MENDOZA , RIZA M.

2018
TEACHER I
SAN PABLO 2ND NATIONAL HIGH SCHOOL

TEACHER INDUCTION
PROGRAM

MODULE 5
DEPARTMENT OF EDUCATION

BEST | CARDNO
Contents
Module 5: Learning Process................................................................................................................... 1
I. Session 1: Learner-Centered Learning............................................................................................ 2
Desired learning outcomes........................................................................................................ 2
Objectives.................................................................................................................................. 2
Pre-Test...................................................................................................................................... 3
Key Concepts.............................................................................................................................. 4
Activities and Assessment.......................................................................................................... 8
Reflections................................................................................................................................. 9
Post-Test.................................................................................................................................. 10
SESSION 2: LEARNING ENVIRONMENT................................................................................................ 11
Desired Learning Outcomes..................................................................................................... 11
Objectives................................................................................................................................ 11
Pre-Test.................................................................................................................................... 12
Glossary of Terms.................................................................................................................... 13
Key Concepts........................................................................................................................... 14
Activities and Assessment........................................................................................................ 17
Reflection................................................................................................................................. 18
Post-Test.................................................................................................................................. 20

REFERENCES

ANSWER KEYS

i|Page Teacher Induction Program(Version 1.0)

Module 5: Learning Process
The primary purpose of the module is to assist the newly-hired teacher in
understanding the nature of the learners across key learning stages (K to 3, 4 to 6, 7
to 10 and 11 to 12). This module will also help teachers to better understand the
why’s and the how’s of offering learning programs that are responsive to the needs
of the learners.

This module contains the topics on the 21st Century Learners where the newly-hired
teacher will identify the nature of learners in various key learning stages in the
Philippine education setting and will be working on a detailed lesson plan (DLP) with
parts that are aligned with DepED Order #42, s. 2016 with a specific 21st century
skills that he would like his learners to develop. The teacher will also identify learning
programs implemented or offered in his school or district that are responsive to the
needs of the learners in different key learning stages.

In the later part of the module the teacher will do a self-reflection on how he
could become an effective teacher capable in the delivery of quality basic
education among the Filipino learners.

This module is self-paced where it can be worked individually or in pair by

teachers during the school-based In-Service Training (INSET). However, the DLP
developed by the teacher can be used in a demonstration teaching activity during
the district or division INSET to be checked by peers and subject specialists in
terms of the appropriateness of the content and delivery style of the teacher.

1
 I. SESSION 1: LEARNER-CENTERED LEARNING
Desired learning outcomes

(2.4.1) BTI (2.4.2) PTI

a. Demonstrate understanding of b. Maintain supportive learning

supportive learning environment environment that nurtures and
that nurtures and inspires inspires learners to participate,
learner’s participation. cooperate and collaborate in
continued learning

Objectives

a. Demonstrate knowledge and understanding of the principles on learner-

centered learning;
b. Design a classroom activity by adopting learner-centered learning
approaches and strategies;
c. Apply learner-centered activity effectively through lesson planning.

2
 Pre-Test

Below are phrases/statements about teaching approaches. Group them

whether they characterize/describe a Learner-centered or not by writing
their corresponding numbers under the appropriate column. F if Learner-
centered and B if otherwise.

1. Learning is based on repetition. B

2. Consideration for HOTS tasks. F
3. Learning is interactive. F
4. Skills are treated in isolation. B
5. Students learn how to learn. F
6. Collaboration is not evident. B
7. Teacher’s role is interactive, rooted in negotiation. B
8. Background knowledge taken in consideration as well as
new knowledge. F
9. Interdisciplinary exploration is considered. F
10.Teacher’s role is directive, rooted in authority. F

Below are a range of teaching methods. Tag them to the given

teaching strategy to which you think how they will be employed in your
classroom.
compare and contrast, demonstrations, guides for
reading, listening and viewing, lecture, role play,
simulations,

case study, cloze procedure, inquiry, problem

solving, reflective discussion, small group
discussion, games, experiments, brainstorming,
debates, cooperative learning, interviewing, field
observations, assigned questions, computer assisted
instruction, essays, reports, research projects

