Simplified Course Pack (SCP) for Self-Directed Learning PDF

ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached SIMPLIFIED COURSE PACK (SCP) FOR SELF DIRECTED LEARNING EDUC 105 Facil...

ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached SIMPLIFIED COURSE PACK (SCP) FOR SELF DIRECTED LEARNING EDUC 105 Facilitating Learner-Centered Teaching and Learning This Simplified Course Pack (SCP) is a draft version only and may not be used, published or redistributed without the prior written consent of the Academic Council of SJPIICD. Contents of this SCP are only intended for the consumption of the students who are officially enrolled in the course/subject. Revision and modification process of this SCP are expected. SCP-EDUC105 | 1 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION  DEPARTMENT Physically Detached Yet Academically Attached Vision By 2023, a recognized professional institution providing quality, economically accessible, and transformative education grounded on the teachings of St. John Paul II. Mission Serve the nation by providing competent JPCean graduates through quality teaching and learning, transparent governance, holistic student services, and meaningful community-oriented researches, guided by the ideals of St. John Paul II. Core Values Respect Hard Work Perseverance Self-Sacrifice Compassion Family Attachment Graduate Attributes Inquisitive Ingenious Innovative Inspiring Course Code/Title EDUC 105 Course Description Course Requirement Lesson Plan Time Frame 54 Hours Grading System “Based 40” Cumulative Averaging Grading System Periodical Grading = Attendance (5%) + Participation (10%) + Quiz (25%) + Exam (60%) Final-Final Grade = Prelim Grade (30%) + Midterm Grade (30%) + Final Grade (40%) Contact Detail Dean/Program Head Amie P. Matalam, LPT, MM (09953860989)  SCP-EDUC105 | 2 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached  SCP-EDUC105 | 3 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached Welcome Aboard! This course covers the teachers’ task to facilitate learning. The fourteen (14) Learner- Centered Principles of the American Psychological Association (APA) are discussed. As learning facilitators, the course intends to equip teachers to add flavor, vigor, light and life in the classroom. SCP-TOPICS: PRELIM PERIOD TOPICS Week 1 Lesson Title Principles of Learner- Centered Teaching  Learning Outcome(s) Explain the cognitive, metacognitive, motivational, and affective factors of teaching and learning. Cite classroom situations that manifest applications of the principles. Summarize learning using graphic organizers. At SJPIICD, I Matter! LEARNING NTENT!I Terms to Ponder 1. Cognitive – connected with thinking or conscious mental processes 2. Metacognitive – of or relating to metacognition which means knowledge and understanding of one’s thinking 3. Affective- Relating to or arising from, or influencing feelings or emotions The understanding of the teaching and learning process can be explained best through Psychology. Because of the role of Psychology, teachers are now confident and competent to teach because they have now deeply understood the nature of the diversity of learners. More appropriate strategies are being applied to their learners because of the application of knowledge obtained from psychology. 14 Learner – Centered Psychological Principles Category (APA, 1997) 1. Cognitive and Metacognitive Factors 2. Motivational and Affective Factors 3. Developmental and Social Factors 4. 4. Individual Difference Factors Cognitive and Metacognitive Factors Cognitive factor refers to the mental processes the learners undergo as they process an information. On the other hand, the way learners think about their thinking is the metacognitive factor. SCP-EDUC105 | 4 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached 1. Learning of complicated subject matter is most effective when it is an intentional process of constructing meaning from information and experience. An intentional learning environment is one that fosters activity and feedback and creates a culture that promotes metacognition, that is, one in which the learner becomes aware of his or her learning process and can use tools to enhance this learning process (Bereiter & Scramdamalia, 1989). Teachers play a very significant role in leading their learners to  become self- regulated learners. When the teachers plan out well the activities and concepts are related it to real life situations, learning becomes intentional. 2. The successful learner, overtime and with support and instructional guidance can create meaningful, coherent representations of knowledge. Teachers should help students in determining their learning goals. When students are goal- directed, they will show willingness to achieve them. Meaningful learning takes place when what is presented in the classroom are related to their interest. 3. Thesuccessful learner can link new information with existing knowledge in meaningful ways No students go to class with empty heads. Teachers should activate prior knowledge and link it to new concepts. The heart of constructivism dictates that new knowledge is created from the previous one. Hence, teachers should encourage students to share ideas, experience and observations in varied strategies. 