Prof Ed 3 Facilitating Learner-Centered Teaching PDF

lOMoARcPSD|46770978 PROF ED 3 UNIT 1 - Learner-centered Teaching: Its Foundations and Characteristics Bachelor of Physical Education (Nueva Ecija University of Science and Technology) Scan...

lOMoARcPSD|46770978 PROF ED 3 UNIT 1 - Learner-centered Teaching: Its Foundations and Characteristics Bachelor of Physical Education (Nueva Ecija University of Science and Technology) Scan to open on Studocu Studocu is not sponsored or endorsed by any college or university Downloaded by SIem Ice ([email protected])  lOMoARcPSD|46770978 UNIT I: Learner-centered Teaching: Its Foundations and Characteristics Overview Students become responsible on their own learning by giving them the chance to explore and be engaged in their own learning process. They should be equipped with the appropriate skills to deal with the different challenges that they may encounter inside and outside the classroom. In this light, learner-centered teaching serves as an approach allowing students to become responsible for their own learning by giving them opportunities to explore and be engaged in their own learning process. In this unit, you will be introduced to the different characteristics of learner-centered education and the underlying principles why this should be applied in the classroom. Intended Learning Outcomes At the end of the lesson, I am able to: 1. differentiate learner-centered teaching from other teaching approaches (e.g. teacher centered approach) as applied in various teaching areas; 2. discuss the need to shift from teacher-centered teaching to learner-centered teaching based on philosophical foundations, teaching principles and current research; and 3. discuss the varied roles of the teacher in learner-centered teaching and learning Setting Up Why do you think are the reasons why the following metaphors are used to describe an ideal teacher? 1. Gardener ______________________________________________________________________________________ ______________________________________________________________________________________ 2. Mountaineer’s Guide ______________________________________________________________________________________ ______________________________________________________________________________________ 3. Coach ______________________________________________________________________________________ ______________________________________________________________________________________ Lesson Proper What is Learner-Centered Teaching Learner centered teaching is an approach that places the learner at the centre of the learning. This means that the learner or student is responsible for learning while the teacher is responsible for facilitating the learning. In a learner-centered teaching environment, learners...  Actively participate in their own learning  Make decisions about what and how they will learn  Become capable of constructing new knowledge and skills by building on past experiences In a learner-centered teaching environment, teachers...  Recognize that all learners are unique and utilize different teaching styles  Provide structure and direction  Facilitate learner's decision-making process Downloaded by SIem Ice ([email protected])  lOMoARcPSD|46770978 How is Learner – Centered Different from Teacher Centered Approach? Teacher-Centered Learner-Centered Focus is on instructor Focus is on both students and instructor Focus is on language forms and structures (what the Focus is on language use in typical situations (how instructor knows about the language) students will use the language) Instructor models; students interact with instructor Instructor talks; students listen and one another Students work in pairs, in groups, or alone Students work alone depending on the purpose of the activity Students talk without constant instructor Instructor monitors and corrects every student monitoring; instructor provides feedback/correction utterance when questions arise Instructor answers students’ questions about Students answer each other’s questions, using language instructor as an information resource Instructor chooses topics Students have some choice of topics Consequences are fixed for all students Consequences reflect individual differences Rewards are mostly extrinsic Rewards are mostly intrinsic Students evaluate their own learning; instructor also Instructor evaluates student learning evaluates Classroom is quiet Classroom is often noisy and busy Source: The National Capitol Language Resource Center (a project of the George Washington University) Philosophical Perspectives in Understanding Education Philosophy and education are closely inter-related and inter-dependent. Philosophy points out the ways and education follow it. Without philosophy education would be a blind effort and without education, philosophy would be crippled. In the word of Ross, “philosophy and education are two side of same coin; the former is the contemplative side while the latter is the active side. Education is the process and philosophy is the product. All educational problems are questions of philosophy. In other word we can say that the application of philosophical principle in the field of education to solve various educational issues is regarded as educational philosophy. In fact, educational philosophy is that philosophy which provide answer to the educational issues of why to educate (aim), whom to educate (child), who to educate (teacher), where to educate (school), what to educate (curriculum), how to educate (methods), when to educate (motivation) and so on. Further, “a sound philosophy of education is based on an adequate philosophy of life”. Philosophy and education are reconstructive; they give to and take from each other in ebb and flow of thought and action; they are means to one another, and ends. From Teacher-Centered to Learner-Centered Teaching Philosophies in Education The following are the different philosophical perspectives for you to understand why learner-centered teaching is an approach that is far more better than teacher-centered. Teacher-Centered Philosophies Perennialism Perennialism is a teacher-centered educational philosophy that focuses on everlasting ideas and universal truths learned from art, history, and literature.. They believe the ideas are as relevant and meaningful today as when they were written. They recommend that students learn from reading and analyzing the works by history's finest thinkers and writers Role of Teacher – perennailism is a teacher- centered philosophy, in which the teacher is less concerned with student interest and more concerned with transferring knowledge from older generations to younger generations. The teacher will focus on the importance of reading and will often use the underlying reading lessons