West Visayas State University

Pototan Campus
Pototan, Iloilo

MODULE IN
Module 2

213
Ed213 (Special Topics 3)

FACILITATING LEARNING

Submitted by:
Rio John Bautista
BSED English 3-A

Submitted to:
Rene G. Laluma
(Facilitator)
 MODULE 2 – LEARNER- CENTERED PSYCHOLOGICAL PRONCIPLES (LPC)

Activity:
Do these activities before you read about the Learner- Centered Principles?
1. Examine the title,” Learner- Centered Principles”. Quickly, jot down at least 10 words
that come to your mind.

1. Learner- Centered
2. Student
3. Individual
4. Children
5. Learning
6. Psychology
7. Interaction
8. Cognitive
9. Teachers
10. Education

2. Go back to each word and write phrases about why you think the word can be
associated with LCP.

1. Learner- Centered- Students’ needs are being prioritized

2. Student- The reason why there is LCP
3. Individual- The needs of every individual are catered
4. Children- It applies to all learners, especially children
5. Learning- With every LCP there is learning
6. Psychology- LCP deals with psychological factors of every student
7. Interaction- There is an interaction of teachers and students in LCP
8. Cognitive- One of the many factors why there is LCP
9. Teachers- They are the facilitators of conducting LCP
10. Education- There is education in LCP
Synapse and Strengtheners
1. Read more on Learner-Centered Classrooms and make a poster about it.

Application
The application activity will be done in module 27 when you revisit the 14 principles. For
now, keep the 14 principles in mind as you explore the rest of the module. Always try to relate
the principles to the concepts you will learn, especially when you do the 5-minute non-stop
writing at the end of each module. Happy learning!
5-Minute Non-Stop Writing begins…. NOW!
From the module on Learner-Centered Psychological Principles, I learned that…

Learner Centered Principle is important in facilitating the learning of every

student. LCP focused more on psychological factors of the learners. LCP can be applied
to all kinds of learners, from children to adult learners. The teacher should know the
strengths and weakness of his/her students in order for him/her to come up with the
correct strategies in facilitating the learning of the students. In LCP, the teacher is more
on facilitator rather than subject teachers. There are factors in Learner-centered
principles namely (1) cognitive and metacognitive, (2) motivational and effective, (3)
developmental and social, and (4) individual difference factors influencing learners and
learning. For Cognitive and Meta cognitive factors, there are sub sets namely Nature of
the Learning process, Goals of the Learning process, Construction of knowledge,
Strategic thinking, Thinking about thinking, Context of learning. For Motivational and
Affective Factors; Motivational and Emotional influences on learning, Intrinsic
motivation to learn, Effects of motivation on effort. For Developmental and Social
Factors; Developmental influences on learning, Social Influences on Learning. For
Individual Differences Factors; Individual differences in learning, Learning and Diversity,
Standards and assessment.

Alexander and Murphy gave a summary of the 14 principles and distilled them
into five areas: The Knowledge base where The learner’s previous knowledge will
influence new learning specifically on how he represents new information, makes
associations and filters new experiences. Strategic processing and control. Learners can
develop skills to reflect and regulate their thoughts and behaviors in order to learn more
effectively (metacognition. Motivation and affect. Factors such as intrinsic motivation
(from within), reasons for wanting to learn, personal goals and enjoyment of learning
tasks all have crucial role in the learning process. Development and Individual
Differences. Learning is a unique journey for each person because each learner has his
own unique combination of genetic and environmental factors that influence him.
Situation or context. Learning happens in the context of a society as well as within an
individual.

From this lesson, I learned that there many factors to consider in

facilitating the Learner-centered principle. Learners are like clays that needs to
molded if it reaches the right time of molding.
 Part 2

UNIT 2.1 ꟷ Review of the developmental theories

Module 3PIAGETS’S STAGES OF COGNITIVE DEVELOPMENT

Analysis
For Activity 1:
1. Describe what is seen in the video
In the video, the teacher or the facilitator ask some certain questions while
doing some task which will make the children think critically. On the first
video that I’ve watched, the facilitator makes a statement about the glass
with a hammer. On the second video, it’s all about the measurement of the
water in a glass. The facilitator asked the child if the two glasses are with the
same level, the child agreed. After that the facilitator transferred one of the
water to another different glass, then the facilitator asked the child if they are
still on the same level, the said no.

