EDUC 201 REVIEWER SOCIAL STUDIES- 2B

CHAPTER 1: Understanding  Classroom tasks should reflect

Learner-Centered Teaching how language and skills are used
in the real world.
Learner-Centered Teaching is an
educational approach that places  Learners’ first language and
learners and their experiences at the culture are seen as valuable
forefront of the learning process. It resources for learning.
recognizes the uniqueness of each
student and designs instruction based  Tasks should challenge learners
on their needs, preferences, and and help them develop skills
abilities. applicable inside and outside the
classroom.
This method shifts the emphasis from
traditional teacher-centered methods to Characteristics of Learner-Centered
approaches that actively engage Teaching
learners in their educational journey. Learner-centered teaching is:
Key Components  Personalized: Teachers tailor
 Approach: This refers to the learning experiences to suit
general philosophy or viewpoint individual learners’ goals, making
about teaching and learning. learning more effective and
meaningful.
 Method: The practical application
of the teaching approach in  Focused on active participation
classroom settings. and accountability: Learners
are expected to engage and take
 Techniques and Strategies: ownership of their learning.
These are personalized actions
or ways to implement methods  Encouraging of collaboration:
effectively and creatively. Learners share their needs and
experiences and work together to
Essential Features of Learner- find solutions.
Centered Teaching
o Collaborative Learning:
 Learning activities should be Students work together
developmentally appropriate, toward shared goals.
aligning with the learner’s stage
of growth. o Cooperative Learning:
Students work together but
 The content should be relevant to have individual goals.
learners’ needs and interests.
 Flexible: Instructors adapt to
 Learners should have choices in different learning styles and
course content and activities. needs.
 Promotes self-reflection:
Learners are encouraged to
EDUC 201 REVIEWER SOCIAL STUDIES- 2B

reflect on their learning, identify  No teacher input

issues, and find ways to improve
 Only suitable for older or
in the future.
advanced learners.
Weimer’s (2013) Five Key Changes in
 Requires minimal structure and
Learner-Centered Teaching
no lesson plan.
1. Balance of Power: Sharing
 The teacher does not assess
decision-making and control
learners.
between teachers and learners.
Principles of Learner-Centered
2. Function of Content: The focus
Teaching
is on helping learners develop
thinking skills.  Respect for diversity: Embracing
differences in backgrounds,
o HOTS (Higher Order
learning styles, and perspectives.
Thinking Skills): Create,
evaluate, analyze.  Extensive feedback: Regular,
meaningful feedback helps
o LOTS (Lower Order
learners grow.
Thinking Skills): Apply,
understand, remember.  Space for autonomy: Learners
are encouraged to be
o A balance between
independent.
HOTS and LOTS is
essential to avoid  Inclusive environment: A safe,
cognitive overload or respectful space for all students
under-challenge.
Comparison Between Teacher-
3. Role of the Instructor: Shifts Centered and Learner-Centered
from authority to facilitator and Teaching
guide.
Teacher-centered learning
4. Responsibility for Learning:
 the teacher is the main authority,
Learners are expected to take
 and students are generally
ownership of their learning.
passive recipients of knowledge.
5. Evaluation: Assessment focuses
on learning and improvement, not
In learner-centered teaching,
just grades.
 the teacher acts as a facilitator
Common Misconceptions About
 students are actively involved in
Teacher as Facilitator
their learning.
 The teacher does nothing and
Old Norma
lets students learn on their own.
 Education was mainly face-to-
 Learner-centered teaching is only
face
for discussion-based classes.
EDUC 201 REVIEWER SOCIAL STUDIES- 2B

