their
academic performance begin to become evident. 

Example: Children may read or speak brilliantly, while struggling to spell or

hand- writes at an age-appropriate level. They may perform incredibly well
on tests, yet seem to struggle a great deal when it comes to organizing large
projects or completing homework assignments properly and on time.
Many of these children are continually being told that they need to “try
harder”, even though they are actually trying to the best of their ability;
inevitably, frustration, resentment, and apathy often develop as a result.

2.   “Average” achievers whose normal level of achievement hides their

learning disabilities.

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Children in group two often go unnoticed for either their giftedness or their
learning disabilities: As their giftedness masks their disabilities and vice
versa, they run a very real risk of never getting neither the help they need,
nor the recognition they deserve.

Example: They are struggling valiantly to remain at grade level, using their
advanced intellect to compensate for the difficulties in their learning
disabilities. The path to hell is truly paved with good intentions.

In order to identify these children, educators will often need to remain

vigilant for exceptional talents that emerge only in specific situations, or
when encouraged by a particularly attentive teacher (usually one who uses a
creative approach to learning.

3. Children who have an  identified learning disability and who are also
gifted.

Children who are bright, often struggle profoundly at school, hence being
recognized as learning disabled.

Example: These children are in very real danger of missing out on their gifts
entirely because all the attention is being placed on what is “wrong” with
them, rather than trying to uncover their talents. As to the result. If talents
are identified at all, they are often used merely as a tool to mitigate the
child's weakness.

Elements of a Program for a Student who is Gifted and Talented

Regardless of how services are delivered, there are some common elements
which characterize an individualized program appropriate for a student who
is gifted and talented:

 It is different in pace, scope, and complexity, in keeping with the

nature and extent of the exceptionality.
 It provides opportunities for students to interact socially and
academically with both age peers and peers of similar abilities
(intellectual peers).
 It incorporates adaptations and/or extensions to content, process,
product, pacing and learning environment.
 It goes beyond the walls of a school and into the larger community.

Supplemental services for gifted and talented students could include (but not
be limited to) some of the following elements:

 independent guided study

 specialist teachers
 flexible groupings which provide opportunities for learning with

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 intellectual peers
 mentorships consultative services to assist teachers in expanding
experiences in the regular classroom
 accelerating/telescoping/compacting some or all of1student's
program11
 opportunities to take enriched courses such as modified courses with
eight designations (such as World Geography 3282 which indicates
World Geography with outcomes added or extended upwards),
Advanced Placement, International Baccalaureate, or honors’ courses

It is important to recognize the individual characteristics of schools and their

communities in designing services for students who are gifted and talented.
For example, students who are gifted and talented may benefit from the use
of information technology which will increasingly facilitate access to
information sources and program and instructional opportunities not readily
physically available in all communities.

Students from Indigeneous Background

Different cultural norms affect students’ perception of time (e.g.,
punctuality), group work, and importance of education, authority, or
competition. Likewise, nonverbal messages expressed through facial
expressions, eye contact, voice tone, touch, gestures, and personal space can
have different meanings in different cultures. Because we acquire our
culture’s nonverbal and verbal language simultaneously, it is very difficult
to manipulate our own nonverbal behaviors.

Cultural differences between the uses of nonverbal signals can easily lead to
confusion and problems over intentions and reactions. If someone displays
what we feel to be inappropriate nonverbal behavior, we dismiss them as
rude or disrespectful. Instead, we need to understand they might be acting in
accordance with their cultural norms. For example, the Japanese tend to be
straight-faced when happy and smile to mask unpleasant feelings such as
anger or sadness. Because the left hand is considered unclean in Islamic
cultures, it is offensive to use it to offer something to someone. Arabians
prefer to stand extremely close to the speaker. Southeast Asians use two
fingers, instead of one, to point.

One of the most important elements of Indigenous teaching and learning

revolves around "learning how to learn." Learning how to learn is a key
element in every approach to education. Therefore, the cultivation of the
human capacities listening, observing, experiencing with all one's senses,
developing intuitive understanding, and respecting time-tested traditions of
learning naturally formed the basis for skills used in every process of
Indigenous learning and teaching.

