FACILITATING LEARNING-

CENTERED TEACHING
EDUC 5
MODULE 1

SUBMITTED TO:
MILAGROS G. VILLARAMA ph. D
College instructor

SUBMITTED BY;
ALNICA KC A. EQUIBAL
BEED-2A Student
ALNICA KC A. EQUIBAL

BEED2A

ACTIVITIES IN EDUC5 MODULE 1, LESSON 1( ENGAGE, EXPLAIN, EXTEND, EVALUATE).

Module 1. Lesson 1

II. Pre- Assessment:

A. Instruction: In a brief and concise manner, explain in your own words the question stated below.

1. What is Metacognition?

Answer: Metacognition is an act of being aware of what you are thinking, you have a self awareness
of what are those your strength and weaknesses in learning process, where it helps you to engage
your mind on how to think deeply.

2. How can metacognition be applied to improve study skills?

Answer: Metacognitive being applied at the very moment you have a self awareness of what are
your limitations, strengths and weaknesses and that would be the time you know how to controll
your behavior, adjusting your beliefs and then you will become a strategic about your approach in
studying.

ENGAGE: KNOWING YOURSELF

Activity 1: Understanding your study habits

Instruction: Answer the following questionnaire. Put a check in the column that best
describe what is true to you.

PART 1

Always Sometimes Never Your Score

(10) (5) (0)
1.I exert effort to find out why I need to do a √ 10
particular task
2. I reward myself when I work √ 5
3. I see to it that I give myself regularly breaks from √ 10
work.
4. I am able to keep my concentration and does not √ 5
let my mind “drift away”.
5. I have ways of dealing with distractions. 10
√
6. I am willing to do the work I do not enjoy because I √ 5
see it as important.
7. I seek clarification from the teacher about her/his √ 10
expectations and standards.
8.I go to tutorials to improve my school work √ 5

PART 2

Always Sometimes Never Your

(10) (5) (0) Score
1.I make a weekly timetable for the school work I need √ 5
to accomplish.
2. I make a review schedule for examination √ 10
3. I plan to get the necessary resources and equipment √ 10
prior to starting work
4. I submit all my assignments on time √ 10
5. I have a place to work where I won’t be disturbed. √ 5
6. I have time for family commitments and relaxation as √ 5
well as studying.
7. I prioritize tasks which should be done first, second √ 10
and so on.
8. I make lists of things to do. √ 5

9. I make a lists of valuable references with bibliographic √ 10

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

PART 3

Always Sometimes Never Your

(10) (5) (0) Score
1.I discuss work assignments with other students √ 5
2. I share resources with other students. √ 5
3. I keep cuttings from newspaper and magazines which √ 5
may be of help to me.
4. I make sure I see TV programs which may be useful. √ 5
5. I read the topic assigned before session. √ 10
6. I ask questions and generally take part in group √ 10
discussions.
7. I listen out for key ideas when someone is talking. √ 10
8. When I am listening to someone, I try to anticipate √ 10
what the will say next.

PART 4

Always Sometimes Never Your

(10) (5) (0) Score
1.I get so worried about assignments that they make me √ 10
feel ill.
2. This worry about assignments makes me feel √ 10
depressed.
3. I feel miserable about doing assignments. √ 5
4. I let these concerns about the work get on top of me. √ 5
5. when I need to work, others always succeed in √ 5
persuading me to go out.
6. I have difficulty in talking to others about my worries. √ 5
7. I ignore my personal fitness through worrying about √ 5
assignments.
8. The stress of assignments causes me to get behind and √ 5
I never seem to catch up.

PART 5

Always Sometimes Never Your

(10) (5) (0) Socore
1.My notes indicate the main ideas, rather than that √ 10
merely repeat what has been said.
2. I listen for key ideas when listening to a speaker. √ 10
3. I approach tutors for help. √ 5
4. I organize or file my notes regularly. √ 5
5. I re-write my notes under key ideas, headings, using √ 10
numbering or lettering schemes.
6. I have a shorthand technique of my own. √ 5
7. I underline or highlight key ideas so they stand out. √ 10
8. I decide before reading a book whether it is vital or √ 10
background reading.
9. I go over a book before diving into chapter one. √ 5
10. I check the contents page for relevance before √ 10
reading a book.
11. I look for summaries at the end of chapters. √ 5

PART 6

Always Sometimes Never Your

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

Question: What does each part represent?