2. Identify the cognitive stage where the children in each of the video are in.
explain your answer.
The first video that I’ve watched is all about the child that was being
asked by the facilitator about hitting the glass with a hammer and hitting a
glass with a feather. On the video, I can say that the stage is pre-operational
stage. It covers from about two- to seven-year-old because the child on the
video can make visual representations. On the second video that I’ve
watched is all about the comparing of the two glasses of water. The video is
on the stage of pre-operational stage. The child’s view of how things seem
correct was being disturbed by the height of something, just like the glass in
the video.
 For Activity 2 :( Your Teacher may prescribe a format for your report or you may
design your own format)

Conversation stages

Child 1 (Reymark Bautista) 8 years TRANSITIONAL THINKER

old

Child 2 (Denmar Bautista) 9 years CONSERVER

old

Child 3 (Melvin Bautista) 6 years PRESCONSERVER

old

Application
1. Read the matrices below showing the application of Piaget’s principles in teaching.

Topic: Teaching Basic English

For what age level? Check one.

 Toddler/Early Childhood
 Middle Childhood
 Adolescent

Application Specific Plan

Provide timeliness for history lesson I will ask my students to make a time line of
Rizal’s Life.
Use physical illustrations. I will provide more examples physically in order
for my class to become interesting.
Provide opportunities to play with clay, Since this is basic English, I will my class to
water, and sand. engage more on playing and while playing, I can
ask the about the English of that certain object
Use cut-out letter to build words. I will use cut-out letter for them to think on how
to construct words.
Discuss what they are seeing on T.V. I can ask them what are the English of the thing
that they seen on T.V
Discuss sharing from child’s own experience. I will ask them about their experiences using
basic English as a medium of communication.

5 Minutes Non-Stop Writing begins….. NOW!

 From the module on Piaget’s Stages of Cognitive Development, I learned that

Human mind is really a complex creation of God. Through conducting with

this kind of research, we humans can able to identify our needs and wants as we
grow. As we develop, we also seek for some information and this information are
being stored in our memory. By storing of ideas we are able to connect this to our
new experiences making it more memorable and important. With this research, Jean
Piaget, really did an excellent job in observing the cognitive development of
humans. It can be related to anyone. Piaget examined the implications of his theory
not only to aspects of cognition but also to intelligence and moral development. His
theory has been applied widely to r=teaching and curriculum design especially in the
preschool and elementary curricula.
There are many factors affecting the cognitive development of everyone. I
can say that experiences play a big role in the development of the mind. If a child
doesn’t have that memorable experience, then his/her cognitive development is not
that really good. If you want your child to have memorable experiences that he/she
can use in the future, then expose him/her to anything that can make him/her grow.
Parents also play a big role in the development of a child to become fully equipped
with knowledge. Always educate your child about the thing he/she don’t know. In
the end it’s the parents’ responsibility to guide their children to the right path of
their life. It does not matter whether the parents are graduated from college or not,
as long as they have memorable experiences that they can use to teach for their
child.

Module 1: Metacognition

Activity

Always Sometimes Never Your

(10) (5) (0) Score
 I exert effort to find out why I need to do a /
1. Particular Task.
2. I reward myself when I work /
3. I see to it that I give myself regular breaks form /
work.
4. I am able to keep my concentration and does not /
let my mind “drift away”
5. I have ways of dealing with distractions. /

6. I am willing to do the work I do not enjoy because /

I see it as important
7. I seek clarification from the teacher about her /
expectations and standards.
8. I go to tutorials to improve my school work /

Part 1

Part 2
Always Sometime Never Your
(10) s (0) Score
(5)
I make a weekly timetable for the school work I need /
1. to accomplish.
2. I make a review schedule for examinations. /
3. I plan to get the necessary resources and equipment /
prior to starting work.
4. I submit all my assignments on time. /

5. I have a place to work where I won’t be disturbed /

6. I have time for family commitments and relaxation as /

well as studying.
7. I prioritize tasks which should be done first, second /
and so on.
8. I make lists of things to do. /

9. I make a list of valuable references with bibliographic /

details, page numbers of quotes and so on.
10. I review my work before submitting it. /

Part 3

Always Sometimes Never

(10) (5) (0)
I discuss work assignments with other students. /
1.
2. I share resources with others students /
3. I keep cuttings from newspapers and magazines which may /
be of help to me.
4. I make sure I see TV programs which may be useful /

5. I read the topic assigned before a session. /

6. I ask questions and generally take part in group discussion /

7. I listen out for key ideas when someone is talking /

8. When I am listening to someone, I try to anticipate what /

they will say next.