 Followed a competency-based psychology and education to surface

Curriculum general principles that have stood the
 Disruption-prone. test of time and can provide a
framework for school redesign and
New normal
reform.
 Flexible learning options (FLOs)
 The special task force was tasked
 COVID survival curriculum
to use psychology and
 responsive to disruptions.
educational practices especially
How to Create a Learner-Centered in bridging the gaps. It is
Online Classroom necessary that our educational
practices must be based on
 Understand students’ needs and psychological research since
learning goals. most disciplines of education
 Develop a flexible curriculum that were from psychology.
adapts to various learning  The result was a document that
contexts. originally specified 12
fundamental principles about
 Encourage active participation learners and learning that, taken
through discussions, projects, together, provide an integrated
and interactive tasks. perspective on factors influencing
 Provide timely feedback to guide learning for all learners
learners. (APA,1993).
 This document was revised in
 Cultivate a supportive 1997 and now includes 14
environment where students feel principles that are essentially the
respected and valued. same as the original 12 principles
with the exception that attention
is now given to principles dealing
Chapter 2: Learner-Centered with diversity and standards.
Psychological Principles
PH Perspective on Psychological
Education
American Psychological Association  Virgilio Enriquez – Saykolohiyang
(APA) is a scientific and professional Pilipino
organization, serving as a conduit for  Zeus Salazar – Pantayong
professional development in relation to Pananaw
psychological education.  Prospero Covar – Pilipinolohiya
Beginning in 1990, the American
Psychological Association appointed a
special task force on psychology in
education, one of whose purposes was
to integrate research and theory from
EDUC 201 REVIEWER SOCIAL STUDIES- 2B

It is imperative to understand that the a. Principle 1: Nature of the

perspective on psychology in education Learning Process – an
should not solely based on western intentional process of
perspective (individualistic) but also constructing meaning from
have to consider the Asian perspective information and experience.
which is more on collective side. Ex. Concept Mapping, Meta
cards, and creation of timeline
TYPES OF KNOWLEDGE
of historical events, identifying
Short term memory cause and effect relationship
rather just memorizing.
 Semantic – general
knowledge/information
Long term memory b. Principle 2: Goals of the
Learning Process – learners
 Procedural – sought to answer” can create meaningful and
knowing how to” coherent representations of
 Episodic – core memories, past knowledge.
(personal) Ex. As teachers, we should let
our students to create their
own goal. For instance, letting
our students set their own
a. 14 Psychological Principles by learning objectives, helping
the APA them take ownership of their
 Cognitive and learning.
Metacognitive Factors
 Motivational and Affective c. Principle 3: Construction of
Factors Knowledge – learners can
 Developmental and Social link new information with
Factors existing knowledge.
 Individual Differences Ex. In Economics, as teacher
Factors discussed the concept of
inflation, for students, we can
1. Cognitive and Metacognitive incorporate the knowledge
Factors that we have imparted to them
These factors focus on how by analyzing real life scenario
students acquire, process, and in relation to inflation.
apply knowledge.
Cognitive: how learners d. Principle 4: Strategic
construct knowledge, use Thinking – learner can create
strategies, and think critically. and use a repertoire of
Metacognitive: ability to reflect thinking and reasoning
on their own thinking. strategies to achieve complex
learning goals.
EDUC 201 REVIEWER SOCIAL STUDIES- 2B

Ex. Position or Analysis Paper acquisition of complex

knowledge and skills requires
e. Principle 5: Thinking about effort and guided practice.
Thinking (Metacognition) - Remember that without
higher order strategies for learner's motivation, coercion
selecting and monitoring happens.
mental operations facilitate
creative and critical thinking. 3. Developmental and Social
Ex. Reflection Paper Factors

f. Principle 6: Context of Learning is influenced by a

Learning - learning is student's cognitive, emotional,
influenced by environmental and social development.
factors such as culture, As students grow, the ability to
technology, and instructional process information and
practices. interaction with others changes.
Social interactions and
2. Motivational and Affective collaboration encourage active
Factors participation in learning.
The role of motivation (Intrinsic a. Principle 10: Developmental
and Extrinsic), emotions, and Influence on Learning -
attitudes in learning. learning is effective when
a. Principle 7: Motivational differential development within
and Emotional Influences and across physical,
on Learning – what and how intellectual, emotional, and
much is learned is influenced social domains are
by the learner's motivation. considered.
Thus, influenced by emotional Ex. Gamified Learning
states, beliefs, interest, goals,
and habits of thinking. b. Principle 11: Social
Ex. Reinforcement, Token Influences on Learning –
Economy interactions, relations, and
communications with others.
b. Principle 8: Intrinsic Ex. Community Action Plan
Motivation to Learn -
stimulated by task of optimal 4. Individual Differences Factors
novelty and difficulty in Students have unique
relation to interest and backgrounds, learning styles, and
providing for personal choice abilities.
and control. a. Principle 12: Individual
Differences in Learning -
c. Principle 9: Effects of learners have different
Motivation on Effort -
EDUC 201 REVIEWER SOCIAL STUDIES- 2B