DIRECT INSTRUCTION INDIRECT INSTRUCTION INTERACTIVE INSTRUCTION

Compare and contrast, case study, cloze procedure, Simulations, brainstorming,
demonstration, guides for problem solving, reflective debates, cooperative
reading, listening and discussion, small group learning, interviewing
viewing, lecture computer discussion, inquiry, assigned
assisted instruction questions, essay

EXPERIENTIAL INSTRUCTION INDEPENDENT INSTRUCTION

Role play, experiments, reports, field Research, projects
observation

3
 Key Concepts
1. Why is it important to understand the principle of learner-centered learning?
Learner-centered learning is an instructional approach in which the learners
influence the content, activities, materials, and pace of learning. This learning
model places the learner in the center of the learning process. The teacher
provides learners with opportunities to learn independently and from one another
and coaches them in the skills they need to do so effectively. (Collins & O'Brien,
2003)

In a learner-centered learning environment, McCombs and Whistler (1997)

state that learners are treated as co-creators in the learning process, as
individuals with ideas and issues that deserve attention and consideration.
Learner-centered learning environments recognize that the prior knowledge of
learners powerfully influences future learning and thus attempt to build on prior
knowledge.

2. Five Learner-Centered Learning Principles by Weimer (2002):

a. Student-centered learning shifts the balance of classroom power from
teacher to thus fostering active learning and engagement among
student peers.
b. Student-centered learning enables critical thinking and is a means to develop
knowledge rather than a collection of facts by building upon and
challenging
prior learning.
c. Student-centered learning situates the teacher as facilitator an contributor
rather than authoritarian and director of knowledge.
d. Student-centered learning returns the responsibility for learning to the
students, so students are able to discover their strengths and weaknesses
and take part in directing their own knowledge gain.
e. Student-centered learning employs effective assessment to promote learning
and inform future practice.

3. How will teacher apply the learner-centered approaches and strategies in the
classroom?
Republic Act No. 10533, SEC. 5.e. states that, The curriculum shall use
pedagogical approaches that are constructivist, inquiry-based,
reflective, collaborative and integrative.

a. What is Constructivism?1
• Learning is an active process
• Learning involves language
• Learning is a social activity
• Learning is contextual
• One needs knowledge to learn
• Motivation is a key component in learning
• Learning is not instantaneous
 Construction of knowledge
 learner’s prior knowledge
 have access to resources
 actively learn
 create, manipulate, and debate
knowledge 
1 Source: NEAP

4
 Process, not product
 learning environment tasks the learner with creating or
constructing representations of individual meaning
 Learners systematically gather and evaluate information
• Multiple Perspectives
 Collaboration allows learners to share and reconcile multiple dissonant
perspectives or strategies and find synergistic solutions
 Peers provide multiple interpretations and models that enable the
learner to systematically revisit, rearrange and re-purpose material
from different conceptual perspectives.
 Cognitive apprenticeship
 Process-based evaluation

5
 TRADITIONAL CONSTRUCTIVIST

Curriculum begins with the part Curriculum emphasizes big concepts

of the whole emphasizing basic beginning with the whole and
skills expanding to include the parts

Strict adherence to fixed Pursuits of students’ question and

curriculum is highly valued interest is valued (Inquiry-based)

Learning is based on repetition Learning is interactive

Teacher’s role is interactive, rooted

Teacher’s role is directive, rooted in
in authority negotiation

Assessment- Testing (Correct Assessment- observation, peer

Answer) evaluation, and testing

The teacher is superior and is Teachers serve as guides to the

referred as authority or master students to challenge them to think
harder by considering new ideas

4. What Is Inquiry-Based Approach?

The main activity in a constructivist classroom is solving problems. Students use
inquiry methods to ask questions, investigate a topic, and use a variety of resources to
find solutions and answers. As students explore the topic, they draw conclusions, and,
as exploration continues, they revisit those conclusions. Exploration of questions leads
to more questions.

5. What Is Reflective Approach?

Students control their own learning process, and they lead the way by reflecting
on their experiences. This process makes them experts of their own learning. The
teacher helps create situations where the students feel safe questioning and reflecting
on their own processes, either privately or in group discussions. The teacher should
also create activities that lead the student to reflect on his or her prior knowledge and
experiences. Talking about what was learned and how it was learned is really
important.

6. What Is Collaborative Approach?

The constructivist classroom relies heavily on collaboration among students.
There are many reasons why collaboration contributes to learning. The main reason it
is used so much in constructivism is that students learn about learning not only from
themselves, but also from their peers. When students review and reflect on their
learning processes together, they can pick up strategies and methods from one
another.