to make a moral point. Teachers use history, religion, literature, and the laws of science to reinforce universal ideas that have the potential to solve any problem in any era. Downloaded by SIem Ice ([email protected])  lOMoARcPSD|46770978 Essentialism Essentialism tries to instill all students with the most essential or basic academic knowledge and skills and character development. Essentialists believe that teachers should try to embed traditional moral values and virtues such as respect for authority, perseverance, fidelity to duty, consideration for others, and practicality and intellectual knowledge that students need to become model citizens. The foundation of essentialist curriculum is based on traditional disciplines such as math, natural science, history, foreign language, and literature. In the essentialist system, students are required to master a set body of information and basic techniques for their grade level before they are promoted to the next higher grade. The content gradually moves towards more complex skills and detailed knowledge Learner-Centered Philosophies Progressivism Progressivists believe that education should focus on the whole child, rather than on the content or the teacher. This educational philosophy stresses that students should test ideas by active experimentation. Learning is rooted in the questions of learners that arise through experiencing the world. It is active, not passive. The learner is a problem solver and thinker who makes meaning through his or her individual experience in the physical and cultural context. Effective teachers provide experiences so that students can learn by doing. Curriculum content is derived from student interests and questions. The scientific method is used by progressivist educators so that students can study matter and events systematically and first hand. The emphasis is on process-how one comes to know. The Progressive education philosophy was established in America from the mid 1920s through the mid 1950s. John Dewey was its foremost proponent. One of his tenets was that the school should improve the way of life of our citizens through experiencing freedom and democracy in schools. Shared decision making, planning of teachers with students, student-selected topics are all aspects. Books are tools, rather than authority. Humanism The humanistic learning theory was developed by Abraham Maslow, Carl Rogers, and James F. T. Bugental in the early 1900's. This perspective states that students should be able to choose what they want to learn. Humanistic teachers believe that students will be motivated to learn a subject if it's something they need and want to know. This also reiterates that the goal of education should be to foster students' desire to learn and that teachers are there to teach them how to learn. Students should be self-motivated in their studies and desire to learn on their own. Humanistic educators believe that both feelings and knowledge are important to the learning process. Unlike traditional educators, humanistic teachers do not separate the cognitive and affective domains. Constructivism Constructivism states that human beings produce or construct meaning, understanding and knowledge of the world from their own experiences. The benefits of this approach make learning more engaging rather than merely transferring of information. Moreover, this perspective explains how students construct meaning by linking existing knowledge with new information. Unlike in the past, it is believed that it is solely the teacher who has the body of knowledge. Nowadays, active interaction between the learner and the teacher as well as with their peers is highly encouraged. There is a good exchange of information allowing the students to discover, explore and experience skills and strategies in learning. Thus, learner-centered teaching allows the students to be engaged in their own learning process by developing their learning and skills and strategies as part of life-ling learning. John Dewey (1933/1998) is often cited as the philosophical founder of this approach. Bruner (1990) and Piaget (1972) are considered the chief theorists among the cognitive constructivists, while Vygotsky (1978) is the major theorist among the social constructivists. Dimensions of Learner-Centered Teaching Definition of Instructor- An Essential Learner-Centered Dimension this Centered Component Approach Dimension Approach The Function Content Level to which Instructor allows Instructor encourages of Content includes students students to students to transform building a engage memorize content. and reflect on most the knowledge content. content to make their Downloaded by SIem Ice ([email protected])  lOMoARcPSD|46770978 base, how the instructor and the own meaning out of it. students use the content. Instructor:  Does not have specific learning Instructors use goals An essential teaching and and/or Instructor intentionally role of the learning  Uses uses various teaching The Role of instructor is methods and learning methods the Instructor to assist teaching appropriate for that are appropriate for students to and student student learning goals. learn. learning learning goals. methods that conflict with learning goals Instructor assumes all responsibility for students Instructor provides Students learning (provides increasing should Responsibility content to opportunities for assume The for learning memorize, does students to assume greater Responsibility should rest not require responsibility for their responsibility for Learning with the students to create own learning, leading for their own students. their own meaning to achievement of learning over of content, tells stated learning time. students exactly objectives. what will be on examinations). Instructor  Uses only summative There are assessment Consistently additional Formative (to make throughout the purposes and assessment learning process, The Purposes decisions to processes of (giving instructor integrate and Processes assign  Formative assessment feedback to of Assessment grades) beyond foster assessment assigning improvement.  Provides  Constructive grades. students feedback with no constructiv e feedback The Balance of The balance Flexibility of Instructor Instructor is flexible on Power of power course policies, mandates all most shifts so that assessment policies and  Course policies the instructor methods, deadlines.  Assessment shares some learning or methods decisions methods, and Instructor does not  Learning about the deadlines. adhere to policies. methods course with Downloaded by SIem Ice ([email protected])  lOMoARcPSD|46770978  Deadlines and Instructor always the students. adheres to what instructor has agreed to with the students. Assessing Learning Downloaded by SIem Ice ([email protected])  lOMoARcPSD|46770978 Activity 1 Name _______________________________ Score: ________________ Course/Year/Section: _________________ Instructor: __________ DIRECTION : : Answer the following questions. You will be scored using these criteria: relevance to the topic; organization; and depth, five being the highest score. 