strategies, capabilities, and Inclusive, equitable, and

approaches for learning. quality education;
Multiple Intelligences of emphasizing learner centered
Howard Gardner in ensuring it meets the
 Intrapersonal, diverse needs of students.
Interpersonal, Logical,  OECD’s Education Policy
Linguistic, Musical, Framework
Naturalistic, Existential, Organization for Economic
and Bodily-Kinesthetic. Cooperation and development
advocates for education
Illusory Theory of
system that prioritizes student
Multiple Intelligences of
Scott A. McGreal engagement, skills
 Gardner’s February development, and innovation.
has never been National Framework
validated. Thus, there
is no such multiple  R. A 10533 – Enhanced
intelligences rather he Basic Education Act of 2013
called these K to 12 education system,
intelligences as making education more
multiple talents. responsive to learner's needs,
 According to him, there interest, and potential.
are only two identifiable
 DepEd Order no. 21, s. 2019
types of intelligence:
– National Adoption and
intellectual quotient
and emotional Implementation of the PPST
quotient.  R. A. 4670 – Magna Carta for
b. Principle 13: Learning and Public School Teachers
Diversity – learning is most
effective when differences in
learners’ linguistic, cultural, CHAPTER 3: Theories of Learning
and social backgrounds are
-Learning theories explain how students
considered.
acquire, process, and retain knowledge.
c. Principle 14: Standards and
Teachers use these theories to guide
Assessment - it has
instructional strategies, assessments,
something to do with
and classroom environments.
assessment either diagnostic,
formative, summative, 1. Behaviorism / Associative Learning
alternative, or authentic. Theory
b. Legal and Policy Framework of
 Core Idea: Learning through
Learner-centered Teaching
observable behaviors and
International Framework responses to stimuli.
 UNESCO Education 2030  Key Theorists:
Framework
EDUC 201 REVIEWER SOCIAL STUDIES- 2B

o Ivan Pavlov: Classical o Stimulus Discrimination:

Conditioning – learning via Differentiating between
association. stimuli.
 Example: Dogs  Operant Conditioning
salivating to a bell (Skinner):
associated with
o Reinforcement
food.
Schedules:
o John Watson: Behavior is
 Variable Ratio (VR):
shaped by the
Reinforcement after
environment.
a variable number
 Example: Little of responses.
Albert experiment
 Variable Interval
(fear conditioning).
(VI): Reinforcement
o B.F. Skinner: Operant after a variable time
Conditioning – learning via period.
reinforcement.
 Edward Thorndike’s
 Positive Connectionism:
Reinforcement:
o Law of Readiness,
Adding stimuli (e.g.,
Exercise, Set and Attitude
praise) to
strengthen o Multiple Responses:
behavior. Multiple ways to solve a
problem.
 Negative
Reinforcement: o Learning reinforced by
Removing stimuli to positive outcomes.
strengthen
behavior. 2. Cognitivism

  Core Idea: Focus on internal

mental processes like perception,
Principles: memory, and problem-solving.
 Classical Conditioning:  Key Theorists:
o Acquisition: Learning o Jean Piaget: Stages of
through repeated Cognitive Development
experiences. (Sensorimotor,
Preoperational, Concrete
o Stimulus Generalization:
Operational, Formal
Responding similarly to
Operational).
similar stimuli.
EDUC 201 REVIEWER SOCIAL STUDIES- 2B

o Jerome Bruner: o John Dewey: Learning by

Discovery Learning, Doing – hands-on
Scaffolding. experiences.
o David Ausubel: o Jean Piaget: Learners
Meaningful Learning construct knowledge
Theory – importance of individually.
prior knowledge.
Beliefs:
Learning Dimensions:
 Social interaction and cultural
 Reception Learning: Teacher context shape learning.
presents structured information.
 Learning is active and
 Discovery Learning: Students community-based.
explore and find meaning
independently.
4. Connectivism
Classroom Strategies:
 Core Idea: Learning through
 Graphic Organizers (e.g., mind
technology, networks, and digital
maps)
collaboration.
 Chunking Information
Applications:
 Scaffolding Support
 Online collaboration (e.g., Google
 Encouraging Metacognition Docs, Padlet)
Criticism:  Flipped Classrooms (learning
online, applying in class)
 May overlook emotional/social
factors and challenges for
students with learning difficulties.
CHAPTER 4: Principle and Pheories
3. Constructivism of Motivation
 Core Idea: Students actively
build knowledge through
Motivation – it is the internal process
experience and interaction.
that initiates, directs, and sustains
behavior toward achieving goals.
 Key Theorists: • it influences learning, performance,
and persistence in educational and
o Lev Vygotsky: Social
professional settings.
Constructivism, Zone of
Proximal Development • Motivation comes from the root
(ZPD). "motive" and defines the driving
reasons behind our actions and
behaviors. It's a physiological desire
EDUC 201 REVIEWER SOCIAL STUDIES- 2B