 Tribal teachers begin teaching by building on the commonplace.

 Remember that learning is a natural instinct and that success in

learning something new is tied to human feelings of self-worth.

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 Indigenous teaching focuses as much on learning with the heart as on
learning with the mind.

 Indigenous teaching facilitates learning how to see how one really is

rather than an image manufactured through one's or other's egos.

 Indigenous teaching is always associated with organic development.

Indigenous teaching is planted like a seed, then nurtured and
cultivated through the relationship of teacher and student until it
bears fruit.

 The nature and quality of' the relationship and perseverance through
time determine the outcome of a teaching process. Apprenticeship,
and learning through ritual stages of learning readiness, are
predicated on the metaphor of' planting seeds and nurturing the
growing seedlings through time.

 Teaching is a communicative art. Indigenous teaching is based on the

nature and quality of communicating at all levels of being.

 Teaching and learning is a matter of serving and being served.

Service is the basis of the relationship between student and teacher.

 Indigenous teaching involves making students think

comprehensively and facilitating their awareness of the higher levels
of content and its relationship to other areas of knowledge.

 Indigenous practices such as creative dreaming, art, ritual, and

ceremony help the student externalize inner thoughts and qualities
for examination.

 Indigenous teaching revolves around some form of work. Indigenous

teachers recognize that work invites concentration and facilitates a
quietness of the mind.

 Tribal teachers understand that all teaching is relative, and each path
of knowledge has its own requirements that need to be addressed.

 Learning about the nature of self-deception is a key aspect of

Indigenous preparation for learning.

 Tribal teachers realize that striving for real knowledge requires a

cultivated sense of humility. The human tendencies toward pride,
arrogance, and ego-inflation have to be understood and avoided in
the search for one's true face, heart, and vocation.

 Knowledge and action are considered parts of the same whole.

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  A concept of "each person's work," akin to the Hindu concept of
"karma," is honored in the processes of Indigenous education.

Source:  http://files.eric.ed.gov/fulltext/ED375993.pdf
https://www7.nau.edu/itep/main/SGardn/Basic/basic_indigenous
Read & Learn
Application Question: What should be your frame of mind in terms of teaching
methodologies, if students are diagnosed as having special
needs?
1. Social and behavioral disability
_______________________________________________________
_______________________________________________________
2. Giftedness & Talented
_______________________________________________________
_______________________________________________________
3. Learners with Difficult circumstances and Indigenous Group.
_______________________________________________________
_______________________________________________________

Good Job! You have successfully completed the task and lesson. It is
expected that you have achieved awareness and perspectives on the issues
Closure
and concerns of the Learners from Indigenous Groups. Now you may
proceed to the next level of understanding the lessons, Fair and Safe
Learning Environment, Supporting Learners, Management of learner
Misbehavior.

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 Lesson 5.3
Module 5 5 INCLUSIVE LEARNING ENVIRONMENT
5.3 Fair and Safe Learning Environment
Lesson 2
At the end of this lesson, you are expected to…
define inclusive education;
describe what characterizes a fair and safe learning
Learning environment;
Outcomes compare and contrast practices that support an inclusive
education; and
write an insight into a fair and safe learning environment.

Time Frame Two (2) hours

Welcome to Module 5 – Inclusive Learning Environment. I welcome
you to this lesson. Now, before you proceed, I would like to give you
some information to complete this module. I believe this is your first
Introduction online experience as a learner. An online course like this provides you
a variety of ways to study flexibly. My experience with an online study
is that getting started and keeping on the schedule are most important
to successful completion.
Activity Activity 1– What’s the word?
Directions: Think of words/phrases that you can associate with

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 “inclusive education.” Afterward, create a definition based on the
words/phrases provided.

Inclusive
Education

My definition:

Guide Questions

1. How do you imagine an inclusive classroom look like?

2. What are the key ingredients of a fair and safe learning
environment?
a. ________________ b. ________________

3. How do you classify an inclusive classroom from an exclusive

class? Your answer in one word.
Analysis

Inclusive
Inclusive

What is inclusive education?