6
 7. What Is Integrative Approach?2
Integrative learning is linked to the classical tradition of educating the "whole"
person: encouraging "breadth of outlook, a capacity to see connections and hence an
ability to make fundamental decisions and judgments" (Rothblatt 1993:28).

Integrative learning requires the teaching of intentional learning (taking a

deliberative and reflexive stance towards knowledge acquisition): taking into
account different dimensions of a problem, seeing it from different perspectives,
and making conceptual links among the dimensions and perspectives.

Integrative learning leads students to synthesize learning from a wide array

of sources, learn from experience, and make significant and productive connections
between theory and practice. This approach to teaching and learning is necessary
in today's world where technology and globalization transform knowledge practices
in all disciplines and professions: disciplines are now less bounded, with new areas
of scientific knowledge emerging on the borders of old ones, and with a significant
exchange of concepts, methods, and subject matter between the humanities, the
social sciences, and the arts.

Integrative learning requires the teaching of intentional learning (taking a

deliberative and reflexive stance towards knowledge acquisition): taking into
account different dimensions of a problem, seeing it from different perspectives,
and making conceptual links among the dimensions and perspectives

8. What Are the Instructional Strategies and Methods? 3

In planning lessons, teachers can choose from a variety of instructional
models and their corresponding strategies and methods. An instructional model is
a teacher’s philosophical orientation to teaching. It is related to theories of learning
including behaviorism, cognitivism, constructivism, social interactionism, and others.
An instructional strategy is a teaching approach influenced by the
abovementioned educational philosophies, while an instructional method is the
specific activity that teachers and learners will do in the classroom.

An instructional strategy is what a teacher uses inside the classroom to achieve

the objectives of a lesson. A teacher can use a strategy or a combination of
strategies to do this. Below are examples of different instructional strategies briefly
explained:4

a. Direct Instruction is systematic, structured and sequential teaching.

Its basic steps include presenting the material, explaining, and
reinforcing it. According to Borich (2001), direct instruction methods
are used to teach facts, rules, and action sequences. Direct
instruction methods include compare and contrast,
demonstrations, didactic questions, drill and practice, guides
for reading, listening and viewing, lecture, etc.
b. Indirect Instruction is a teaching strategy in which the learner is an active
and not passive participant. Indirect instruction methods are used for
concept learning, inquiry learning and problem-centered learning
(Borich 2011). Indirect instruction methods include case study, cloze
procedure, concept formation, inquiry, problem solving, reflective
discussion, etc.
c. Interactive Instruction is teaching that addresses learners’ need to be
active in their learning and interact with others including their teachers and
peers.

2Source: NEAP
3Based on D.O. 42, s. 2016
4 Saskatchewan Education 1991
7
 Interactive methods of teaching include brainstorming, debates,
cooperative learning, interviewing, small group discussion,
whole class discussion, etc.
d. Experiential Instruction is teaching students by directly involving them in a
learning experience. This strategy emphasizes the process and not the product
of learning. Experiential learning methods include games, experiments,
field trips, model building, field observations, role play, simulations,
etc.
e. Independent Study is teaching in which the teacher’s external control is
reduced and students interact more with the content (Petrina in press).
Independent study methods aim to develop learners’ initiative, self-
reliance, and self-improvement and include assigned questions,
correspondence lessons, computer assisted instruction, essays,
homework, learning contracts, reports, research projects, etc.

Activities and Assessment

Cite an actual classroom situation where the different principles are

applied.
PRINCIPLE ACTUAL CLASSROOM SITUATION

students used inquiry methods to ask ask a teacher are you still cooperative
questions, investigate a copy and use a learning approach
variety of resources to find solutions
and answers
students control their own learning Student will be able to learn
process and they lead the way in independently and teacher as facilitator
reflecting on their experiences if and only if they have questions

Select one of the learner-centered learning approaches and strategies.

Design a classroom activity using the approach/strategy. Indicate also
the competency/skill to be developed, objective, method of assessment
and procedure of the activity.