Answer: Each part represents of the students their ways of studying to do their activities.

  EXPLAIN: UNDERSTANDING YOUR STRENGTH AND WEAKNESSES

Activity 2: Analysis
Instruction: Analyze and interpret each part of study habits questionnaire.

MY SCORE IN STUDY HABITS QUESTIONNAIRE

Aspect of Study Habits My Score Interpretation

Part 1 Motivation 60/80 Make some motivation to
motivate
Part 2 Organizing and Planning Your Work 80/100 High level of awareness
Part 3 Working with Others, Utilizing 60/80 A resourceful student
Resources and Feedback
Part 4 Managing School Work Stress 50/100 Stress being do some
activities
Part 5 Note-taking and Reading 80/110 It help students to organize
their works and it help to
easily catch up the notes and
easily remember.
Part 6 Preparing an Assignment/Project 90/100 An organized students

What did you discover about yourself using this questionnaire? What are your strengths? What
aspects do you need to improve?
Answer: I have a lot discovered about myself that there are some parts using this questionnaire
that I really need to improve. My strength the part 2, part 5, and part 6 taking notes every teacher
discuss the topic and organize the notes and preparing an assignment and project. The aspects that
I need to improve are those part 1 motivation, I need some motivation so that I can study hard, and
part 4 managing school work and stress. I need to improve this part to become better me and to my
studies.
EXTEND: APPLYING METACOGNITION

Activity 3. TQLR metacognition in primary grades

Instruction: Watch this short video of the author’s daughter sharing how her grade 2 teacher taught
them TQLR:
Youtube link: http://www.youtube.com/watch?v-IfXdWeAzgCo
Description: This shows a simple song that the primary grade teacher is using to prepare children to
listen and respond to a lesson or a selection. It is a practical way of teaching children to apply
metacognition early on.

Question: What did you learn from the video? How can you apply this?

Answer:  The video tell us about the importance of applying the TQLR strategy in primary grades, in
a way of helping the learners to apply metacognition in early age. As future educator we should
practice  and an apply on our everyday life learning process.

Evaluate: Assessing Learning

Activity 4: Writing about Metacognition!

Instruction: Based on the Principles of metacognition prepare your own metacognitive plan on how
to improve your study skills.

Answer: To improve my study skills I will practice the principles of metacognition finding deeper
meanings and evaluate and analyze those words in my daily life. Furthermore I will be think deeply
think more strategies to become more flexible and creative students to understand and to become
more knowledgeable person.

Lesson 2: Learner- Centered Psychological Principles (LCP)

II. Pre- Assessment:

Instruction: Read and analyze the statement. If true, check the box Yes before the item; if false,
check NO. Then explain why.

1. Yes, because they cultivate shared responsibility among students so that they will learn through
their own experienced.

2. Yes, if it we teachers lack of understanding in handling technology tools and its limitations.

3. Yes, it would be the way for them to boost their confidence and motivation.

4. Yes, it will catch their attention and interest, especially to the graders we're they love learning that
is fun and attracted in play games during class activity.

5. Yes, senior high school knows they're strength and weaknesses and they should build a self
awareness.

6. Yes, in order for them to enhance learning and aid the mastery of the lesson.

7. No

8. No

9.  Yes, because whatever the environment you go to school because you have your goal.

10. Yes, it is to support diverse need of learners and provide multiple avenues for learning.

IV. Core Content:

Engage: Understanding Learner- Centered Psychological Principles through simulation.

Activity 1: Answer me!

Answer the following questions briefly and concisely.

A. Examine the title, LEARNER- CENTERED PYSCHOLOGICAL PRINCIPLES" . Quickly jot down at least
10 words that come to your mind.

1. Learning

3. Cognitive

4. Metacognitive

5. Motivational

6. Understanding-

7. Educate
8. Social Factors

9. Individual differences

10. Thinking

B. Go back to each word and write phrases about why you think the word can be associated with
Learner- Centered Psychological Principles.

1. Learning - The ability to acquire new knowledge, understanding and gaining new skills, and
learners are included in decisions regarding how they will learn.

2. Knowledge - – It is knowing for something to learn and understood things

3. Cognitive – It is being conscious, to understood the things and concepts

4. Metacognitive - It is to think deeply to learn new things, to analyze the problem and evaluate it,
and to be aware . Thinking about Thinking

5. Motivational - learner need a motivation to become more success learner. Motivation influences
what and how much is learner by the individual.