fueled by specific internal or external are typically not within your direct
rewards or incentives. (Tarver 2020) control.

THEORIES OF MOTIVATION
IMPORTANCE OF MOTIVATION 1. Drive Theory (Clark Hull) - this
- Enhances engagement and theory explains that drives occur
participation. because of the stimulation of a
- Promotes goal setting and need. Drives involve physiological
perseverance. survival needs such as hunger,
- Improves academic performance thirst, sleep, pain, warmth, touch,
and retention. and sex
- Encourages self-directed .
learning. 2. Self-efficacy (Albert Bandura) -
- Affects emotional well-being and this theory focuses on the belief
self-efficacy that individuals have the
capabilities to perform a series of
actions needed to manage
HOW MOTIVATION WORKS? budding situations.
- Self-efficacy relates to a person's
Motivation identifies the specific why perception of his or her ability to
behind someone's thoughts and actions reach a goal, while self-esteem
and is typically explained by either relates to a person's sense of
internal or external rewards or worth.
incentives.
3. Self-determination (Edward L.
2 TYPES MOTIVATION Deci & Richard M. Ryan) - this
theory recognizes the strength
1. Intrinsic Motivation - refers to that comes from the sense of
someone's internal drivers. autonomy in making choices on
Behaviors driven by intrinsic the things that he or she does.
motivation are implicitly rewarding
or satisfying to an individual and 4. Theory of Achievement
are typically not dependent on Motivation (John William
anyone else to achieve Atkinson) - this theory is
2. Extrinsic Motivation - It associated with experiences and
represents behavior driven by values. The learners must believe
external rewards. Extrinsic that they can accomplish a task;
motivation is typically used in that is, they should have an
situations when the action or expectancy about what they want
reward for performing such action to achieve and place importance
may not be personally satisfying. or value in what they are doing.
These rewards can be tangible,
such as money or a prize, or 5. Attribution Theory (Bernard
intangible, such as praise or Weiner) - this theory describes
public recognition, but people's various explanations for
successes and failures that
EDUC 201 REVIEWER SOCIAL STUDIES- 2B

match things like luck, mood, Teachers should motivate

effort, health, strengths and learners to be more intrinsically
weaknesses of his opponents, motivated rather than extrinsically
climate, his friends, etc., motivated.
notwithstanding their own -
capabilities for their own - Learning is most effective
successes and failures. when learners are ready to
learn. Anchored on the law of
6. Control (Choice) Theory readiness, it has been proven
(William Glaser) - this theory that readiness affects learning
explains that behavior is and the performance of the
motivated by what a person learners
needs at any given time.
Individuals are motivated and
make choices according to the
basic needs that come from - Motivation is enriched by the
within. The needs drive one's way in which the instructional
choices and influence how one material is organized. Organize
behaves in those choices. learning materials well so that
learners can follow.
These basic needs are as follows:
o Fun
o Freedom TECHNIQUES FOR MOTIVATING
o Love and Belongingness LEARNERS
o Power
o Survival - Challenge them. Teachers
should provide learners with
PRINCIPLES OF MOTIVATION opportunities to undertake real
challenges and encourage them
- The environment can be used to take intellectual risks.
to focus the learners' attention. -
Teachers can modify the - Build on strengths first.
classroom environment by Teachers should capitalize on
displaying learners' output or learners' talents and skills to
posting relevant and up-to-date achieve success.
information to motivate the
learners to do more. - Offer choices. Teachers should
- offer learners choices and
- Incentives motivate learning. opportunities to develop
Teachers should be generous ownership of their choices.
enough to give any kind of reward -
that motivates learners to do their - Provide a secure environment.
best. Teachers should help learners
- deal with failure. Dealing with
- Internal motivation is longer failure squarely is critical for
lasting and more self-directive developing motivation.
than external motivation.
EDUC 201 REVIEWER SOCIAL STUDIES- 2B

due to school dropouts and grade

REQUIRED READINGS repetition.