Part 4

Always Sometimes Never

(10) (5) (0)
I get so worried about assignments that they make me fill ill. /
1.
2. This worry about assignments makes me feel depressed /
3. I feel miserable about doing assignment /

4. I let these concerns about the work get on top of me. /

5. When I need to work, others always succeed in persuading /

me to go out.
6. I have difficulty in talking to others about my worries. /

7. I ignore my personal fitness through worrying about /

assignments.
8. The stress of assignments causes me to get behind and I /
never seem to catch up.

Part 5

Always Sometimes Never

(10) (5) (0)
1. My notes indicate the main ideas, rather than merely repeat /
what has been said.
2. I listen for key ideas when listening to a speaker. /
3. I approach tutors for help /
4. I organize or file my notes regularly /
5. I re-write my notes under key ideas, headings, using /
numbering or lettering schemes.
6. I have a shorthand technique of my own. /
7. I underline or highlight key ideas so they stand out. /

8. I decide, before reading a book, whether it is vital or /

background reading.
9. I go over a book before diving into chapter one. /
10. I check the contents page for relevance before reading a /
book.
11. I look for summaries at the end of chapters. /

Part 6

Always Sometimes Never

(10) (5) (0)
1. I see to it that I understand what is really being /
asked for in the assignment/project.
2. I read other references and read about the topic. /
3. I make an outline/plan before doing my /
assignment/project.
4. I spell-check for spelling mistakes. /
5. My essays have clear introductions. /
6. My essays have a conclusion /
7. I frequently check back to the little during the /
writing of an essay.
8. My essays/research paper has a full set of references /
and bibliography.
9. I review project/assignment before submitting it. /
10. I request someone else to look at/read my /
project/assignment before submitting it.

Aspect of Study Habits My Score Interpretation

Part 1 Motivation 50  Scores from 31 to 50

mean that you
sometimes get down
to work but you can be
distracted, you might
not always be
certain why you are
having to work. You
 probably could
benefit from learning
some techniques that
help you get down
to work more
consistently and keep at
it.

Part 2 Organizing and Planning your work; 50  Scores from 40 to 65

mean you are not as
well-organized as
you could be. Your time
management might
benefit from a
closer analysis.

Part 3. Working with others, Utilizing Resources 40  Scores from 35 to 50

and Feedback mean you probably
collect resources
more effectively.

Part 4 Managing School works Stress 40  Scores from 40 to 65

mean that you handle
your anxieties and
concerns moderately
well but could develop
skills to manage
them more effectively.

Part 5 Notice-taking and Reading 70  Scores from 45-70

mean your reading and
note taking skills
are adequate, but could
be improved.

Part 6 Preparing an assignment/project. 65  Scores from 40-65

mean that there is room
for improvement
although you do
demonstrate some
skills.
 My Score in the Study Habits Questionnaire

What did you discover about your self-using this questionnaire? What aspects are you
strongin? What aspects do you need to improve in?

I discover that I still have more things to improve and more things to discover about
myself. The aspects that I’m strong in is part 5 which is Notice-taking and Reading and the
aspects I need to improve in are part 4 and 4.

5-Minute Non-Stop Writing begins … Now!

From the module on Metacognition, I learned that The most important goal of education
is to teach students how to learn on their own. The quotation on the side margin stresses this.
It is vital that students acquire the skills of how to learn, and that these skills enable them to
learn not just while they are in school but for a lifetime. This entails deeper awareness of how
one processes information, the ability to evaluate his own thinking and to think of ways to make
his own learning process more effective. All these involve metacognition.

The term "metacognition” was coined by John Flavell. According to

Flavell (1979, 1987), metacognition consists of both metacognitive knowledge
and metacognitive experiences or regulation. It refers to higher
order thinking which involves active awareness and control over the cognitive
processes engaged in learning. Metacognitive knowledge refers to acquired
knowledge about cognitive processes, knowledge that can be used to control
cognitive processes.

MODULE 16 – GAGNE’S CONDITIONS OF LEARNING

Activity: Before reading the entire module, see if you can arrange the nine
steps in lesson presentation (instructional events) in their proper order. Read and
arrange the steps by numbering them. Form groups of 5 for this activity.