Inclusion entails the act of making a general education

Abstraction classroom all-encompassing to all types of learners. Unlike the common
misconception, inclusion embraces not only those in special education
but also the general education population, those with diverse learning
needs, at risk for school failure, and those with a variety of other
different learning needs. Specifically, inclusion:

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  provides a framework for all students to improve holistically;
 involves practical educational opportunities that can occur in
various environments and in many different ways; and
 creates meaningful opportunities to cater to the needs of diverse
learners concerning their cultural background, gender, unique
learning styles, and personal differences.

Two practices that effectively support an inclusive education

Response to Intervention/Multi-Tiered System of Support(RTI)

 RTI is designed to provide an early support and intervention for

all learners.
 It is typically grounded on a three-tier framework with
increasing support or interventions for students who are not
making satisfactory academic or behavioral progress. It begins
with universal screening, an assessment in the core curriculum,
or behavioral areas that identify students who may need
additional support.
 It is based on effective teacher instruction using research-
validated strategies and curriculum in the general education
classroom. Students’ progress is monitored on specific skills
using a curriculum-based assessment. Thus, the result will be
beneficial to the teachers to guide them in the instruction.

Reference: www.interventioncentral.org

Universal Design for Learning (UDL)

UDL was developed by the researchers of the Center for

Applied Special Technology developed UDL. Its goal focuses on ways
to eliminate barriers in learning and meeting the needs of the students. It
aims to enable learners to learn and demonstrate their knowledge
through multiple learning preferences (auditory, visual, kinesthetic,
tactile, etc.).

UDL is designed to engage all learners in the instructional

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process. It is a brain-based instructional framework based on the
concept that every learner learns differently. Through UDL, the
instructional process, materials, and assessments are utilized to
reinforce learning for all students, including those with disabilities and
exceptionally gifted.

It has three main principles of multiple Means of

Representation, Multiple Means of Action and Expression, and Multiple
Means of Engagement.

3 Principles of Universal Design in Learning

Multiple Means of Multiple Means of Multiple Means of
Representation Action and Engagement
Expression
make sure every provide options for provide options for
child can perceive it physical action recruiting interest
ensure every child provide opportunities offer options to
understands the way for expression and sustaining efforts and
it is presented fluency persistence
provide options for provide options for provide options for
comprehension expression for self-regulation
executive functions

Figure 1 shows how UDL works in a teaching-learning process

Source: https://images.app.goo.gl/sQu2msJfaGfkmuis6

What is a quality classroom mean?

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 A quality classroom is characterized by a supportive, kind,
positive, and fair environment. The teachers’ treatment and relationship
with their students are vital in creating this environment. When students
feel relaxed, they can concentrate on learning with confidence, and ease
about making mistakes. Conversely, a classroom environment that is
permeated with anxiety, negativity, hostility, lack of control, rowdiness,
and distractions is not conducive to learning.

For a brief overview of UDL, click this link:

https://www.youtube.com/watch?v=pGLTJw0GSxk

Rethinking learning environments: the community as a

classroom.
https://www.youtube.com/watch?v=98F2AxZwGAE

Activity 2 – Defining the Definition

Application
Directions: Based on your answers in Activity 1 and your understanding
of the lesson, describe what makes a school environment fair and safe?

Activity 3 – Compare it!

What are the similarities and differences that you notice between the
two mentioned practices that support inclusive education? What are
your insights about fair and safe learning environment? Use the
diagram below to articulate your ideas.
Differences

RTI
Similarities
Insights

Differences

UDL

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 Congratulations. You have just finished Lesson 2. If you have any
difficulty in answering the task, consult me for clarification or review
the abstraction in this module. The next lesson will introduce you to the
Closure pivotal role of learners’ participation in the teaching-learning process.
Keep learning!