4. The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goal Thinking strategically means to solve problems, address issues and concerns and make sound decisions. Strategic thinkers never easily give up and are challenged to think of something better. They always think of solutions and create solutions to prevailing problems. Teachers have to give as many learning opportunities to their students like problem solving, experiments, cases and more. 5. Higher order strategies for selecting and monitoring mental operations facilitate creative and critical thinking This means that teachers should let their students analyze, evaluate, and create as indicated in the Higher Order Thinking Skills (HOTS) of Bloom’s Taxonomy. These can only be developed when students are given the opportunities to process varied events and situations. Assessment tools in schools should be authentic SCP-EDUC105 | 5 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached 6. Learning is influenced by environmental factors, including culture, technology and instructional practices. The classroom is not the only place for learning. Classroom learning may only become meaningful when they are experienced in their everyday life. Technology and other digital tools must be carefully chosen to facilitate a motivating and encouraging learning environment. Motivational and Affective Factors How the learners push themselves to learn and how they value  their learning are the concerns of the motivational factors. Affective factors relate to attitude and feelings learners put into the learning task. 7. Whatand how much are learned are influenced by the learner’s motivation The emotional state of the learner greatly affects his/ her motivation to learn. Motivation pertains to the inner drive to accomplish something. Student engagement can be highly attributed as to how teachers motivate their learners to learn. When motivation is applied in lesson planning, it sets the positive mindset of the students. If student motivation is high, challenging and technical topics will not hinder students from engagement. Motivation can be shown how parents and teachers praise students’ simple achievements. This will eradicate learners’ anxiety and will gain them positive emotions 2. The learner’s creativity, higher – order thinking, and natural curiosity all contribute to the motivation to learn. The two kinds of motivation are intrinsic and extrinsic motivation. When a student engages in an activity or task that is personally gratifying it is intrinsic. When external rewards or to avoid punishment is the cause of action, it is external motivation. Teachers should teach the value of education in a student’s life more than grades. When students are motivated, it stimulates their HOTS. 3. Acquisition of sophisticated knowledge and skills requires extensive learner’s effort and guided practice. The teacher should facilitate learning that will develop the student’s commitment and enthusiasm to a task given. Through giving praise of an SCP-EDUC105 | 6 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached excellent work, students will become motivated. Positive emotions established in the classroom will make learning interesting. SELF-SUPPORT: You can click the URL Search Indicator below to help you further understand the lessons. Search Indicator 1. Retrieved from: Doering, A., & Velestianos, G. (2009) Teaching Instructional Software M.D. I LET’S NITIATE! Activity 1. 1. What is metacognition? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 2. Why should we develop student’s metacognition? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 3. What are the techniques in developing metacognition? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ I LET’S NQUIRE! Activity 1. 1. What motivates you to learn? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 2. What benefits will you get when you develop metacognition? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ I LET’S NFER! Activity 1. Make a collection of five teaching strategies that can develop metacognition. SCP-EDUC105 | 7 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached Week 2 Lesson Title Facilitating Learner – Centered Teaching and Learning Learning Outcome(s) 1. Explain the different factors involve in the teaching and learning. 2. Justify why teachers have to plan the lessons before the actual class.  At SJPIICD, I Matter! I LEARNING NTENT! Terms to Ponder Variables in Instructional Planning (Brown, 19982) 1. The teacher- Attitudes, beliefs, teacher’s content background 2. Student – age, background knowledge, motivational level, interests Student motivation occurs in 2 levels (Eggen & Kauchab, 1992) a. Global- it represents the cumulative effects of all past learning experiences. If these have been successful students come to us confident, alert and eager for new learning b. Lesson specific- more malleable and more readily influenced by the teachers arousing student’s curiosity at the beginning of the lesson can draw them into the lesson and keep them there. 3. Content/Curriculum- the type of content were teaching influences the planning process, textbook being used 4. Learning context- includes district guidelines, school policies and leadership 5. Materials/ resources- teacher first consider activities when they plan ( Peterson, 1986) 6. Time- planning consumes considerable teacher’s time, school calendar SCP-EDUC105 | 8 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached I. TEACHING AND LEARNING STYLES SHOULD MATCH.  