1. Why might the study of philosophy be particularly important to educators? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2. In the past, teacher-centered approach was used and it was really effective, what do you think are the reasons for this? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 3. Are teacher-centered approaches such as lecturing still useful and effective today among students? Yes/No? Explain your answer. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 4. Which branch or branches of philosophy would you want to emphasize in your classroom? Why? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Downloaded by SIem Ice ([email protected])  lOMoARcPSD|46770978 Activity 2 Name _______________________________________________ Score: ________________ Course/Year/Section: ___________________________ Instructor: __________ Direction: Choose the letter of the correct answer. 1-4 In a recollection, the teachers were asked to share their thoughts about the best teaching practices. What follow are some of their answers A. Teachers must give students opportunities to be creative for the students to freely express themselves B. Teachers should give greater emphasis on the development of basic skills like reading, writing, and arithmetic C. Teachers should not focus on how much product but more on the process of doing it. D. Teachers in choosing lessons should include those that have survived the test of time and combine the symbols of literature, history, and mathematics ______ 1. Which practice applies progressivism? ______ 2. Whichpractice applies perennialism? ______ 3. Which practice applies essentialism? ______ 4. Which practice applies humanism? ______ 5. Teacher R ensures to put a certain amount of his monthly earnings in the bank. At the end of the school year, he used all his savings in visiting places rich of cultural heritages rather than of buying expensive clothes, jewellery, and latest gadgets. This shows that Teacher R is an advocate of what kind of philosophy? a. humanism b. perennialism c. essentialism d. constructivism _______6. Increase of time allotment in English, Math and Science in the Elementary level under the New Elementary School Curriculum (NESC) as provided in DECS Order No. 1, s. 1993 contributes in the culturation of basic literacy by providing the needed essential skills. The related philosophy is a. humanism b. perennialism c. essentialism d. constructivism Downloaded by SIem Ice ([email protected])  lOMoARcPSD|46770978 Activity 2 – cont. ______ 7. Teacher W is known in giving great importance on humanistic education. Which of the following will depict this trait? a) Developing students into thinking individuals b) Making students civilized, distinctly educated and refined c) Giving the students the freedom to choose and decide for themselves d) Teaching the students the different works of civilization ________ 8. Increase of time allotment in English, Math and Science in the Elementary level under the New Elementary School Curriculum (NESC) as provided in DECS Order No. 1, s. 1993 contributes in the culturation of basic literacy by providing the needed essential skills. The related philosophy is a. Perennialism b. essentialism c. constructivim d. humanism Answer this: Which educational philosophy is most compatible with your beliefs? Why? _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________ Downloaded by SIem Ice ([email protected])  lOMoARcPSD|46770978 Activity 3 Name _______________________________________________ Score: ________________ Course/Year/Section: ___________________________ Instructor: __________ DIRECTION : 21st century has prompted educators to shift from the use of teacher-centered pedagogy to learner-centered teaching. Your task is to research about 21 st century education and how relevant learner-centered approach in this matter. Title is already given for you. Your work will be scored according to relevance, depthness, and organization. Learner-Centered Teaching An Approach for 21st Century Learners ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ___________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ____________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ____________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ____________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ Downloaded by SIem Ice ([email protected])  lOMoARcPSD|46770978 Activity 4 Name _______________________________________________ Score: ________________ Course/Year/Section: ___________________________ Instructor: __________ DIRECTION : Think of 5 metaphors that would best describe learner-centered teachers and discuss each of them. Downloaded by SIem Ice ([email protected])  lOMoARcPSD|46770978 Activity 5 Name _______________________________ Score: ________________ Course/Year/Section: _________________ Instructor: __________ DIRECTION : : Complete the matrix below. Philosophy Aims of Education Roles of Teachers Roles of Learners Downloaded by SIem Ice ([email protected])  lOMoARcPSD|46770978 UNIT II: Learner-Centered Psychological Principles Overview Teaching is a dynamic task, and the teacher must wear a variety of hats and play several roles to increase students’ comprehension and understanding of the lessons. A teacher takes on many instructional responsibilities and how he/she can facilitate learning and understanding of content across subject areas is a challenging and demanding role he/she has to master. In the performance of these roles, he/she has to be guided by theories and principles, one of which is the learner-centered psychological principles. These principles are divided into (1) cognitive and metacognitive, (2) motivational and affective, (3) development and social, and (4) individual differences factors influencing learners and the learning process. Intended Learning Outcomes At the end of the lesson, I am able to: 1. discuss the psychological principles of learner-centeredness as a basis for differentiated teaching to suit learner’s gender, needs, strengths, interests and experiences; 2. identify factors that promote learner-centeredness and motivate learners to work productively and be accountable for their own learning; 3. reflect on how developmental and social factors can influence learning environments to promote fairness, respect and care; and 4. relate RA 10533 and the K-to12 framework to the principles of learner-centeredness Setting Up Examine the clip art below. 