Lesson 5.4
Module No. 5 INCLUSIVE LEARNING ENVIRONMENT
Lesson No. &
5.4 Learners’ Participation
Title
At the end of this lesson, you are expected to…
describe learner’s participation;
Learning discuss the factors that promote learners’ participation; and
Outcomes explain the importance of learners’ engagement in the teacher-
learning process.
Time Frame Two (2) hours
Good job for reaching this far! Your persistence in studying this module
is remarkable.. You will find that as a future educator discipline, self-
motivation, and diligence are vital to your success. In other words, as an
Introduction online learner, you will be entirely responsible for establishing and
maintain a regular study system. As you get started, I am happy to
answer any questions you might want to ask at the end of this lesson.
Keep going!

Activity Activity 1 – Selling spontaneity!

Direction: Explain the given quotation below by composing an essay with

at least 120-150 words. Use the space provided for your response.

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 “Tell me, and I forget. Teach me, and I remember. Involve me, and I
learn.”
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________

Essential Questions:
1. Based on your answer above, how do students learn most at
school?
2. As a future teacher, how can you use this idea to maximize
Analysis learning in your classroom?
3. Based on your answer, how do you describe learner’s
participation?

Abstraction What does learner’s participation mean?

Learners’ participation is an essential aspect of the learning

process. When learners are engaged in the class, they learn to express
their views, opinions, and ideas that are understandable to others. When
learners ask questions, they learn how to acquire information to enhance
their understanding of a lesson. Kuh (2001) defined student engagement
as the participation in educationally effective practices both inside and
outside the classroom, which leads to a range of measurable outcomes.

Learner voice and participation

Creating a learner-centered that values respect and diversity involves

promoting participation and gaining learners’ input about their learning
process and school life as a whole. Every learner has a right to express
his/her views, needs, and entitlement to influence the services that affect
him/her (Lewis and Porter, 2004). Feedbacks from learners do not only
change the creation of the school’s developmental plan but also allows
them to be partnered with the whole educational experience.

Four underpinning values of learners’ voice that enable school

for improvement through enhancing social justice (Robinson & Taylor,
2007)
 a conception of communication as dialogue
 the requirement for participation and democratic inclusivity
 the recognition that power relations are unequal and problematic

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  the possibility of change and transformation

Tetler et al. (2010) posited that for learners to be engaged in the

learning and eventually develop autonomy, they must be involved in the
teaching, planning, and evaluation processes. Similarly, in grasping the
students’ desire to learn and transforming it into sustainable practice, the
school has to be creative, persistent, and emphatic. Miller et al. (2005)
stated that learners’ preference is a critical variable to their academic
performance. Disregarding their voices may result in disappointment,
discouragement, and reluctance to perform. Hence, the school’s services,
resource allocation, and educational advocacy are vital in education.

Capacitating learner’s ability

If teachers are to attend to the learning challenges of the students

successfully, it is insufficient to just focus on the teaching practices alone.
Teachers also need to have a broader understanding of how learning
occurs and conjectures that influence the educational attainment of
students. To empower learners and enhance learning outcomes, teachers
need to monitor their learning and respond to them accordingly.

Nuthall (2007, p. 84) noted that learners’ experiences are shaped

continuously by three worlds that take place in the classroom:
 The public world that the teacher sees and manages – structured
by the learning activities that the teacher designs
 The semiprivate world of on-going student relationships, where
students establish and maintain their social role and status
 The private world of the child’s mind, where children’s
knowledge and beliefs change and grow

Teachers need to consider the power of learners’ relationships, social

conditions, knowledge, and cultural diversity. According to Swann et al.
(2012), teachers need to understand both external forces (i.e., organization
and relationship of learning, curriculum, assessment) and internal forces,
such as intellectual, affective, and social) as they impact the learning
drive of learners. Hence, teachers need to understand these factors to
empower and reinforce learners’ abilities. In practice, this includes
expanding the opportunities to learn and establishing a creative consensus
on transformative pedagogy, curriculum, assessment, and relationships.