Detailed Summary of PISA 2018 and School Environment and Well-being:

PISA 2022 – Philippines - 65% of students reported being
bullied frequently, significantly
Overview higher than the OECD average of
The Programme for International 23%.
Student Assessment (PISA) is a global
assessment conducted every three - 26% felt lonely at school, higher
years by the Organisation for Economic than the OECD average (16%).
Co-operation and Development (OECD).
It evaluates 15-year-old students’ skills - Parental involvement in school
in reading, mathematics, and science. activities was higher than the
The Philippines first participated in 2018 OECD average.
and continued in 2022. These reports
highlight the country’s academic
performance, gaps in education, and Gender Performance Gap:
areas for improvement. - Girls outperformed boys in
reading by 27 points (close to the
OECD average).
PISA 2018 – Philippines
- Unlike most countries, girls also
Key Findings: outperformed boys in
mathematics by 12 points.
Low Performance in All Subjects:
Reading: 340 (lowest among
participating countries, tied with the Growth Mindset and Motivation:
Dominican Republic). - Only 31% of students believed
intelligence can change with
Mathematics: 353 (slightly higher than effort (OECD average: 63%).
the Dominican Republic).
- 72% worried about failure,
Science: 357 (outperformed only a few significantly higher than the
countries). OECD average (56%).

Socioeconomic Disparities: PISA 2022 – Philippines

- Socioeconomically advantaged
students outperformed Key Findings:
disadvantaged students by 88
points, similar to the OECD Minimal Change in Performance:
average (89 points). - Scores in mathematics, reading,
- and science remained nearly the
- Only 68% of 15-year-olds in the same as in 2018.
country were covered in PISA
EDUC 201 REVIEWER SOCIAL STUDIES- 2B

- The gap between the highest and

lowest-scoring students narrowed - 43% of girls and 53% of boys
in mathematics, but not in reading experienced bullying at least a
and science. few times a month.

- 55% of students experienced

Subject-Specific Performance: school closures longer than three
Mathematics: Only 16% of students months due to COVID-19.
reached Level 2 proficiency (OECD
average: 69%). Education Resources and Teacher
Shortages:
Reading: Only 24% reached Level 2 - Cumulative expenditure per
proficiency (OECD average: 74%). student was among the lowest
globally (USD 11,000 compared
Science: Only 23% reached Level 2 to USD 75,000 in higher-
proficiency (OECD average: 76%). performing systems).

- Almost no students in the - 43% of students were in schools

Philippines reached top performer where principals reported a
levels (Level 5 or 6) in any teacher shortage, double the
subject. 2018 figure.

Socioeconomic and Gender

Disparities: Summary of Key Information
- 36% of students were in the
lowest global socioeconomic 1. Performance Trends
quintile. (2018 vs. 2022):
- The Philippines continued to
- Socioeconomic gaps narrowed score among the lowest in PISA
slightly, with advantaged students for both years.
scoring 36 points higher than
disadvantaged ones (smaller gap - No significant improvements were
than the OECD average of 93 observed across mathematics,
points). reading, and science.

- Girls outperformed boys in both - Socioeconomic and gender gaps

mathematics (by 14 points) and persisted, though the
reading (by 35 points). performance gap slightly
narrowed in mathematics.
School Climate and Well-being:
- Sense of belonging declined 2. Key Challenges:
between 2018 and 2022. - Severe learning deficiencies
(majority of students perform
- Parental involvement remained below Level 2).
stable, unlike in many other
countries where it declined.
EDUC 201 REVIEWER SOCIAL STUDIES- 2B

- High bullying rates and poor

school climate affecting student
well-being.

- Significant teacher shortages and

low education funding.

- Persistent socioeconomic
disparities in academic
performance.