Approach/Strategy: Experiential Learning

Name of Activity: Measuring the tallest building/ post on school

Competency/Skill: Critical Thinking, Problem Solving Skill
Objective To solve the height various buildings/post in school using
clinometer
Method of Assessment Teacher assessment (based on rubric)
Procedure of Activity The student will solve the height of a building given a
distance and using clinometer, then the student will illustrate or draw their
activity, and solve.

After your insightful reading on the various Learner-centered

approaches and strategies, write a Daily Lesson Plan (DLP) that has
learner-centered activity appropriate to Key Stage based on the DLP
standards specified in D.O. 42, s. 2016.
8
 Reflections

As a teacher how can these principles help you make your learning
environment a nurturing and inspiring for learner’s participation?

Reflect on your role as a Teacher in promoting Learner-centered Learning.

What have I done? I served as a guide to the students and challenge

them to think harder and consider new ideas.

What am I doing? give students instruction and make the learners do

their activity on their own

What will I do next? More interactive activities the motivate students to

study hard

After going through all the sessions, gather your thoughts and reflect once more.
Answer the questions below:

What was new? The class enjoyed outdoor activities

What was exciting? In my observations, I saw some students struggles

and how they discus to overcome their challenges

What was worrisome? There are some students who struggles and did not
meet the expectations.

9
 Post-Test

You are about to finish this session on Learner-Centered Learning. But before you
proceed to the next session in this module, your knowledge acquisition in this
session will be challenged by answering TRUE f the statement below is correct and
FALSE if the statement is wrong based on the principles of learner-centered learning.

FALSE 1. Learners are responsible for each other.

FALSE 2. Learners are passive receptors of information.
TRUE 3. Teachers is seen as a facilitator and guide.
TRUE 4. Learners are keep on their own seats.
Learners are rarely expected to ask questions or to challenge
TRUE 5. the
theories of the teachers.
TRUE 6. The use of lecture methods, note-takings and memorizing
information for later recognition or reproduction.
FALSE 7. Learners actively participate in the learning process.
TRUE 8. Learners shape their own learning paths.
TRUE 9. Learners are encouraged to be more inquisitive.
Curricular design is based on low levels of students
TRUE 10. participation.

A. Directions: List down at least three more teaching methods in each

strategy which you may similarly employ in your classroom.

Direct Instruction Teacher Centered,

Indirect Instruction Inquiry Based, Reflective

Interactive Instruction Inquiry Based

Experiential Instruction Math trails, Games, Collaborative Instruction
Independent Instruction Reflective, Collaborative, Multiple perspectives
10
 SESSION 2: LEARNING ENVIRONMENT
Desired Learning Outcomes

Beginning Teacher Indicators

(BTIs) Proficient Teacher Indicators
(PTIs)

2.1.1 Demonstrate knowledge of 2.1.2 Establish safe and secure learning

policies, guidelines and procedures environments to enhance learning
that provide safe and secure through the consistent implementation
learning environments. of policies, guidelines and procedures.
2.2.2 Maintain learning environments
2.2.1 Demonstrate understanding of that promote fairness, respect and care
learning environments that promote to encourage learning.
fairness, respect and care to
encourage learning. 2.3.2 Manage classroom structure to
engage learners, individually or in
2.3.1 Demonstrate knowledge of groups, in meaningful exploration,
managing classroom structure that discovery and hands-on activities
engages learners individually or in within the available physical learning
groups, in meaningful exploration, environments.
discovery and hands-on activities
within the available physical 2.4.2 Maintain supportive learning
learning environments. environments that nurture and inspire
learners to participate, cooperate and
2.4.1 Demonstrate understanding of collaborate in continued learning.
supportive learning environments
that nurture and inspire learner 2.5.2 Apply a range of successful
participation. strategies that maintain learning
environments that motivate learners to
2.5.1 Demonstrate knowledge of work productively by assuming
learning environments that motivate responsibility for their own learning.
learners to work productively by
assuming responsibility for their 2.6.2 Manage learner behaviour
own learning. constructively by applying positive and
non-violent discipline to ensure
2.6.1 Demonstrate knowledge of learning-focused environment.
positive and non-violent discipline in
the management of learner
behaviour.

Objectives

a. Understand the role of the teacher to provide and manage a

learning environment that is learning-focused.
b. Create learning environment that is learning-focused to promote
learner responsibility and achievement.

11
 Pre-Test

My Map, My Imagination!

Have you used mind mapping in your daily activities?