SCP-EDUC105 | 9 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached SEVEN MULTIPLE INTELLIGENCES American psychologist Howard Gardner originated the theory of multiple intelligences. Gardner’s theory sought to broaden the range of human abilities that should be considered aspects of intelligence  INSTRUCTIONAL PLANNING Why Teachers Plan Plan provides a form of security and bolsters confidence Planning provides a classroom script to follow as lessons are conducted The environment is simplified through planning by reducing the number of decisions that need to be made Planning allows some degree of flexibility No two teachers teach in the same way; similarly, no two teachers plan in exactly the same way. Teaching is highly personal and involves idiosyncratic processes. Planning helps and lets teacher personalize the curriculum, in a sense, to make it their own (Claok & Yinger, 1979, Mc. Cutcheon, 1982). SCP-EDUC105 | 10 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached The most valuable form of teacher planning at the classroom level is “ the reflective thinking that many teacher engage in before writing a unit or lesson plan, or while teaching a lesson” (Mc. Cutcheon, 1982)  SELF-SUPPORT: You can click the URL Search Indicator below to help you further understand the lessons. Search Indicator 1. Retrieved from: Doering, A., & Velestianos, G. (2009) Teaching Instructional Software M.D. I LET’S NITIATE! Activity 1. 1. Through a graphic organizer, explain the salient features of of the following development theories: a. Psychosexual stages of Development _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ b. Eric- Erickson’s Psycho-social Stages of Development _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ c. Piaget’s stages of Cognitive Development _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ SCP-EDUC105 | 11 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached I LET’S NQUIRE! Activity 1. 1. Compare and contrast Kohlberg’s moral development theory vs. Bronfenbrenner’s Bio-ecological theory. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 2. Explain Lev Vygotsky’s socio-cultural theory. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ I LET’S NFER! Activity 1. What do the following theories intend for the parents and teachers? Theory Parents Teachers 1. Freud 2. Erikson 3. Piaget 4. Kohlberg 5. Vygotsky 6. Bronfenbrenner SCP-EDUC105 | 12 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached Week 3 & 4 Lesson Title Constructivist Theories Learning Outcome(s) Explain terms and concepts associated with cognitive theories. At SJPIICD, I Matter!  I LEARNING NTENT! Terms to Ponder 1. Theory A system of ideas intended to explain something Essential Content Cognitive Learning Theories Cognitive Learning Perspective involves the transformation of environment into knowledge that is stored in the mind. Learning occurs when the new knowledge is acquired or existing knowledge is modified by experience. Among the main issues studied and discussed by cognitive psychologists are: 1. Jean Piaget SCP-EDUC105 | 13 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached  2. Lev Vygotsky Lev Vygotsky (1896-1934) was a Russian psychologist who argued that culture has a major impact on a child’s cognitive development. Piaget and Gesell believed development stemmed directly from the child, and although Vygotsky acknowledged intrinsic development, he argued that it is the language, writings, and concepts arising from the culture that elicit the highest level of cognitive thinking (Crain, 2005). He believed that the social interactions with adults and more learned peers can facilitate a child’s potential for learning. Without this interpersonal instruction, he believed children’s minds would not advance very far as their knowledge would be based only on their own discoveries. Let’s review some of Vygotsky’s key concepts. Zone of Proximal Development and Scaffolding: Vygotsky’s best known concept is the Zone of Proximal Development (ZPD). Vygotsky stated that children should be taught in the ZPD, which occurs when they can almost perform a task, but not quite on their own without assistance. With the right kind of teaching, however, they can accomplish it successfully. A good teacher identifies a child’s ZPD and helps the child stretch beyond it. Then the adult (teacher) gradually withdraws support until the child can then perform the task unaided. Researchers have applied the metaphor of scaffolds (the temporary platforms on which construction workers stand) to SCP-EDUC105 | 14 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached this way of teaching. Scaffolding is the temporary support that parents or teachers give a child to do a task.  3.Gestalt Psychology Gestalt psychology is a school of thought that believes all objects and scenes can be observed in their simplest forms. Sometimes referred to as the 'Law of Simplicity,' the theory proposes that the whole of an object or scene is more important than its individual parts. Observing the whole helps us find order in chaos and unity among outwardly unrelated parts and pieces of information. Gestalt psychology proposes a unique perspective on human perception. According to Gestalt psychologists, we don't just see the world, we actively interpret what we see, depending on what we are expecting to see. A famous French author, Anaïs Nin, who was not a psychologist, framed that idea in an interesting way: 'We do not see the world as it is; we see it as we are.' Gestalt psychology encourages people to 'think outside of the box' and look for patterns. In this lesson, we'll explore the basic principles of Gestalt psychology and the laws of perceptual organization using examples. Some of the other basic laws of perceptual organization include: Proximity Similarity Closure Figure vs. ground Simplicity 4. Robert Gagne’s Conditions of Learning This theory stipulates that there are several different types or levels of learning. The significance of these classifications is that each different type requires different types of instruction. Gagne SCP-EDUC105 | 15 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached identifies five major categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills and attitudes. Different internal and external conditions are necessary for each type of learning.  