3. Areas for Improvement:

- Strengthen early literacy and
numeracy programs to boost
proficiency levels.
Detailed Summary of EDCOM II Year
- Improve teacher training and One Report
recruitment to address shortages.
Overview
- Increase funding for education to
enhance learning resources. The Second Congressional Commission
on Education (EDCOM II) conducted an
- Implement anti-bullying programs extensive review of the Philippine
to improve school safety. education system in its first year. The
report highlights systemic inefficiencies,
- Promote digital learning access to misalignment among agencies, and an
prepare students for modern overall education crisis characterized by
challenges. poor learning outcomes. The
Commission identifies key priority areas
and recommends structural reforms to
Final Thought: address these issues.

Despite participating in PISA for two

cycles, the Philippines has not shown
significant improvement in student Key Findings
performance. Addressing education
funding, teacher shortages, and student 1. Systemic Challenges in
well-being is essential for future success Philippine Education
in international assessments.
- The education system lacks
integration, with agencies
operating independently.

- There is an absence of effective

monitoring mechanisms, leading
 EDUC 201 REVIEWER SOCIAL STUDIES- 2B

to inefficiencies in program - Teachers are overburdened with

implementation. administrative tasks, reducing their
effectiveness in the classroom.
- The increasing mandates of the
Department of Education
(DepEd), Commission on Higher 4. Higher Education and
Education (CHED), and Technical Technical-Vocational
Education and Skills Education and Training (TVET)
Development Authority (TESDA)
strain their limited personnel and - There is a mismatch between
resources. industry needs and higher
education outputs, affecting
employment rates.
2. Early Childhood Care and
Development (ECCD) - Accreditation systems for higher
education institutions (HEIs) need
- The Philippines has a high reform to ensure quality
prevalence of under-5 stunting assurance.
(26.7%), significantly affecting
cognitive and physical - TESDA lacks sufficient assessors
development. and trainers, hindering effective
TVET implementation.
- Fragmented nutrition programs
lead to inefficiencies; for
example, feeding programs cover 5. Governance and Finance
all children instead of targeting Issues
malnourished ones.
- The Special Education Fund
- Collaboration between agencies (SEF) is unequally distributed,
such as DepEd, DOH, DSWD, with municipalities receiving
and LGUs is weak, affecting the significantly less funding than
effectiveness of ECCD cities and provinces.
interventions.
- The absence of a high-level
coordinating body has led to
3. Basic Education Crisis inefficiencies, requiring DepEd,
CHED, and TESDA to participate
- Learning resources are outdated, poorly in numerous interagency
distributed, and inadequately aligned committees.
with curriculum goals.
- School budgets are inadequate,
- National assessments reveal declining with 30–70% of funds spent on
proficiency in reading, mathematics, and utilities alone, limiting investment
science among Filipino students. in student learning.
EDUC 201 REVIEWER SOCIAL STUDIES- 2B

Recommendations - Address the shortage of trainers

and assessors in TESDA
1. Strengthen Governance and programs.
Coordination

- Establish a central coordinating

body to align efforts between 5. Increase Funding and Improve
DepEd, CHED, and TESDA. Resource Allocation

- Reduce redundant interagency - Reform the SEF to ensure

committees to streamline equitable distribution among
decision-making. LGUs.

- Increase school maintenance

budgets to support student
2. Improve Early Childhood learning.
Education

- Target feeding programs toward Conclusion

malnourished children rather than
providing blanket feeding. The EDCOM II report highlights a
pressing need for systemic reforms in
- Enhance interagency Philippine education. A lack of
collaboration to ensure effective coordination, ineffective resource
ECCD implementation. allocation, and misaligned policies
contribute to the crisis. Addressing these
challenges requires collaborative efforts
among government agencies, local
3. Enhance Basic Education stakeholders, and policymakers. Urgent
actions in governance, funding, teacher
- Ensure timely procurement of support, and curriculum improvement
textbooks and learning materials. are necessary to transform the
education system and ensure Filipino
- Improve teacher training and learners receive quality education.
reduce administrative burdens.

Detailed Summary of “Teaching with

Poverty in Mind” by Eric Jensen
4. Reform Higher Education and (2009)
TVET
Overview
- Align CHED policies with industry
needs to improve graduate Eric Jensen’s Teaching with Poverty in
employability. Mind: What Being Poor Does to Kids’
Brains and What Schools Can Do About
It explores the impact of poverty on
EDUC 201 REVIEWER SOCIAL STUDIES- 2B

children’s cognitive, emotional, and 1. Situational Poverty –

academic development. He emphasizes Temporary poverty due
that while poverty can negatively affect to a crisis (e.g.,
brain function, schools and educators divorce, illness).
have the power to counteract these
effects through targeted interventions.
2. Generational Poverty
Jensen presents a research-backed – Poverty spanning
approach for understanding how poverty multiple generations,
affects students and outlines specific often harder to break.
strategies schools can implement to
foster academic success. His central
argument is that the brain’s adaptability 3. Absolute Poverty –
allows students to overcome the Severe lack of
disadvantages associated with low necessities like food
socioeconomic status (SES) if provided and shelter.
with the right support.