6. Understanding - To be understanding you need to analyze those words to understand.

Furthermore it is the ability to understand more comprehension.

7. Educate - to give awareness, intellectual for learners and to develop their capabilities, and to be
informed.

8. Social Factors - Influences learning by creating a language environment and an experience

environment which stimulate the mind to grow

9. Individual differences - Each learner is unique have a different skills, interest and capabilities.

10. Thinking - thinking about thinking, to thinking is to help analyze what you think.
Explain: Understanding Learner- Centered Psychological Principles through research

Activity 2: Watch it
Instruction: Watch the 4-minute video about Learner-Centered Psychological Principles
(youtube.be/sCyNBu4vXO8). After watching the video, answer the following questions:

1. As a future educator, how would you be able to deliver your lesson with the integration of
Learner- Centered Psychological Principles?
Answer: As a future educator, I would be able to deliver my lesson with the integration of learner-
Centered Psychological Principles, to helping students acquire literacy skills in learner-centered ways
and apply the Learner-Centered Psychological Principles and practice to promote and motivate
learners.

2. What is the purpose of Learner- Centered Psychological Principles in Educational System?

Answer: The purpose of Learner- Centered Psychological Principles in Educational System, to give an
awareness to all students how they learn and they suppose to learn. How to get knowledgeable
about learning process and strategies effectively, and how it occurs, and about teaching practices
that are most effectively to all learners. Last to promote student motivation and learning.

3. How does Learner- Centered Psychological Principles help the students in real life situations?
Answer: Learner- Centered Psychological Principles it help the students in real life situations in a
daily, to practices the LCPP in any environment to makes students to learn of their own learning.
Engaging in decision in daily life about what when, and how they learn.

 
Extend: Creating Situation Based on Learner-Centered Psychological Principles

Activity 3: Do the Research!

Instruction: Formulate a Semi- Research that could be useful for your future students with the use
of Learner- Centered Psychological Principles.

Title: Effectiveness of using Learner-Centered Psychological Principles on blended learning

Rationale:

The fundamental reason for this study is to assess the level of effectiveness of utilizing Learner-
Centered Psychological Principles and to help learner to successfully create meaningful, coherent
representations of knowledge and to expand the learning, over time on blended learning that
provides a new learning environment that combines face-to-face teaching the hybrid format of
online teaching is one way for the university, the instructors, and the students to move comfortably
from face to face traditional instruction to a blended format that combines some face to face
meetings with the balance of instruction and interaction between students/instructor and
students/students to take place during weekly threaded discussions.

Statement of the Problem:

This study determined whether there was a relationship between students’ perceptions of how
effective the Learner-Centered Psychological Principles in interaction on blended learning to
learners. The research aimed at answering a number of questions in the survey data which is the
learner can learn a Learner-Centered Psychological Principles on blended learning, questions was
concerned with the learners' levels of perception of blended learning, and the relationships between
their perception and some demographic and experiential characteristics. The included one question
that dealt with the relationships among the dimensions of perception in addition to the relationship
between these dimensions and learners' satisfaction with blended learning.

Hypothesis:

H1: There will be no differences in persistence in blended learning in applying Learner-Centered

Principles.

H2: To know the positive effect of Learner-Centered Principles on blended learning to learners.
Methodology: 

The methodology developed for this study included the research design, the development of the
instrument and, the participants’ characteristics, the sampling procedure, and the data collection
and gathering a survey data in learners.

Evaluate: Assessing my Understanding about Learner- Centered Psychological Principles

Activity 4: Understanding the Factors

Instruction: LCP principles pertain to the learner and the learning process. Formulate a situation that
may coincide to the four basic factors of learner- centered principles.

1. Cognitive and Metacognitive Factors

Answer: The learners have the ability to be aware of what they think and to evaluate and analyze
what are their thoughts

2. Motivational and Affective factors

Answer: It is important to all students to have their motivation to become a successful learner

3. Developmental and Social factors

Answer: Students they also gain skills to communicate with other people and process their actions.

4. Individual differences factors

Answer: Students have a difference learning strategies, and skills prior learning experiences,
consistent with the learners- Centered Principles, difference strategies enhance students' thinking
and learning skills.