1. What two words do you see? ___________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________ 2. What relationship does the clip art show about these two words? Downloaded by SIem Ice ([email protected])  lOMoARcPSD|46770978 ___________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________ 3. What message do you get from this clip art? Relate it to your own role as a future teacher. ___________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________ Lesson Proper You, the learner is the core of the teaching-learning process. The world of instruction revolves around you. The teacher’s primary concern is to make learning experience effective, productive, and meaningful. This demands that a teacher should have an understanding of the different theories and principles of teaching. Theories in learning provide a vital framework for understanding the teaching and learning process. This lesson is focused on the fourteen (14) Learner-Centered Psychological Principles (LCPP) that were put together by the American Psychological Association. The LCPP provide a framework for developing and incorporating the components of new designs for schooling. These principles emphasize the active and reflective nature of learning and learners. The 14 principles are categorized into those referring to cognitive and metacognitive, motivational and affective, developmental and social, and individual difference factors influencing learners and learning. The historical document below is derived from a 1990 APA presidential task force (revised in 1997). A. Cognitive and Metacognitive Factors Principle 1. Nature of the learning process. The learning of complex subject matter is most effective when it is an intentional process of constructing meaning from information and experience. There are different types of learning processes, for example, habit formation in motor learning; and learning that involves the generation of knowledge, or cognitive skills and learning strategies. Learning in schools emphasizes the use of intentional processes that students can use to construct meaning from information, experiences, and their own thoughts and beliefs. Successful learners are active, goal-directed, self-regulating, and assume personal responsibility for contributing to their own learning. Nature of the Learning Process According to Major Psychological Perspectives 1. Developmental psychology focuses on how children acquire new skills and knowledge as they develop. 2. Cognitive psychology is the theoretical perspective that focuses on learning based on how people perceive, remember, think, speak and problem-solve. 3. Behaviorism is the theoretical perspective in which learning and behavior are described and explained in terms of stimulus-response relationships. The key assumption of behaviorism is that environment influences behavior. 4. Constructivism is ‘an approach to learning that holds that people actively construct or make their own knowledge and that reality is determined by the experiences of the learner Principle 2. Goals of the learning process. Downloaded by SIem Ice ([email protected])  lOMoARcPSD|46770978 The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge. The strategic nature of learning requires students to be goal directed. To construct useful representations of knowledge and to acquire the thinking and learning strategies necessary for continued learning success across the life span, students must generate and pursue personally relevant goals. Initially, students' short-term goals and learning may be sketchy in an area, but over time their understanding can be refined by filling gaps, resolving inconsistencies, and deepening their understanding of the subject matter so that they can reach longer-term goals. Educators can assist learners in creating meaningful learning goals that are consistent with both personal and educational aspirations and interests. Principle 3. Construction of knowledge. The successful learner can link new information with existing knowledge in meaningful ways. Knowledge widens and deepens as students continue to build links between new information and experiences and their existing knowledge base. The nature of these links can take a variety of forms, such as adding to, modifying, or reorganizing existing knowledge or skills. How these links are made or develop may vary in different subject areas, and among students with varying talents, interests, and abilities. However, unless new knowledge becomes integrated with the learner's prior knowledge and understanding, this new knowledge remains isolated, cannot be used most effectively in new tasks, and does not transfer readily to new situations. Educators can assist learners in acquiring and integrating knowledge by a number of strategies that have been shown to be effective with learners of varying abilities, such as concept mapping and thematic organization or categorizing. Helping Learners to Construct Knowledge Through Scaffolding Instructional scaffolding, also known as "Vygotsky scaffolding" or just "scaffolding," is a a kind of assistance or helped offered by a teacher or peer to support learning. It is an instructional technique whereby the teacher models the desired learning strategy or task, then gradually shifts the responsibility to the students. Scaffolding strategies may include: visuals and realia; moedeling/gesturing; graphic organizers; read aloud; collaborative work and others. Crucial to successful scaffolding is an understanding of the student’s prior knowledge and abilities. The teacher must ascertain what the student already knows so that it can be “hooked”, or connected to the new knowledge and made relevant to the learner’s life, thus increasing the motivation to learn. Principle 4. Strategic thinking. The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals. Successful learners use strategic thinking in their approach to learning, reasoning, problem solving, and concept learning. They understand and can use a variety of strategies to help them reach learning and performance goals, and to apply their knowledge in novel situations. They also continue to expand their repertoire of strategies by reflecting on the methods they use to see which work well for them, by receiving guided instruction and feedback, and by observing or interacting with appropriate models. Learning outcomes can be enhanced if educators assist learners in developing, applying, and assessing their strategic learning skills. Principle 5. Thinking about thinking. Higher order strategies for selecting and monitoring mental operations facilitate creative and critical thinking. Downloaded by SIem Ice ([email protected])  lOMoARcPSD|46770978 Successful learners can reflect on how they think and learn, set reasonable learning or performance goals, select potentially appropriate learning strategies or methods, and monitor their progress toward these goals. In addition, successful learners know what to do if a problem occurs or if they are not making sufficient or timely progress toward a goal. They can generate alternative methods to reach their goal (or reassess the appropriateness and utility of the goal). Instructional methods that focus on helping learners develop these higher order (metacognitive) strategies can enhance student learning and personal responsibility for learning. How to Help Learners Develop Metacognitive Strategies 1. Ask Questions. Ask questions that allow learners to reflect on their own learning processes and strategies. In collaborative learning, ask them to reflect on the role they play when problem solving in teams. 