Specific factors that impact the achievements of the learners

according to Hattie (2009)
a. quality and quantity of instruction
b. disposition
c. class environment
d. level of challenge

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 e. peer tutoring
f. parental involvement
g. cognitive ability
h. home

Personalized learning

Personalized learning is an educational approach that revolves

around the optimization of each learner’s needs and learning styles. It sets
high expectations for progress, participation, and success for all learners
equally, including those who identified as having Special Educational
Needs (UNESCO, 2009).
In terms of learning and achievement, researches show that one of
the most effective ways of enhancing attainment is by facilitating learners
to become reflective and independent (Hattie, 2009). The teachers
scaffold appropriate skills, engages students in inquiry activities and
collaborative techniques to create relevance and excitement to learn.
Differentiation and individualization include the teachers in
providing instruction and accommodating the learning needs of a group of
learners or individual learners, respectively. In personalization, learners
are actively involved in the planning and designing of their education As
agents of learning. They also connect their learning to their passions,
interests, and explore different ways to learn in flexible learning spaces.

Gateways to personalizing teaching and learning Hargreaves

(2004):
 learning to learn and the new technologies
 curriculum and advice/guidance
 workforce development and mentoring/coaching
 organization and design of the school and leadership from
teachers and leaders of all levels

Reimagining Classrooms: Teachers as Learners and Students as

Leaders | Kayla Delzer |TEDxFargo. To watch Click this link:
https://www.youtube.com/watch?v=w6vVXmwYvgs

Activity 2 – Fill it!

Application Directions: Using the matrix below, discuss the following factors that
influence and promote learners’ participation. Subsequently, provide a
concrete example for each. Generally, explain why these factors are
crucial to the learners’ engagement in the teacher-learning process.

Class Personalized
Factors Communication Feedbacks
environment learning
Discussio
n

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 Example

General explanation:

Incredible job! You have completed another lesson. Now, in the next
lesson, you will learn about one of the most critical aspects of teaching –
Closure
Misbehavior Management. Way to go!

Lesson 5.5
5 INCLUSIVE LEARNING ENVIRONMENT
Module
Lesson No. &
5.5 Misbehavior Management
Title
At the end of this lesson, you are expected to…

define misbehavior;
Learning explain the process for behavioral problem solving;
Outcomes discuss how misconduct affects the teaching-learning process;
analyze and solve a situation following the suggested steps for
behavioral problem-solving.

Time Frame Two (2) hours

Introduction Welcome to the last unit of this module. I am glad that you’re here.
Before you begin, feel free to give feedbacks about your learning

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 experiences in the previous lessons. Did you enjoy it? I hope you had fun
learning. Keep it going!

Activity 1 – What can you say?

Directions: Examine the pictures below. Then, list down your
observations based on how the learners behave in the class. Be specific on
your comments.

Activity

Source: Educanda.com Source: BNP Design Studio

• _____________________
• _____________________
• _____________________
• _____________________
• _____________________
• _____________________
• _____________________
• _____________________
• _____________________
• _____________________
• _____________________
• _____________________

Guide Questions:
1. Why do you think learners behaved that way in the picture?
2. What could have been done to avoid those problems?
3. Based on the activity above, define misbehavior.
Analysis ____________________________________________________
____________________________________________________
____________________________________________________

Today, the issue of misbehavior in the school continues to surface

Abstraction as one of the most challenging problems in education. Misconduct creates
tensions for both the teacher and students as it disrupts the flow of
lessons. It changes the classroom dynamic as the attention shifts from the
academic tasks to the problem caused by disruptive behavior. Hence, for
learning to happen, classroom management, appropriate discipline must
be implemented. Productive classroom environments support students’
behavior, engagement, and achievement.

Kern and Clemens (2007) identified the factors to effective teaching and
positively functioning classroom :

• Use of direct, simple, transparent policies, rules and expectations

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 which are consistently and must be firmly applied
• Establish routines, cues, signals to prompt upcoming events,
including content duration, and consequences for actions
• Use verbal and non-verbal praise occasionally or when needed.
Commendation should be descriptive and specific. The teacher
should avoid overpraising students.
• Students’ task should be well-monitored. All students are
required to contribute to the assigned task given, especially during
group activities.
• Practice inclusivity in the classroom. Students are given equal
opportunities to participate in the classroom task, use available
materials, and learn safely and fairly.