For example, for cognitive strategies to be learned, there must be a chance to practice developing new solutions to problems; to learn attitudes, the learner must be exposed to a credible role model or persuasive arguments. Gagne suggests that learning tasks for intellectual skills can be organized in a hierarchy according to complexity: stimulus recognition, response generation, procedure following, use of terminology, discriminations, concept formation, rule application, and problem solving. The primary significance of the hierarchy is to identify prerequisites that should be completed to facilitate learning at each level. Prerequisites are identified by doing a task analysis of a learning/training task. Learning hierarchies provide a basis for the sequencing of instruction. In addition, the theory outlines nine instructional events and corresponding cognitive processes: 1. Gaining attention (reception) 2. Informing learners of the objective (expectancy) 3. Stimulating recall of prior learning (retrieval) 4. Presenting the stimulus (selective perception) 5. Providing learning guidance (semantic encoding) 6. Eliciting performance (responding) 7. Providing feedback (reinforcement) 8. Assessing performance (retrieval) 9. Enhancing retention and transfer (generalization). These events should satisfy or provide the necessary conditions for learning and serve as the basis for designing instruction and selecting appropriate media (Gagne, Briggs & Wager, 1992). 5. David Ausubel’s Subsumption Theory Ausubel’s theory is concerned with how individuals learn large amounts of meaningful material from verbal/textual presentations in a school setting (in contrast to theories developed in the context of laboratory experiments). According to Ausubel, learning is SCP-EDUC105 | 16 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached based upon the kinds of superordinate, representational, and combinatorial processes that occur during the reception of information. A primary process in learning is subsumption in which new material is related to relevant ideas in the existing cognitive structure on a substantive, non-verbatim basis.  Cognitive structures represent the residue of all learning experiences; forgetting occurs because certain details get integrated and lose their individual identity. A major instructional mechanism proposed by Ausubel is the use of advance organizers: “These organizers are introduced in advance of learning itself, and are also presented at a higher level of abstraction, generality, and inclusiveness; and since the substantive content of a given organizer or series of organizers is selected on the basis of its suitability for explaining, integrating, and interrelating the material they precede, this strategy simultaneously satisfies the substantive as well as the programming criteria for enhancing the organization strength of cognitive structure.” (1963, p. 81). Ausubel emphasizes that advance organizers are different from overviews and summaries which simply emphasize key ideas and are presented at the same level of abstraction and generality as the rest of the material. Organizers act as a subsuming bridge between new learning material and existing related ideas. SCP-EDUC105 | 17 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached 6. Jerome Bruner The role of structure in learning and how it may be made central in teaching. The approach taken should be a practical one. ‘The teaching and learning of structure, rather than simply the mastery of facts and techniques, is at the center of the classic problem of transfer… If earlier learning is to render later learning easier, it must do so by providing a general picture in terms of which the relations between things encountered earlier and later are made as clear as  possible’ (ibid.: 12). Readiness for learning. Here the argument is that schools have wasted a great deal of people’s time by postponing the teaching of important areas because they are deemed ‘too difficult’. Spiral curriculum – ‘A curriculum as it develops should revisit this basic ideas repeatedly, building upon them until the student has grasped the full formal apparatus that goes with them’ (ibid.: 13). Intuitive and analytical thinking. Intuition is a much neglected but essential feature of productive thinking. Here Bruner notes how experts in different fields appear ‘to leap intuitively into a decision or to a solution to a problem – a phenomenon that Donald Schön was to explore some years later – and looked to how teachers and schools might create the conditions for intuition to flourish. Motives for learning. ‘Ideally’, Jerome Bruner writes, interest in the material to be learned is the best stimulus to learning, rather than such external goals as grades or later competitive advantage. In an age of increasing spectatorship, ‘motives for learning must be kept from going passive… they must be based as much as possible upon the arousal of interest in what there is be learned, and they must be kept broad and diverse in expression. 