4. Relative Poverty –
Inability to meet the
Key Points from the Book living standards of
one’s society.
1. Understanding Poverty
and Its Impact on
Learning 5. Urban Poverty –
Living in densely
- Poverty is more than just financial populated, resource-
hardship; it encompasses scarce urban areas.
emotional, social, and cognitive
disadvantages.
6. Rural Poverty – Living
- Chronic exposure to poverty in isolated,
physically alters the brain, underdeveloped rural
reducing cognitive function and communities with fewer
increasing emotional and services.
behavioral problems.

- Despite these challenges, the

brain remains malleable, meaning 2. How Poverty Affects
students can improve with the Behavior and Academic
right interventions. Performance

Children in poverty face multiple risk

Jensen identifies six types of factors that affect their ability to succeed
poverty: in school. These include:
EDUC 201 REVIEWER SOCIAL STUDIES- 2B

Emotional and Social Challenges – Action Steps:

Many poor children lack stable,
supportive relationships, leading to - Provide professional
difficulties in forming healthy social development on poverty’s effects
bonds. on learning.

Chronic and Acute Stressors – Stress - Shift school culture from blame to
from poverty weakens memory, reduces solutions.
attention spans, and increases impulsive
behavior. - Develop strong relationships with
students to create a sense of
Cognitive Lags – Limited exposure to belonging.
enriching environments leads to
underdeveloped language and thinking
skills. 4. School Wide Success
Factors
Health and Safety Issues – Poor
nutrition, inadequate healthcare, and Successful schools implement the
unsafe living conditions contribute to following strategies:
absenteeism and lower academic
performance. 1. Fostering a Safe and
Supportive Environment –
Jensen highlights that students in Stability and consistency help
poverty often lack essential emotional mitigate the effects of chronic
responses like gratitude, empathy, and stress.
patience. They may exhibit behaviors
perceived as disrespectful, but these are
often coping mechanisms developed in 2. Building Strong
response to their environment. Relationships – Trust
between teachers and
3. Embracing the Mindset students is essential for
of Change learning.

- Schools must shift from a mindset

of pity to one of empathy and 3. Implementing Enrichment
empowerment. Programs – Activities like
music, sports, and the arts
- Educators should set high help counteract cognitive
expectations while providing deficits.
emotional and academic support.

- Staff must understand the hidden 4. Using Data-Driven

effects of poverty to avoid Instruction – Schools should
misinterpreting student behavior. use assessments to identify
learning gaps and target
interventions.
EDUC 201 REVIEWER SOCIAL STUDIES- 2B

7. Instructional Strategies
5. Cultivating a Growth that Make a Difference
Mindset – Teaching students
that intelligence can grow with Active Learning – Movement-based
effort helps combat learned learning improves memory retention.
helplessness.
Building Vocabulary – Explicitly
teaching new words helps bridge the
language gap.
6. Classroom-Level Success
Factors Strengthening Executive Function –
Teaching students how to plan,
Effective teachers in high-poverty prioritize, and manage time.
schools:
Developing Social Skills – Role-
- Engage students actively in playing exercises and structured group
learning. work foster positive behaviors.

- Provide meaningful, real-world

connections to academic content.

- Use cooperative learning

strategies to strengthen peer
relationships.

- Offer frequent feedback and

positive reinforcement.

- Teach emotional self-regulation

and social skills.

Action Steps:

- Implement project-based learning

to make lessons more engaging.

- Use storytelling and real-life

examples to make abstract
concepts relatable.

- Encourage collaborative learning

to build social skills and self-
esteem.
EDUC 201 REVIEWER SOCIAL STUDIES- 2B

1. Cognitive-Behaviourist
Pedagogy (First
Generation)

- Developed in the mid-to-late 20th

century, rooted in behaviorist and
cognitive psychology.