2. Foster Self-reflection. Emphasize the importance of personal reflection during and after learning experiences. Encourage learners to critically analyze their own assumptions and how this may have influenced their learning. 3. Encourage Self-questioning. Foster independent learning by asking learners to generate their own questions and answer them to enhance comprehension. The questions can be related to meeting their personal goals 4. Teach Strategies Directly. Teach appropriate metacognitive strategies as a part of a training course. 5. Promote Autonomous Learning. When learners have some domain knowledge, encourage participation in challenging learning experiences. They will then be forced to construct their own metacognitive strategies. 6. Provide Access to Mentors. Many people learn best by interacting with peers who are slightly more advanced. Promote experiences where novices can observe the proficient use of a skill and then gain access to the metacognitive strategies of their mentors. 7. Solve Problems with a Team: Cooperative problem solving can enhance metacognitive strategies by discussing possible approaches with team members and learning from each other. 8. Think Aloud. Teach learners how to think aloud and report their thoughts while performing a difficult task. A knowledgeable partner can then point out errors in thinking or the individual can use this approach for increased self-awareness during learning. Another approach to thinking aloud is the working out loud approach. 9. Self-explanation. Self-explanation in writing or speaking can help learners improve their comprehension of a difficult subject. 10. Provide Opportunities for Making Errors. When learners are given the opportunity to make errors while in training, such as during simulations, it stimulates reflection on the causes of their errors. Principle 6. Context of learning. Learning is influenced by environmental factors, including culture, technology, and instructional practices. Learning does not occur in a vacuum. Teachers a major interactive role with both the learner and the learning environment. Cultural or group influences on students can impact many educationally relevant variables, such as motivation, orientation toward learning, and ways of thinking. Technologies and instructional practices must be appropriate for learners' level of prior knowledge, cognitive abilities, and their learning and thinking strategies. The classroom environment, particularly the degree to which it is nurturing or not, can also have significant impacts on student learning. B. Motivational and Affective Factors Principle 7. Motivational and emotional influences on learning. What and how much is learned is influenced by the motivation. Downloaded by SIem Ice ([email protected])  lOMoARcPSD|46770978 Motivation to learn, in turn, is influenced by the individual's emotional states, beliefs, interests and goals, and habits of thinking. The rich internal world of thoughts, beliefs, goals, and expectations for success or failure can enhance or interfere the learner's quality of thinking and information processing. Students' beliefs about themselves as learners and the nature of learning have a marked influence on motivation. Motivational and emotional factors also influence both the quality of thinking and information processing as well as an individual's motivation to learn. Positive emotions, such as curiosity, generally enhance motivation and facilitate learning and performance. Mild anxiety can also enhance learning and performance by focusing the learner's attention on a particular task. However, intense negative emotions (e.g., anxiety, panic, rage, insecurity) and related thoughts (e.g., worrying about competence, ruminating about failure, fearing punishment, ridicule, or stigmatizing labels) generally detract from motivation, interfere with learning, and contribute to low performance. The Eight Basics of Motivation Students are motivated to engage in learning when: 1. They perceive stable links between specific actions and achievement 2. They feel competent to do what is expected of them 3. They value the subject and have a clear sense of purpose 4. They perceive the environment as favourable for learning 5. They experience positive emotions toward learning activities 6. Students direct their attention away from learning when they experience negative emotions 7. Students free up cognitive reseources for learning when they are able to influence the intensity, duration and expression of their emotions 8. Students are more persistent in learning when they can manage their resources and deal with obstacles efficiently Principle 8. Intrinsic motivation to learn. The learner's creativity, higher order thinking, and natural curiosity all contribute to motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interests, and providing for personal choice and control. Curiosity, flexible and insightful thinking, and creativity are major indicators of the learners' intrinsic motivation to learn, which is in large part a function of meeting basic needs to be competent and to exercise personal control. Intrinsic motivation is facilitated on tasks that learners perceive as interesting and personally relevant and meaningful, appropriate in complexity and difficulty to the learners' abilities, and on which they believe they can succeed. Intrinsic motivation is also facilitated on tasks that are comparable to real-world situations and meet needs for choice and control. Educators can encourage and support learners' natural curiosity and motivation to learn by attending to individual differences in learners' perceptions of optimal novelty and difficulty, relevance, and personal choice and control. Intrinsic and Extrinsic Motivation Theory According to Ryan and Deci, intrinsic motivation defines an activity done for its own sake without the anticipation of external rewards and out of a sense of the sheer satisfaction it provides (2000). The right level of challenge, coupled with adequate skills, sense of control, curiosity, and fantasy, are some key factors that can trigger intrinsic motivation. And when combined with will power and positive attitude, these elements can help sustain motivation over time. Downloaded by SIem Ice ([email protected])  lOMoARcPSD|46770978 In contrast, extrinsic motivation describes activities students engage in while anticipating rewards, be it in the form of good grades or recognition, or out of compulsion and fear of punishment (Tohidi, & Jabbari, 2021). Motivation can be cultivated extrinsically at the initial stage, particularly when it comes to activities that are not inherently interesting, as long as the ultimate goal is to transform it into intrinsic motivation as the learning process unfolds. The rationale for this has to do with a short shelf life and a potential dependence on rewards Principle 9. Effects of motivation on effort. Acquisition of complex knowledge and skills requires extended learner effort and guided practice. Without learners' motivation to learn, the willingness to exert this effort is unlikely without coercion. Effort is another major indicator of motivation to learn. The acquisition of complex knowledge and skills demands the investment of considerable learner energy and strategic effort, along with persistence over time. Educators need to be concerned with facilitating motivation by strategies that enhance learner effort and commitment to learning and to achieving high standards of comprehension and understanding. Effective strategies include purposeful learning activities, guided by practices that enhance positive emotions and intrinsic motivation to learn, and methods that increase learners' perceptions that a task is interesting and personally relevant. C. Developmental and Social Factors Principle 10. Developmental influences on learning. As individuals develop, there are different opportunities and constraints for learning. Learning is most effective when differential development within and across physical, intellectual, emotional, and social domains is taken into account. Individuals learn best when material is appropriate to their developmental level and is presented in an enjoyable and interesting way. Because individual development varies across intellectual, social, emotional, and physical domains, achievement in different instructional domains may also vary. Overemphasis on one type of developmental readiness--such as reading readiness, for example--may preclude learners from demonstrating that they are more capable in other areas of performance. The cognitive, emotional, and social development of individual learners and how they interpret life experiences are affected by prior schooling, home, culture, and community factors. Early and continuing parental involvement in schooling, and the quality of language interactions and two-way communications between adults and children can influence these developmental areas. Awareness and understanding of developmental differences among children with and without emotional, physical, or intellectual disabilities, can facilitate the creation of optimal learning contexts. Some Developmental Theories that are Relevant in Understanding How Students Learn 1. Piaget’s Cognitive Development Theory 2. Psychosexual Theory By Sigmund Freud 3. Psychosocial Development Theory by Erik Erikson 4. Multiple Intelligences by Howard Gardner 5. Hierarchy of Needs of Maslow 6. Socio-Cultural Theory By Lev Vygotsky 7. Ecological System Theory by Uri Bronfenbrenner Principle 11. Social influences on learning. Learning is influenced by social interactions, interpersonal relations, and communication with others. Downloaded by SIem Ice ([email protected])  lOMoARcPSD|46770978 Learning can be enhanced when the learner has an opportunity to interact and to collaborate with others on instructional tasks. Learning settings that allow for social interactions, and that respect diversity, encourage flexible thinking and social competence. In interactive and collaborative instructional contexts, individuals have an opportunity for perspective taking and reflective thinking that may lead to higher levels of cognitive, social, and moral development, as well as self-esteem. Quality personal relationships that provide stability, trust, and caring can increase learners' sense of belonging, self-respect and self-acceptance, and provide a positive climate for learning. Family influences, positive interpersonal support and instruction in self- motivation strategies can offset factors that interfere with optimal learning such as negative beliefs about competence in a particular subject, high levels of test anxiety, negative sex role expectations, and undue pressure to perform well. Positive learning climates can also help to establish the context for healthier levels of thinking, feeling, and behaving. Such contexts help learners feel safe to share ideas, actively participate in the learning process, and create a learning community. D. Individual Differences Factors Principle 12. Individual differences in learning. Learners have different strategies, approaches, and capabilities for learning that are a function of prior experience and heredity. Individuals are born with and develop their own capabilities and talents. In addition, through learning and social acculturation, they have acquired their own preferences for how they like to learn and the pace at which they learn. However, these preferences are not always useful in helping learners reach their learning goals. Educators need to help students examine their learning preferences and expand or modify them, if necessary. The interaction between learner differences and curricular and environmental conditions is another key factor affecting learning outcomes. Educators need to be sensitive to individual differences, in general. They also need to attend to learner perceptions of the degree to which these differences are accepted and adapted to by varying instructional methods and materials. Developmental research suggests the following trends in terms of learning styles: 1. When children come to school they are basically parent/adult motivated. 2. Thirty years ago students became more peer motivated by the seventh grade. Studies show that students today move toward being peer motivated by third or fourth grade. By ninth or tenth grade students move toward being self-motivated. 3. Under achievers tend to remain peer motivated even into their late teens. 4. Most young children are kinesthetic and become more tactual in or about the first grade. 5. Auditory and visual skills develop during the early elementary years. 6. Significant portions of children in grades K-12 have trouble with a conventional, row- based classroom design. 