Some strategies to reinforce students’ engagement:

 Having everyone to respond to the teachers’ queries rather than

just focusing on one correct response from those who are always
active
 Seating arrangements: changing rows periodically (as necessary)
may help to break the monotonous atmosphere in the classroom
• Instructions and guidelines may be preceded by prompting the
pupils’ attention. Subsequently, present the dos and don’ts in a
calm yet firm and compelling voice. Also, give time for students
to comply and absorb them.
• Deliver the instructions in a precise, specific, and direct and well-
paced manner. Follow praises when necessary upon compliance.

Effective specific classroom-wide interventions include:

• Teacher performance feedback: Performance feedback enables

teachers to reflect, thereby changing their ways to meet students’
needs.
• Class-wide incentives: Interventions and incentives may work
better when given as a whole class rather than on specific learners
only. This will reduce class competition and promotion the
cooperation of the learners.
• Noise management: Reduction of noise levels can direct students’
focus to the lesson and the classes in adjacent rooms.
• Managing transitions: Establishing clear, specific rules as a group
rather than individually may better assist in regulating behavior
and changes. • Fudge et al. (2008) claimed the use of a color-
coded system with matching signals to show applicable rules at
the given time could serve as a guide.
• Enhancing engagement: Make variations on how the teachers
solicit an answer from the students to encourage full participation
• Relationship building: Patterson (2009) explained that when a
teacher is involved in learners’ small talk outside of the class may
prevent them from misbehaving in the class, especially those
attention seekers.

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 Behavioral Problem Solving

Coloroso (1994) suggested a six-step process for behavioral

problem-solving. The goal is to utilize this process with students until
they learn how to implement the process on their own. The six steps are
as follows:
1. Define the problem
2. Evaluate the possible solutions against a set of criteria
3. Select an option
4. Plan the implementation
5. Review the problem

Four basic ‘power’ strategies that teachers can use to enhance

student relationships and classroom control (Alderman and Green, 2011).

• Coercive power - involves the teacher’s prudent use of authority

to attain behavior modification. It comprises classroom points
systems, modes of correction, and supportive interactions intended
to modify behavior.
• Manipulative social power – encompasses the teacher’s using
subtle tactics such as giving options for task completion,
presenting behavior choices, self-monitoring, introducing
engaging activities to motivate, and increasing the probability of
success in academic activities.
• Expertness social power - includes providing academic supports
that assist students in overcoming challenges that they cannot find
a solution on their own. The teacher must listen actively and then
identify the potential resources or sources that will best assist the
learnes.
• Likeability social power – encompasses the teacher’s use of their
characteristics such as passion, interest, humor, and friendliness to
encourage positive behavior in pupils.

What can we do with disruptive children? | Debbie Breeze |

TEDxNantwichClick this link:
https://www.youtube.com/watch?v=lXSJKIRpmHs

Application Activity 2– What’s Wrong?

Directions: Read carefully scenario below. Subsequently, solve the
problem by using Coloroso’s (1994) a six-step process for behavioral
problem-solving.

Corona is a persistent problem in the eight-grade Science class of Ms.

Dalisay. She is disrespectful and continuously challenges her teacher’s
authority. In most cases, Corona shows an apparent display that the lesson
is a waste of time, and makes fun of her classmates. Straightforwardly,
the class runs much smoother when she is absent. Students seem to be

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 more focused without her in the class. Today, a full 15 -minute after the
class has begun, Corona comes sauntering into the classroom, slamming
the door behind her. Consequently, a sudden silence engulfs the room
while the whole class is on her.

Define the problem

1

Evaluate the possible solutions against a set of criteria

2

Select an option/offer a strategy

3

Plan the implementation

4

Review the problem

5

Activity 3 – Let’s Interview!