Mind mapping is a quick and powerful technique for organizing your thoughts. Some
people may try to tell you the ‘rules’ of making a mind map. Don’t listen to them.
This is your map. Your imagination is the limit. Be creative and make your own mind
map about Learning Environment in the blank space provided below.

12
 Glossary of Terms

Term Definition
Domain Broad conceptual sphere of teaching and learning
practices defined by specific strands in the set of
professional standards for teachers.
Learning Environment Teachers and learners are active and committed
participants in creating and maintaining a learning
environment that best promotes learning and meets
the
learning needs of diverse learners. Teachers and
learners regularly check the quality of this
environment. The environment is focused on learning
and learners can describe their contribution to the
learning process.

Learning Focused Instructional and assessment strategies that

target meaningful learning
Physical/Virtual Space Any area conducive to learning which usually includes
a safe classroom with appropriate devices for teaching
and learning
Philippine Professional Public document that defines teacher quality through
Standards for Teachers well-defined domains, strands, and indicators that
(PPST) provide measures of professional learning, competent
practice, and effective engagement

13
 Key Concepts
1. Learning Environment

The Philippine Professional Standards for Teachers (PPST) highlights the role
of teachers to provide learning environments that are safe, secure, fair and
supportive in order to promote learner responsibility and achievement. This Domain
centers on creating environment that is learning-focused and in which teachers
efficiently manage learner behavior in a physical and virtual space. It highlights the
need for teachers to utilize a range of resources and provide intellectually
challenging and stimulating activities to encourage constructive classroom
interactions geared towards the attainment of high standards for learning. 5

‘Learning environment refers to the diverse physical locations, contexts, and

cultures in which students learn. Since students may learn in a wide variety of settings,
such as outside-of-school locations and outdoor environments, the term is often used as
a more accurate or preferred alternative to classroom, which has more limited and
traditional connotations—a room with rows of desks and a chalkboard, for example.

The term also encompasses the culture of a school or class—its presiding

ethos and characteristics, including how individuals interact with and treat one
another—as well as the ways in which teachers may organize an educational setting
to facilitate learning — e.g., by conducting classes in relevant natural ecosystems,
grouping desks in specific ways, decorating the walls with learning materials, or
utilizing audio, visual, and digital technologies. And because the qualities and
characteristics of a learning environment are determined by a wide variety of
factors, school policies, governance structures, and other features may also be
considered elements of a “learning environment.”

Educators may also argue that learning environments have both a direct and
indirect influence on student learning, including their engagement in what is being
taught, their motivation to learn, and their sense of well-being, belonging, and
personal safety. For example, learning environments filled with sunlight and
stimulating educational materials would likely be considered more conducive to
learning than drab spaces without windows or decoration, as would schools with
fewer incidences of misbehavior, disorder, bullying, and illegal activity. How adults
interact with students and how students interact with one another may also be
considered aspects of a learning environment, and phrases such as “positive
learning environment” or “negative learning environment” are commonly used in
reference to the social and emotional dimensions of a school or class. 6

Learning Environment is the second domain of the Philippine Professional

Standards for Teachers (PPST). This Domain centres on creating environment
that is learning-focused and in which teachers efficiently manage learner
behaviour in a physical and virtual space. It consists of six strands,
namely:
1. Learner safety and security
2. Fair learning environment
3. Management of classroom structure and activities

5 Adapted from the PPST

6 Adapted from the Glossary of Education Reform (2014, August 26) Retrieved from
Http://edglossary.org/hidden-curriculum

14
 4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior

To reiterate, teachers across career stages are expected to provide learning

environments that are safe, secure, fair and supportive in order to promote learner
responsibility and achievement. It highlights the need for teachers to utilize a range
of resources and provide intellectually challenging and stimulating activities to
encourage constructive classroom interactions geared towards the attainment of
high standards for learning.