- Focuses on individual learning

through structured content and
instructional systems design.

- Instruction is linear and teacher-

Detailed Summary of “Three directed, emphasizing memorization
Generations of Distance Education and recall.
Pedagogy” by Terry Anderson and
Jon Dron
Key Characteristics:
Overview
This paper examines the evolution of Technology Used: Print materials,
distance education pedagogy through radio, television, early computer-
three distinct generations: assisted instruction.

1. Cognitive-Behaviourist Learning Activities: Passive

Pedagogy (First Generation) consumption (reading, watching videos,
answering quizzes).
2. Social-Constructivist
Pedagogy Evaluation: Standardized assessments
focusing on recall and application.
3. Connectivist Pedagogy
Teacher’s Role: “Sage on the stage”,
The study focuses on the learning an authority figure designing and
experience rather than just the delivering content.
technology used, applying the
Community of Inquiry (COI) model to Cognitive Presence: Structured
analyze teaching, cognitive, and social content, guiding learners step-by-step.
presence in each generation. The paper
argues that a high-quality distance Social Presence: Minimal; learning is
education system integrates all three primarily self-paced and independent.
pedagogies depending on content,
context, and learning expectations. Teaching Presence: Limited interaction
with students; mainly feedback on
assessments.
Three Generations of Distance
Education Pedagogy
EDUC 201 REVIEWER SOCIAL STUDIES- 2B

Strengths: Evaluation: Performance-based

assessments (e.g., essays, portfolios,
✔ Scalable to large populations (e.g., peer feedback).
open universities).
✔ Cost-effective for institutions. Teacher’s Role: “Guide on the side”,
✔ Effective for teaching fixed knowledge supporting student exploration and
and skills (e.g., compliance training). dialogue.

Weaknesses: Cognitive Presence: Active

engagement through discussions and
✘ Lack of social interaction and real-world problem-solving.
engagement.
✘ Little flexibility for learner differences. Social Presence: High, with frequent
✘ Overemphasis on content student-student and student-teacher
memorization, rather than critical interaction.
thinking.
Teaching Presence: More dynamic,
requiring continuous interaction and
2. Social-Constructivist feedback.
Pedagogy (Second
Generation)
Strengths:
- Emerged as an alternative to
behaviorist models, influenced by ✔ Encourages critical thinking and
Vygotsky’s and Piaget’s theories. deeper understanding.
✔ Provides contextual and meaningful
- Focuses on learning through learning experiences.
social interaction and ✔ Promotes collaboration and
collaboration. teamwork, which are valuable
professional skills.
- The teacher acts as a facilitator,
guiding learners rather than Weaknesses:
dictating knowledge.
✘ Requires more time and resources to
facilitate interaction.
Key Characteristics: ✘ Less scalable due to higher demands
on instructors.
Technology Used: Computer-mediated ✘ Students must be highly motivated
communication (email, discussion and self-disciplined to participate
forums, videoconferencing). actively.

Learning Activities: Group

discussions, collaborative projects, 3. Connectivist Pedagogy
problem-solving tasks. (Third Generation)
EDUC 201 REVIEWER SOCIAL STUDIES- 2B

- A modern, network-driven ✔ Emphasizes real-world application of

approach influenced by Siemens’ knowledge.
and Downes’ connectivism. ✔ Content is constantly updated,
avoiding outdated knowledge.
- Learning occurs through digital
networks and communities. Weaknesses:

- Focuses on connecting with ✘ Requires digital skills—not all

resources, people, and data in a students are comfortable with online
distributed learning environment. tools.
✘ Less structured, which can lead to
information overload.
Key Characteristics: ✘ May lack depth if students only
engage superficially with content.
Technology Used: Web 2.0, social
media, wikis, blogs, online communities.

Learning Activities: Creating content,

networking, engaging in global
discussions.

Evaluation: Contributions to knowledge

networks (e.g., blog posts, open-access
research).

Teacher’s Role: “Co-traveler” in

learning, fostering peer-to-peer learning
and digital fluency.

Cognitive Presence: Encourages self-

directed exploration of diverse
perspectives.

Social Presence: Strong reliance on

networked interactions rather than
structured discussions.

Teaching Presence: Decentralized,

allowing for collaborative knowledge
construction.

Strengths:

✔ Learners develop digital literacy and

lifelong learning skills.