EMA EMITS Undergraduate

COLLEGE PHILIPPINES
Del Pilar St., Pinamalayan, Or. Mindoro TEACHING LEARNING PLAN
Telefax No. (043) 284-3974 First Semester/A.Y. 2017-2018

I. COURSE TITLE: Facilitating Learning

II. COURSE CODE: EDUC 2
CREDITS: Three (3) units
NUMBER OF HOURS: 3 hours/week
CLASS SCHEDULE: WThF/ 5:20-6:20

III. COURSE DESCRIPTION

The course is an introduction to psychological theories and principles as applied to the teaching and learning process. It focuses on individual capacities
and motivations in the context of the Philippine educational system. It is intended primarily for future teachers and beginning teachers who want to make a
difference in the lives of their students. The content of this course will add to their existing knowledge about teaching-learning process, and the multifarious
factors, theories of learning that influence the students’ capacity to learn.
.

IV. COURSE INTENDED LEARNING OUTCOMES

At the end of this course the students should be able to:

1. Describe the ways by which students differ;

2. Identify the different factors that motivates learners;
3. Discuss and differentiate the different learning theories as applied to classroom situations; and
4. Analyze classroom situations and recommend appropriate teacher behavior.
V. COURSE OUTLINE AND TIMEFRAME
Timeframe Course Content/Subject Matter
Weeks 1-3  Understanding Learning and Knowledge Acquisition
1.1 Nature of Learning
1.2 Theories of Learning
 Behavioral Theories of Learning
 Cognitive Theories of Learning
Weeks 4-6  Constructivism
1.1 Characteristics of Constructivism
1.2 Cognitive Constructivism
1.3 Social Constructivism
1.4 Constructivist Classroom
1.5 Constructivist Teaching and Learning Principles
Weeks 7-11  Cognitive and Metacognitive Factors of Learning
1.1 Introduction
1.2 Metacognitive strategies
1.3 Metacognitive Knowledge and Skills
1.4 Strategies for Developing Metacognitive Behaviors
1.5 Distinction between Cognitive and Metacognitive Learning Strategies
1.6 Prior Knowledge
1.6.1 The Role of Prior Knowledge in Current Learning
1.6.2 How to use P Prior Knowledge in Instruction
1.7 Transfer of Learning
1.8 Theories of Transfer of Learning
1.9 Biological Basis of Learning
1.10Neurological Basis of Learning
Weeks 12-14  Motivational and Affective Factors that Influence Learning
1.1 Motivation
1.1.1 Motivational and Emotional Influences on Learning
1.1.2 Intrinsic and Extrinsic Motivation
1.1.3 General Principles of Motivation
1.1.4 Theories of Motivation
1.2 Self-Concept and Self-Efficacy
1.3 Self-Regulation, Cognition and Motivation in Learning
1.4 Using Technology to Increase Learner Motivation
 Weeks 15  Developmental Dimensions of Learning
1.1 How Children Think and Learn
1.2 How Adolescents Learn
1.3 How Adults Learn
1.4 Adult Learning and Motivation
Weeks 16  Socio-Cultural Dimensions of Learning
1.1 Social and Cultural Influences on Learning
1.2 Social Constructivism
1.3 Theories of Situated Learning
1.4 Elements of Situated Learning
Week 17-18  Individual Differences in Learning
1.1 Theories of Intelligence
1.2 Theories of Styles
1.3 Learning Style Preferences
1.4 Teaching Techniques
1.1 Diversity in Learning

V. COURSE CONTENT

Learning Experiences
Intended Learning Teaching and
Content Standard Time Assessment Task (ATs) References
Outcome Topic(s) Learning Activities
Frame
(TLAs)
 Demonstrate knowledge on At the end of the unit,  Understanding 1-3  Lecture-  Quiz-down gaming Violeta A.
nature and theories of students must have: Learning and (9 hrs.) Discussion Vega, Ph. D.,
learning. Knowledge  Group dialogues Nelia G.
 Characterized the Acquisition Prieto, Ph.
 Demonstrate understanding learning process. 1.3 Nature of Learning D.. : Revised
on applying these theories in  Discussed different 1.4 Theories of Edition
classroom situation. theories of learning Learning Facilitating
from different Learning
 Behavioral
perspectives.
Theories of Corpuz, B.B.
Learning & Lucas,
  Demonstrated skills  Cognitive Theories M.R.D.
in applying the of Learning (2007).
theories of learning. Facilitating
learning: A
metacognitiv
e process.
Cubao,
Quezon City:

Lorimar
Publishing.
 Demonstrate familiarity on  Identified the  Constructivism 4-6  Discussion
the theory of constructivism. elements of 1.6 Characteristics of (9 hrs.)  Pen-and paper test
constructivist views Constructivism
 Demonstrate knowledge on of learning. 1.7 Cognitive  Examination
differentiating cognitive and  Described Constructivism
social constructivism. differences between 1.8 Social
social and Constructivism
constructivist 1.9 Constructivist
perspectives. Classroom
 Discussed and 1.10 Constructiv
explain the ist Teaching and
constructivists Learning
teaching and Principles
learning principles
 Demonstrate familiarity on  Identified the  Cognitive and 7-11
the cognitive and cognitive and Metacognitive (15  Direct-Instruction  Review Exercises
metacognitive factors of metacognitive factors Factors of Learning hrs.)
learning. of learning. 1.10 Introductio  Peer-teaching
 Enumerated n  Simulation ( Q & A)
 Demonstrate understanding strategies for 1.11 Metacogniti
on rationalizing the basis of developing ve strategies
learning metacognitive 1.12 Metacogniti  Examination
behaviors. ve Knowledge and
Skills
  Described the role of 1.13 Strategies
prior knowledge in for Developing
the learning process. Metacognitive
 Discussed the role of Behaviors
teachers in 1.14 Distinction
transferring or between Cognitive
facilitating learning. and Metacognitive
 Explained biological Learning Strategies
and neurological 1.15 Prior
basis of learning. Knowledge
1.15.1 The Role of
Prior
Knowledge
in Current
Learning
1.15.2 How to use
P Prior
Knowledge
in
Instruction
1.16 Transfer of
Learning
1.17 Theories of
Transfer of
Learning
1.18 Biological
Basis of Learning
1.19 Neurologic
al Basis of
Learning
 Demonstrate knowledge on  Discussed the role of  Motivational and 12-14  On-the-spot-performance
the motivational and affective motivation as a toll Affective Factors that (9 hrs.)  Lecture-
factors influencing learning. for learning. Influence Learning demonstration
 Compared and 1.5 Motivation  Group performance task
differentiated the 1.5.1 Motivationa  Effective (each group is required to
types of motivation. l and questioning do a motivation in
 Demonstrate understanding  Illustrated principles Emotional relation to their chosen
on self-concept and self- of motivation. Influences topic)
efficacy.  Demonstrated skills on Learning  Use of Films and
in using effective 1.5.2 Intrinsic and Movie
motivational Extrinsic Presentation  Quiz
 Demonstrate competencies on techniques. Motivation
using technology to increase  Explained self- 1.5.3 General
learner motivation. concept and self- Principles
efficacy. of
 Discussed the Motivation
significance of 1.5.4 Theories of
technology in Motivation
increasing students’ 1.6 Self-Concept and
motivation to learn. Self-Efficacy
1.7 Self-Regulation,
Cognition and
Motivation in
Learning
1.8 Using Technology
to Increase Learner
Motivation
 Demonstrate understanding  Identified the factors  Developmental 15  Lecture-  Show and Tell
on how learning takes place that affect the Dimensions of (3 hrs.) Discussion 
according to human cognitive, emotional Learning
development. and social 1.1 How Children
development of Think and Learn
individual learners. 1.2 How Adolescents
 Differentiated how Learn
children, adolescents 1.3 How Adults Learn
and adults learn. 1.4 Adult Learning and
 Discussed the Motivation
theories and elements
of situated learning
 Demonstrate familiarity on  Socio-Cultural 16  Lecture-  Oral recitation through
the social and cultural  Discussed the social Dimensions of (3 hrs.) discussion Game
influences on learning. and cultural Learning
influences on 1.5 Social and Cultural  Use of Charts
 Demonstrate competencies on learning. Influences on and Graphic
reasoning out the effects of  Explained the Learning Organizers  Paper-pen test
situated learning. theories, concepts 1.6 Social
and elements of Constructivism
situated learning. 1.7 Theories of
Situated Learning
1.8 Elements of
Situated Learning
 Demonstrate familiarity on  Identified the  Individual 17-18  Lecture-  Journal writing/Individual
different theories of different theories of Differences in (6 hrs.) discussion Reflection
intelligence. intelligences. Learning
 Differentiated 1.5 Theories of  Perspective-  Examination
 Demonstrate knowledge on thinking styles and Intelligence taking
various learning styles. learning styles. 1.6 Theories of Styles
 Explained how the 1.7 Learning Style
different learning Preferences
 Demonstrate competencies on styles affect the 1.8 Teaching
explaining the effect of teaching-learning Techniques
students’ learning style to the process 1.9 Diversity in
teaching-learning process. Learning

VI. COURSE REQUIREMENTS

1. Attendance
2. Compilation of all activities, journals and reflections
3. Oral and written reports (Individual and Group)
4. Major Exams
VIII. GRADING SYSTEM
Major Exam 40%
Class Standing 30%
Project 20%
Attendance 5%
Behavior 5%
Total 100%

IX. CLASSROOM POLICIES

1. Attendance is checked regularly. Late comers will not be admitted after 15 minutes. Three consecutive absences will lead to failure of the course.
2. Students wearing incomplete/improper uniform will not be admitted. Unnecessary jewelries must be removed.
3. Requirements for the course must be submitted on time. Late projects will be accepted but there must be deductions on final ratings.

X. Prepared by: MARIA TERESA Q. ONDOY, LPT

Instructor

XI. Submitted to: RYAN G. FLORENCONDIA, LPT, MAEd-Bio.Sci.

Director for Instruction

XII. Approved by: JUNREY P. PETERE, LPT, Ed.D.

Dean of Academic Affairs