Directions: Interview a private or public teacher in elementary or
secondary school. Document the interview and submit a report to your
instructor. Use the interview guide questions bellow:
a. What are the behavioral problems that he/she encountered in the
class?
b. How do these problems affect his/her class?
c. How did you solve these problems? What are the steps that you
applied to address these circumstances?

What can we do with disruptive children? | Debbie Breeze| TEDx

Click this link: https://www.youtube.com/watch?v=lXSJKIRpmHs

Closure Congratulations! You have successfully completed module 5.

MODULE ASSESSMENT

(After the students have read and studied all the lessons in the module, it is at the
institutional level to decide whether to administer assessment in any forms. This part
allows flexibility within the institution.)

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MODULE SUMMARY

 Inclusive education is about ensuring access to quality education for all

students by effectively meeting their diverse needs in a way that is responsive,
accepting, respectful and supportive.

 There are several models to describe the diverse learning styles of students.
Teachers must be sensitive to and accommodate students’ learning styles.

 Teachers need to support a culturally sensitive learning community by

designing and implementing lessons that address all students’ academic needs
and learning styles that are identified.

 Most classrooms include students who have documented intellectual, physical,

and/or emotional exceptionalities. Under the Individuals With Disabilities
Education Improvement Act (IDEIA), children with disabilities must be

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 educated in the least restrictive environment (LRE), or an educational setting
that is as similar as possible to the one in which children who do not have a
disability are educated.

 Mainstreaming has been replaced by inclusion, as children with special needs

are taught full-time in a general education classroom by a regular education
teacher and specialists.

 Students from the Indigenous perspective, true learning and gaining significant
knowledge does not come without sacrifice and at times leaves a deep wound.

 During classroom interactions and teaching, teachers must keep the special
cultural needs of their diverse student population in mind.

 Inclusive education is carried out in a common learning environment that is,

an educational setting where students from different backgrounds and with
different abilities learn together in an inclusive environment.

 Effective common learning environments enable each student to fully

participate and provides a positive climate, a sense of belonging and ensure
student progress toward appropriate personal, social, emotional and academic
goals.

REFERENCES

Brody, L. E., & Mills, C. J. (1997). Gifted children with learning disabilities: a review
of the issues. Journal of Learning Disabilities, 30(3), pp.282-320

European Agency for Special Needs and Inclusive Education. (2016). Raising the
Achievement of All Learners in Inclusive Education–Literature Review.

Fletcher, J. M., & Vaughn, S. (2009). Response to intervention: Preventing and

remediating academic difficulties. Child development perspectives, 3(1), 30-37.

Handbook for Teachers: Gifted and Talented Students (2013) Newfoundland and
Labrador Department of Education

Reference: Parsonson, B. S. (2012). Evidence-BasedClassroom Behaviour

Management Strategies. Kairaranga, 13(1), 16-23.

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Response to Intervention. (22 July 2020), Retrieved from
http://www.rtinetwork.org/learn/what/whatisrti

Recommended Video References

National Center on Universal Design for Learning (n.d.). UDL: Principles and
practice. Video]. YouTube. https://www.youtube.com/watch?v=pGLTJw0GSxk

TEDx Talks (2015, October 14). Reimagining classrooms: Teachers as learners and
students as leaders. Video]. YouTube. https://www.youtube.com/watch?
v=w6vVXmwYvgs

TEDx Talks (2017, 6 December). What can we do with disruptive children?

Video]. YouTube. https://www.youtube.com/watch?v=lXSJKIRpmHs

TEDx Talks (2018, 21 March). Rethinking learning environments: Community as a

classroom.Video]. YouTube. https://www.youtube.com/watch?v=98F2AxZwGAE

Source: https://www.psy-ed.com/wpblog/gifted-learning-disabled-child/

Recommended Policy & Legislation References

*Universal Declaration of Human Rights.