7. Younger children (K-6) need more structure than older students. 8. Time of day preference changes over time: 28% of K-2 are morning learners in comparison to 30% of middle grade students, 40% of high school students, and 55% of adults. Principle 13. Learning and diversity. Learning is most effective when differences in learners' linguistic, cultural, and social backgrounds are taken into account. The same basic principles of learning, motivation, and effective instruction apply to all learners. However, language, ethnicity, race, beliefs, and socioeconomic status all can influence learning. Careful attention to these factors in the instructional setting enhances the possibilities for designing and implementing appropriate learning environments. When learners perceive that their individual differences in abilities, Downloaded by SIem Ice ([email protected])  lOMoARcPSD|46770978 backgrounds, cultures, and experiences are valued, respected, and accommodated in learning tasks and contexts, levels of motivation and achievement are enhanced. Principle 14. Standards and assessment. Setting appropriately high and challenging standards and assessing the learner as well as learning progress -- including diagnostic, process, and outcome assessment -- are integral parts of the learning process. Assessment provides important information to both the learner and teacher at all stages of the learning process. Effective learning takes place when learners feel challenged to work towards appropriately high goals; therefore, appraisal of the learner's cognitive strengths and weaknesses, as well as current knowledge and skills, is important for the selection of instructional materials of an optimal degree of difficulty. Ongoing assessment of the learner's understanding of the curricular material can provide valuable feedback to both learners and teachers about progress toward the learning goals. Standardized assessment of learner progress and outcomes assessment provides one type of information about achievement levels both within and across individuals that can inform various types of programmatic decisions. Performance assessments can provide other sources of information about the attainment of learning outcomes. Self-assessments of learning progress can also improve students’ self-appraisal skills and enhance motivation and self-directed learning. The Use of Formative Assessment The old way of assessement in teaching had one purpose - to determine whether or not a student was able to remember or understand something the teacher taught. In other words, they were summative. Use at the end of the learning, the main purpose of summative assessment is to give students their grades. Assessments in a learner-centered classroom on the other hand shift the focus from being a measure of grading to helping teachers understand learners and create lessons based on their specific needs. Thus, instead of using only summative assessments at the end of teaching to give grades, teachers now in a learner-centered now use formative assessments which is given during the “learning”, this serves as guide for their instruction and to focus on their plans. The intent of formative assessments is to feed forward in the instruction, and create learning activities that individual students need. E. Legal and Policy Frameworks and Learner-Centered Teaching 1. Republic Act No. 10533 Republic Act No. 10533, otherwise known as the "Enhanced Basic Education Act of 2013," was signed into law by President Benigno C. Aquino on May 15, 2013. With the passage of RA 10533, the K to 12 basic education program was formalized. From the former 10-year basic education curriculum, the K to 12 program mandates one year of kindergarten and 12 years of basic education comprising of six years of primary education, four years of junior high school and two years of senior high school. According to the Department of Education (DepEd), the rationale for RA 10533 is to address the poor quality of basic education provided by the current curriculum as reflected in the low achievement scores of Filipino students and the Philippines’ unemployment rate. International test results, like the 2003 Trends in International Mathematics and Science Study (TIMSS), rank the Philippines not only below the international average, but also as the last in Asia. As cited by by Lim, Dyan Danika G., an associate of the Angara Abello Concepcion Regala & Cruz Law Offices (ACCRALAW), the salient features of RA 10533 seek to: strengthen early childhood education; build proficiency through language; and provide specialized upper secondary education. Universal Kindergarten. In consonance with Republic Act No. 10157, or the "Kindergarten Education Act," RA Downloaded by SIem Ice ([email protected])  lOMoARcPSD|46770978 10533 institutionalizes Kindergarten education -- one year of preparatory education for children at least five years old, as part of the basic education system and as a prerequisite for admission to Grade 1. Mother-Tongue Based Multilingual Education. As it is believed that language plays a strategic role in shaping the formative years of learners, basic education shall now be delivered in languages understood by the learners - or the learners’ "Mother Tongue." Twelve Mother Tongue languages have been introduced for SY 2012-2013: Bahasa Sug, Bikol, Cebuano, Chabacano, Hilagaynon, Ilokano, Kapampangan, Maguindanaoan, Maranao, Pangasinense, Tagalog and Waray. Thus, for kindergarten and Grades 1 to 3, the learners’ Mother Tongue shall be used for instruction, teaching materials, and assessment. DepEd Order No. 31, series of 2012, clarified that from Grades 1 to 3, Filipino and English will be taken only as a subject, together with the learners’ Mother Tongue. Thereafter, the DepEd will formulate a mother language transition program from Grades 4 to 6, so that Filipino and English shall gradually be introduced as languages of instruction, until such time when these 2 languages can become the primary languages of instruction at the secondary level. Senior High School. Two years of specialized upper secondary education shall be added to the high school program. Students will be assessed to determine their interests and strengths and help them decide on their specialization. The choice of specialization will define the content of the subjects a student will take in Grades 11 and 12. They may choose from either Core Curriculum or Specific Tracks subjects. The Core Curriculum is composed of seven learning areas: Languages, Literature, Communication, Mathematics, Philosophy, Natural Sciences and Social Sciences; while the three-track subjects are Academic; Technical-Vocational-Livelihood; and Sports and Arts. The Academic track includes 3 strands: Business, Accountancy