2. The Environmental Psychology of Teaching and Learning

He emerged into the strangest-looking classroom he had ever seen. In

fact, it didn't look like a classroom at all, more like a cross between
someone's attic and an old-fashioned tea shop. At least twenty small,
circular tables were crammed inside it, all surrounded by chintz armchairs
and fat little poufs. Everything was lit with a dim, crimson light; the
curtains at the windows were all closed, and the many lamps were draped
with red scarves. It was stiflingly warm, and the fire that was burning
under the crowded mantelpiece was giving off a heavy, sickly sort of
perfume as it heated a large copper kettle. The shelves running around
the circular walls were crammed with dusty-looking feathers, stubs of
candles, many packs of tattered playing cards, countless silvery crystal
balls, and a huge array of teacups. 7

This enchanting description of a classroom at the fictitious Hogwarts School

of Witchcraft and Wizardry captures three fundamental ideas from the
environmental psychology of teaching and learning. First, all learning takes
place in a physical environment with quantifiable and perceptible
physical characteristics. Whether sitting in a large lecture hall, underneath a
tree, or in front of a computer screen, students are engulfed by environmental
information. Specific targets within the environment draw the students' attention,
such as armchairs, scarves, and teacups, and they continuously monitor the
ambient properties such as the light of the lamps, the smell of the kettle, and the
warmth of the fire. In any learning environment students are awash in
environmental information, only a small fraction of which constitutes the sights
and sounds of instruction.

Second, students do not touch, see, or hear passively; they feel, look,
and listen actively. Students cannot attend to all the environmental information
bombarding them at any given time; their ability to gather and understand incoming
information is limited. Through automatic and controlled processes, students select
information for consideration. They try to understand what they are sensing by
piecing bits of information together from the bottom up and by applying existing
thoughts and preconceptions from the top down. A classroom with circular tables
and comfortable armchairs may look strange because it deviates from expectations
formed through prior experience. Students may direct their attention to particular
targets in the learning environment that they find more interesting, important, or
unfamiliar than others. For some, it might be the instructor's engaging chemistry
demonstration. For others, it may be the silvery crystal ball on the shelf. In any
learning environment, students manage

7The Psychology of Learning Environments, Ken A. Graetz. Taken from EDUCAUSE (September 7,
2017) Retrieved from http://www.educause.edu/reserach-and-publication
15
their limited cognitive resources by actively selecting environmental information
for further consideration and by using existing knowledge structures to interpret
this information in ways that have worked previously.

Third, the physical characteristics of learning environments can affect

learners emotionally, with important cognitive and behavioral
consequences. Although emotional reactions to environmental stimuli have been
shown to vary widely across individuals and activities, most students would probably
find learning difficult in a classroom that is stiflingly warm. Conversely, environments
that elicit positive emotional responses may lead not only to enhanced learning but
also to a powerful, emotional attachment to that space. It may become a place
where students love to learn, a place they seek out when they wish to learn, and a
place they remember fondly when they reflect on their learning experiences. In
higher education, we hope to provide such places for our students to learn, even as
we build yet another large lecture hall and attempt to squeeze our students into
crowded, noisy, and uncomfortable spaces. Clearly, some learning environments are
more comfortable and offer fewer distractions than others. In any learning
environment, physical characteristics that cause discomfort can be expected to
interfere with learning; environments that produce positive emotional states can be
expected to facilitate learning and the development of place attachment.

The areas of psychology that relate most directly to classroom design and
learning environments are environmental, educational, human factors (engineering),
and social psychology. Previous research on the effects of such environmental variables
as light, temperature, and noise on learning has yielded some predictable results that
are addressed through traditional classroom design. Learning appears to be affected
adversely by inadequate light, extreme temperatures, and loud noises—variables
maintained within acceptable ranges in most college classrooms. Other results,
however, reflect the often complex, subtle, and surprising interplay between the learner
and the learning environment. Years of research on the impact of environmental
variables on human thoughts, feelings, and behaviors indicate that other variables often
moderate the effects of environmental variables. In a summary of the research on
educational environments, Weinstein2 concluded that environmental variables can
impact learners indirectly and that the effects of different physical settings often depend
on the nature of the task and the learner. For example, distracting noises appear to slow
reaction time and degrade performance to a greater degree in older versus younger
adults3 and for introverts to a greater degree than extraverts. 4

Research on the impact of information technology on learning environments is

not as voluminous. The presence and application of technology changes the
learning environment, both directly and indirectly…

16
 Activities and Assessment

Explore your understanding of the Learning Environment by

answering the following questions:
1. How is learning environment defined in both articles?
2. What does this definition of learning environment tell about the way
students learn?
3. What is the critical role of teachers in providing and managing learning
environment that promotes learner responsibility and achievement?
4. Since learners must do the learning, how do you think will you create a total
environment for learning that optimizes the ability of the students to learn?