(http://www.un.org/en/documents/udhr/)

*United Nations Convention on the Rights of the Child

(http://www.unicef.org/crc/)

*Education For All (http://www.unesco.org/new/en/education/themes/leading-the-

international-agenda/education-for-all/the-efa-movement/)

*Salamanca Statement
(http://www.unesco.org/education/pdf/SALAMA_E.PDF)

*Dakar Framework
(http://unesdoc.unesco.org/images/0012/001211/121147e.pdf)

*UN Convention on the Rights of Persons with Disabilities

(http://www.un.org/disabilities/convention/conventionfull.shtml)

*The United States - Individuals with Disabilities Education Act (IDEA)

(http://idea.ed.gov/)

*Great Britain – Disability Discrimination Act (DDA)

(http://www.legislation.gov.uk/ukpga/1995/50/contents)

*Australia - Disability Discrimination Act (DDA)

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 (http://www.humanrights.gov.au/disability_rights/dda_guide/dda_guide.htm)

*1987 Constitution of the Republic of the Philippines

*Child and Youth Welfare Code (PD 603)

( http://www.gov.ph/1974/12/10/presidential-decree-no-603-s-1974/)

*Magna Carta for Disabled Persons (RA 7277)

(http://www.ncda.gov.ph/disability-laws/republic-acts/republic-act-7277/)

*Accessibility Law (BP 344)

(http://www.ncda.gov.ph/disability-laws/batas-pambansa/batas-pambansa-blg-
344/)

*Governance of Basic Education Act (RA 9155)

(http://former.deped.gov.ph/cpanel/uploads/RA-9155.pdf)

*Guidelines on the Implementation of Special Education

Legend: * Adopted Source: Educational Trends, University of Southeastern

Philippines

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 APPENDICES

Appendix A
Photo for Activity for Lesson 2.1 of Module 2

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 Appendix B
Answer key for Lesson 2.4 Activity

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1. Brazil
2. Prunes
3. China
4. Venison
5. Vodka
6. Maize
7. Paella
8. Germany
9. Chickpeas
10. Italy

Appendix C

Top 20 Principles for PreK-12 Teaching and Learning

(Source: American Psychological Association, 2015)

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Principle 1 Students’ beliefs or perceptions about intelligence and ability affect
their cognitive functioning and learning.

Principle 2 What students already know affects their learning.

Principle 3 Students’ cognitive development and learning are not limited by

general stages of development.

Principle 4 Learning is based on context, so generalizing learning to new contexts

is not spontaneous but instead needs to be facilitated.

Principle 5 Acquiring long-term knowledge and skill is largely dependent on

practice.

Principle 6 Clear, explanatory, and timely feedback to students is important for

learning.

Principle 7 Students’ self-regulation assists learning, and self-regulatory skills can

be taught.

Principle 8 Student creativity can be fostered.

Principle 9 Students tend to enjoy learning and perform better when they are more
intrinsically than extrinsically motivated to achieve.

Principle 10 Students persist in the face of challenging tasks and process

information more deeply when they adopt mastery goals rather than
performance goals.

Principle 11 Teachers’ expectations about their students affect students’

opportunities to learn, their motivation, and their learning outcomes.

Principle 12 Setting goals that are short term (proximal), specific, and moderately
challenging enhances motivation more than establishing goals that are
long term (distal), general, and overly challenging.

Principle 13 Learning is situated within multiple social contexts.

Principle 14 Interpersonal relationships and communication are critical to both the

teaching– learning process and the social-emotional development of
students.

Principle 15 Emotional well-being influences educational performance, learning,

and development.

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Principle 16 Expectations for classroom conduct and social interaction are learned
and can be taught using proven principles of behavior and effective
classroom instruction.

Principle 17 Effective classroom management is based on (a) setting and

communicating high expectations, (b) consistently nurturing positive
relationships, and (c) providing a high level of student support.

Principle 18 Formative and summative assessments are both important and useful
but require different approaches and interpretations.

Principle 19 Students’ skills, knowledge, and abilities are best measured with
assessment processes grounded in psychological science with well-
defined standards for quality and fairness.

Principle 20 Making sense of assessment data depends on clear, appropriate, and

fair interpretation.

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