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153 Activity 3

1. The document discusses psychological principles related to cognitive, metacognitive, motivational, and affective factors in learning. 2. It provides examples of classroom practices that address these principles, such as explicit teaching, supporting self-monitoring, and modeling thinking. 3. The document also asks questions about describing successful learners and effective teachers based on these principles, and lists classroom activities that could facilitate creative and thinking skills, such as debates, role plays, math problems, and student-created infographics.

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Reymark Orario
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28 views3 pages

153 Activity 3

1. The document discusses psychological principles related to cognitive, metacognitive, motivational, and affective factors in learning. 2. It provides examples of classroom practices that address these principles, such as explicit teaching, supporting self-monitoring, and modeling thinking. 3. The document also asks questions about describing successful learners and effective teachers based on these principles, and lists classroom activities that could facilitate creative and thinking skills, such as debates, role plays, math problems, and student-created infographics.

Uploaded by

Reymark Orario
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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ORARIO, REYMARK A

BEED 2-C

ENRICHMENT ACTIVITY
Now that you have gained knowledge on the psychological principles associated to
cognitive and metacognitive factors, answer the following questions. This is to test your
understanding on the topics read.

1. Complete the chart below by filling it up with classroom practices that address the
psychological principles associated to cognitive and metacognitive factors.

CLASSROOM PRACTICES
Cognitive Metacognitive
-Asking students to reflect on their experience -Explicit teaching.
-Helping students find new solutions to -Supporting students to plan, monitor, and
problems evaluate their work/learning.
-Encouraging discussions about what is being -Developing rubrics (and wherever
taught possible co-designing them with students)
-Assisting children in investigating and -Modeling of thinking.
comprehending how ideas are connected -Questioning
-Asking students to justify and explain their
thinking
- Using visualizations to increase pupils'
comprehension and memory

2. How do you describe a successful learner and an effective teacher based on the principles
presented?
- For a pupil to succeed, they need a good teacher. The successful students, in my opinion,
are those who can take ownership of their own education and are motivated, goal-oriented, and
self-reliant. On the other hand, good teachers can be seen of as motivators because they guide and
encourage their pupils to accomplish their own goals. They know how to maintain and manage the
class's attention; this elusive talent is necessary to successfully manage a classroom. They aid in
the development of fresh skills and viewpoints in students. enables the classroom to remain
organized. One of two pathways is often taken by students who aren't totally invested in their
education.

3. List down five classroom activities that would facilitate creative and thinking
skills.
▪ Give pupils the chance to argue/debate a certain subject.
▪ Give them a certain topic and let them create role plays
▪ Make the students solve a math problem.
▪ Allow students to paint using their imaginations
▪ give them a topic or title and create their own infographics

ACTIVITY 2 PRINCIPLES ASSOCIATED


TO MOTIVATIONAL AND AFFECTIVE
FACTORS

SAQ 1
Answer the following questions.
1. Why is motivation important in the teaching-learning process?
- People achieve success because they are driven. Their success increases with their level
of motivation. The degree of one's motivation will impact how much they are able to
complete the activities they have set out to do. The level of thinking and information
processing, as well as a person's motivation to learn, are all influenced by motivational and
emotional elements. In order to ensure that students are actively involved in the learning
process, teachers' methods for motivating their classes are crucial. In summary, motivation
is crucial because it enables us to alter our behavior, improve our abilities, be innovative,
create objectives, expand our interests, make plans, enhance our engagement, and develop
our talents.

2. What motivation and affective strategies would you employ to a child who is always sleepy
inside the classroom?
- As teachers, the most important way to motivate the students to keep the student active.
At those times of day when she is most prone to dozing off, give her something to do. In fact,
including physical movement in your lessons is a smart strategy to use with all of your kids.
You could, for instance, assign kids to stretch, play Simon Says, go to the restroom, or run
errands in the classroom, like delivering a message to the office. Make the activities specific
to the student's conduct. Asking her to help run the audio-visual equipment might be
appropriate, for instance, if she frequently nods off when viewing videos.

3. How are learners’ creativity, higher order thinking skills and natural curiosity contribute
to the motivation to learn?
- Learning is more than just obtaining good grades; it's about understanding why you need
to study something and how you'll use it in your daily life. Increased intrinsic motivation
for learning is a result of instructional practices that let students exercise personal choice
and control, collaborate, and create. And gifted students always have room to learn more
and develop. If students perform better than expected at the curriculum level, tasks may be
made more challenging by emphasizing higher order thinking. This will make it possible
for kids to keep learning.

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