5 1. Guidance of students’ performance

3 2. Recall prior learning

9 3. Enhance retention and transfer

1 4. Gain attention

7 5. Provide feedback
 8 6. Assess performance

4 7. Present stimulus

6 8. Elicit performance

2 9. Identify the objective

Analysis:

Each group writes arrangement on the board for comparison and discussion.
Each group explains and justifies arrangement. For discussion, teacher asks the class:
“Which of the arrangement presented on the board is correct? Why?

The arrangements above is correct, instruction starts through gaining the

attention of the learners in order to be able to know if the learners are ready to pay
attention before a teacher can proceeds with the discussion, followed by identifying
the objective so that the learner will be able to know what are the expected learning
they will learn from the lesson, next is recalling prior learning which will be like a
review to everyone so that the teacher can also adjust his/her instruction or for them
to assess the learner of their existing knowledge, afterwards teacher can already
start their proper discussion or instruction through presenting stimulus, followed by
remaining steps guidance of students performance, Elicit performance, Provide
feedback, assess performance which will be done before the end of instructions to be
able to know if the objectives been achieve or the students learn and finally enhance
retention and transfer this is for the students to master what they learn.

Synapse and Strengtheners:

1. Discuss how Gagne’s events of learning can help one to be an effective

teacher.

Advantages

Gagne’s theory practices are systematic in nature. Providing a sequence of

events and practical applications makes it simple to follow a process to get a desired
result. The tasks seem to follow a logical order and provide a blue print for the
individuals learning the task to feel confident in applying a step and achieving a
desired outcome. You can adjust to reach the different learning modalities during
steps 3 and 4. Gagne’s theory can be adapted to suit the needs of varied learners.
 Disadvantages

The steps require a lot of guided assistance when teaching the new skill. If
there are steps that require critical thinking where the outcome could go more than
one way, there may be some confusion in teaching/learning those steps. There isn’t a
lot of independent/unassisted exploration. This can possibly create a learner that isn’t
likely to explore ways of problem solving, thus creating a learner that’s very
dependent on guided information. Some instructional designers see this approach as a
more boring and less challenging method of instructional design.

2. Discuss what you perceive as the advantages and disadvantages of using

Gagne’s instructional events in lesson planning.

Application

Choose a topic with a particular lesson objective in any grade or year level.
Make a teaching sequence applying Gagne’s nine instructional events. Use the table
provided for you.

Topic: The menstrual cycle

Objective: To be able to define the menstrual cycle and relate it to human

reproduction

Grade/Year Level: 5
 Event of Instruction Lesson Example/Conditions of
Learning
1. Gaining Attention The teacher plays a video clip about
human reproduction or on how a woman
started on being able to conceive a child
2. Informing the Learner of the Objective The teacher creates and show in the side
of lessons objectives and explain it.
3. Stimulating Recall of Prior Learning The teacher asking random questions
from the last lessons.
4. Presenting the Stimulus Teacher discussing concepts of menstrual
cycle
5. Providing Learner Guidance Teacher gives a rubric on student’s
activity on which they will make a poster
about menstrual cycle.
6. Eliciting Performance The students will have a group discussion
and sharing.
7. Giving Feedback Teachers personalized a written feedback
on the activity they conducted
8. Assessing Performance Teacher will conduct a quiz about the
topic
9. Enhancing Retention and Transfer Teacher will ask the students to search
for different superstitious beliefs related
to menstruation and justify why they
should believe it.

5-Minute Non-Stop Writing Begins…. NOW!

From the Module on Gagne’s Conditions of Learning, I realized that learning

Gagne’s Conditions of Learning is significant to me as would-be teacher because this
will help me to present my lessons in a logical and systematic manner. This theory
specified several different types or level of learning implying that different internal and
external conditions are needed for each type of learning, that’s why it called
conditions of learning. I learned some principles that we as future educators must be
aware of and categories of learning such, verbal information, intellectual skills,
cognitive strategies, attitudes, and motor skills. Gagne also provided nine instruction
event that serves as basis for the sequencing of instruction which serves also as the
guide of teachers in teaching. I also realized that in teaching we must have a proper
sequence of instruction to be able to have an effective and efficient teaching-learning
process. Moreover, with Gagne’s Principle it would aid me to be able to an effective
teacher, how would I able to teach my learners effectively through proper planning
and designing instructions, assessing my learners and following the right steps in
teaching or the instructions of events.