Having learned more about learning environment, how will you handle the following learning
situations/contexts?
Situations Strategies you may use to provide and
manage the learning environment that are
learning-focused and learner-centred.

Multi-grade Sample strategy in italics

classes of 60 in a
far-flung area with
no internet
connectivity

Large class of 80
grade 7 students
in a covered court

8 hearing impaired
students
mainstream with
regular grade 8
students of 60

Insufficient
number of
instructional
materials and
other resources

17
 Reflection
To deepen your understanding of Learning Environment, you may now engage
yourself in a personal and professional reflection guided by the templates
provided below. Get ready to document your thoughts in a reflective learning
journal.

The Reflective Learning Journal Template

Area 1 Explore the learning experience…
Awareness Evaluation Regulation
Content What have I learned? Do I understand what What can I do in
(What) I have learned? order to gain a better
understanding?
What else do I need Where can I find
to learn? more information?

Process How did I learn / do How effective is this How can I make this
(How) it? strategy? strategy more
effective?
What strategy have I
used in learning this Is the way I do it the
topic? best way?

Reasons Why learn it? Why would I think What would be a

(why) so? more useful way to
understand learning?

What is learning? Is this the only How could this

purpose of learning?
learning experience
be interpreted
differently?
Area 2 Think of the learning experience in relation to…
Awareness Evaluation Regulation
Professiona How does this What does this All things considered,
l learning experience learning experience is this goal a suitable
developme contribute to my tell about my choice goal?
nt professional of professional goal
development? and path?
Are there any other
What is/are my Am I making good options?
short-term / long- progress?
term professional What other paths can
goal(s)? Am I on the right I take to achieve my
track? goals?

What obstacles have I What is the source of How can I remove

encountered? the obstacles? those obstacles?

Am I on the right What other paths can

track? I take to achieve my
goals?

18
 Personal What does this What does this What do I know
developme learning learning experience about myself?
nt experience mean tell me about my
to me? potentials, and How am I living the
myself as a person? most of myself?
How does it matter
to me if I failed or
succeeded?

APPLICATION

If you were to teach your class today, how will you plan your lesson considering
the design of your learning environment that is learning-focused? Draft your
plan for instruction below.

19
 Post-Test

My Map, My Learning!
After engaging on this session, how will your mind map on Learning
Environment change?
Make a new mind map on this topic on the space provided below.

Now, compare your previous and current mind maps using a Venn diagram.

20
References

LR Portal. http://lrmds.deped.gov.ph
Government of Alberta. Making A Difference: Meeting Diverse Education Needs with Differentiated
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Answer
Keys

Session 1:

Pre-test 1. Nature of
Learners Pre-test 2. 21st Century Skills
1. K to 3 1. Critical thinking
2. K to 3 2. Critical thinking
3. K to 3 3. Creativity
4. 4 to 6 4. Collaboration
5. 4 to 6 5. Collaboration
6. 4 to 6 6. Cross-cultural understanding
7. 7 to 10 7. Cross-cultural understanding
8. 7 o 10 8. Communication
9. 7 to 10 9. Communication
10. 11 to 12 10. ICT literacy
11. 11 to 12 11. Career and Learning Self-
reliance
12. Career and Learning Self-
reliance
 Pre-test 3. Relevant and Responsive Learning Programs

- Answers may vary depending on the learning programs being

offered in the school and/or district

Session 2:

1. FALSE
2. FALSE
3. TRUE
4. TRUE
5. TRUE
6. TRUE
7. FALSE
8. TRUE
9. TRUE
10. TRUE

Activity 2

1. d
2. f
3. b
4. e
5. c
6. j
23
 7. a
8. g
9. i
10. h

Post-Test

1. FALSE. Gifted learners can be catered even if in a regular class.

2. FALSE. Diversity of learners is not limited to gender, race, and culture but
it includes the learners’ strengths, interests, experiences, language, socio-
economic, disabilities, giftedness and talents, and so with learners in
difficult circumstances and learners from indigenous groups.
3. TRUE
4. TRUE
5. TRUE
6. TRUE
7. FALSE. One-size-fits all approach is not possible in addressing
learner diversity.
8. TRUE
9. TRUE
10. TRUE

24