and Management; Humanities, Education and Social Sciences; and Science, Technology, Engineering and Mathematics. Students can obtain Certificates of Competency or National Certificate Level I and II, after finishing Grade 10 and 12, respectively. This new certification system aims to improve the chances for employment of graduates and will allow them to have middle-level skills or become entrepreneurs after graduating from high school. In the development of the Basic Education Curriculum, the DepEd shall be guided by standards and principles (Sec. 10) that are basically promoting learner-centered teaching, and these are the following: a. The curriculum shall be learner-centered, inclusive and developmentally appropriate; b. The curriculum shall be relevant, responsive and research-based; c. The curriculum shall be gender- and culture-sensitive; d. The curriculum shall be contextualized and global; e. The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative and integrative; f. The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual Education (MTB-MLE) which starts from where the learners are and from what they already know proceeding from the known to the unknown; instructional materials and capable teachers to implement the MTB-MLE curriculum shall be available. For this purpose, MTB-MLE refers to formal or non-formal education in which the learner’s mother tongue and additional languages are used in the classroom; g. The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills after each level; and h. The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the same based on their respective educational and social contexts. 2. K-to-12 Framework The K to 12 Conceptual Framework Downloaded by SIem Ice ([email protected])  lOMoARcPSD|46770978 The K to 12 graduate is equipped with the following 21 st century skills: 1) information, media and technology skills, learning and innovation skills, 3) communication skills, and 4) life and career skills. These skills are embedded in the curriculum, and gradually developed through the learning competencies and performance standards. UNIT I References Barr, R. B. & Tagg, J. (1995). From teaching to learning - a new paradigm for undergraduate education. Change, 27(6), 12-26. Blumberg, P. (2009). Developing Learner-Centered Teaching: A Practical Guide for Faculty. San Francisco: Jossey-Bass. Weimer, M. (2013). Learner-Centered Teaching: Five Keys to Practice 2nd ed. San Francisco: Jossey-Bass Webliography https://infonomics-society.org/wp-content/uploads/ijcdse/published-papers/volume-5-2014/The-Impact-of- Learner-Centered-Teaching-on-Students-Learning-Skills-and-Strategies.pdf https://www.igi-global.com/dictionary/creating-collaboration-in-global-online-learning/40896 https//knowledgeworks.org/resources/learner-centered-learning/#:~:text=Although%20a%20foundational %20shift%20from,way%20for%20students%20to%20learn.&text=It%27s%20the%20student%20that %20chooses,that%20way%20and%20with%20who. https //thisisgraeme.me/2017/03/06/approaches-what-is-learner-centred/ https //oregonstate.edu/instruct/ed416/PP1.html https //www.siue.edu/~ptheodo/foundations/perennialism.html https //www.siue.edu/~ptheodo/foundations/essentialism.html https:// //graduatefoundationsmoduleela.wordpress.com/perennialism/ https://oregonstate.edu/instruct/ed416/PP3.html https //pbea.agron.iastate.edu/plc/learner-centered-methods/learner-centered-teaching-techniques https https://www.funderstanding.com/theory/constructivism/ https://www.researchgate.net/publication/325989545_HUMANISTIC_APPROACH_TO_EDUCATION_A_LOOK_INTO_THE_ HUMANE_PERSPECTIVE_OF_TEACHING_AND_LEARNING https://ddceutkal.ac.in/Syllabus/MA_Education/Paper_1.pdf UNIT II References Lucas, M.R.D. and Corpuz, B.B. (2014) Facilitating Learning: A metacognitive process, 4th ed. Lorimar Publishing, Inc., Quezon City, Philippines. Webliography http://www.verywellmind.com/what-is-educational-psychology-2795157 Downloaded by SIem Ice ([email protected])  lOMoARcPSD|46770978 https://www.apa.org/ed/governance/bea/learner-centered.pdf https://www.bworldonline.com/content.php?section=Opinion&title=From-10-to-%C2%91K-to- 12%E2%80%99&id=72018 https://www.deped.gov.ph/wp-content/uploads/2019/08/DO_s2019_021.pdf Assessing Learning Downloaded by SIem Ice ([email protected])  lOMoARcPSD|46770978 Activity 6 Name _______________________________________________ Score: ________________ Course/Year/Section: ___________________________ Instructor: __________ Answer the following questions: 1. Why is it important for beginning teachers to be aware of the learner-centered psychological principles? _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ 2. With your knowledge on the salient features of RA 10533, what is the importance of applying the learner- centered psychological principles in teaching? _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________ Downloaded by SIem Ice ([email protected])  lOMoARcPSD|46770978 Activity 7 Name _______________________________________________ Score: ________________ Course/Year/Section: ___________________________ Instructor: __________ DIRECTION: Complete the graphic organizer by filling in with classroom practices that address the psychological principles of learner-centered learning. Giving group activities Maintain Have brain- Cognitive and proper storming. Metacognitive behavior. Factors Students have freedom of sharing their thoughts. Downloaded by SIem Ice ([email protected])  lOMoARcPSD|46770978 Downloaded by SIem Ice ([email protected])  lOMoARcPSD|46770978 Activity 8 Name _______________________________________________ Score: ________________ Course/Year/Section: ___________________________ Instructor: __________ DIRECTION: Make a similar graphic organizer to address the same task, this time for motivational and affective factors. Downloaded by SIem Ice ([email protected])  lOMoARcPSD|46770978 Activity 9 Name _______________________________________________ Score: ________________ Course/Year/Section: ___________________________ Instructor: __________ Direction: This activity is called “Thinking About Thinking”, this is an example of a metacognitive strategy that can help you improve your learning. Fill-out the table and answer the question under it. Topics What I Know What I Want to What I have Know Learned Principles of Learning Metacognition Is the activity helpful in understanding more about the lesson? Yes/No? Explain your answer. _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ Create your own metacognitive strategy that you think is helpful for student. Discuss the process. _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ Downloaded by SIem Ice ([email protected])  lOMoARcPSD|46770978 Prof Ed 3 Facilitating Learner-Centered Teaching Downloaded by SIem Ice ([email protected])