7. Information Processing Theory The basic idea of Information processing theory is that the human mind is like a computer or information processor — rather than behaviorist notions that people merely responding to stimuli. These theories equate thought mechanisms to that of a computer, in that it receives input, processes, and delivers output. Information gathered from the senses (input), is stored and processed by the brain, and finally brings about a behavioral response (output). Information processing theory has been developed and broadened over the years. Most notable in the inception of information processing models is Atkinson and Shriffin’s ‘stage theory,’ presenting a sequential method, as discussed above, of input- SCP-EDUC105 | 18 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached processing-output. Though influential, the linearity of this theory reduced the complexity of the human brain, and thus various theories were developed in order to further assess the inherent processes.  SELF-SUPPORT: You can click the URL Search Indicator below to help you further understand the lessons. Search Indicator Buchanan, CM., (1982). Are adolescents the victims of raging hormones. Psychological Bulletin, 111, 62-107. Adams, GR. (1985), Ego – identity status, Journal of Personality and Social Psychology, 47, 1091-1104. Conditions of learning (R. Gagne).[ On-line]. Available: http://www.gwu.edu/-tip/gagne.html SCP-EDUC105 | 19 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached I LET’S NITIATE! Activity 1. 1. What are the key points of David Ausubels’ theory? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 2. What are the key points of the Information Processing theory? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 3. What are the key points of Gestalt’s Psychology? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ I LET’S NQUIRE! Activity 1. 1. Try to recall what subject in the elementary have you discussed back in high school? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 2. Describe the difference as to how it was discussed in elementary and in high school. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ I LET’S NFER! Activity 1. 1. Illustrate the theory of Lev Vygostsky in a graphic organizer. SCP-EDUC105 | 20 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached 1. How is the k-12 spiral curriculum applied in the following subjects? a. Math ____________________________________________________________________________________ _ ____________________________________________________________________________________ _ ____________________________________________________________________________________ _ b. Science _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ c. Social Studies _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ SCP-EDUC105 | 21 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached Week 5 & 6 Lesson Title Social Learning and Constructivist Theories  Learning 1. Determine what constructivist theory of Outcome(s) education is. 2. Explain Jerome Bruner’s concept on spiral curriculum. 3. Create a blog advocating constructivism theory in teaching and learning. At SJPIICD, I Matter! I LEARNING NTENT! Terms to Ponder 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’ (Elliott et al., 2000, p. 256). Essential Content Social Learning Theory (Albert Bandura) The social learning theory of Bandura emphasizes the importance of observing and modeling the behaviors, attitudes, and emotional reactions of others. Bandura (1977) states: “Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action.” (p22). Social learning theory explains human behavior in terms of continuous reciprocal SCP-EDUC105 | 22 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached interaction between cognitive, behavioral, an environmental influences. The component processes underlying observational learning are: (1) Attention, including modeled events (distinctiveness, affective valence, complexity,  prevalence, functional value) and observer characteristics (sensory capacities, arousal level, perceptual set, past reinforcement), (2) Retention, including symbolic coding, cognitive organization, symbolic rehearsal, motor rehearsal), (3) Motor Reproduction, including physical capabilities, self-observation of reproduction, accuracy of feedback, and (4) Motivation, including external, vicarious and self-reinforcement. Example The most common (and pervasive) examples of social learning situations are television commercials. Commercials suggest that drinking a certain beverage or using a particular hair shampoo will make us popular and win the admiration of attractive people. Depending upon the component processes involved (such as attention or motivation), we may model the behavior shown in the commercial and buy the product being advertised. Principles 1. The highest level of observational learning is achieved by first organizing and rehearsing the modeled behavior symbolically and then enacting it overtly. Coding modeled behavior into words, labels or images results in better retention than simply observing. 2. Individuals are more likely to adopt a modeled behavior if it results in outcomes they value. 3. Individuals are more likely to adopt a modeled behavior if the model is similar to the observer and has admired status and the behavior has functional value. Constructivist Theory SCP-EDUC105 | 23 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached In elaborating constructivists’ ideas Arends (1998) states that constructivism believes in personal construction of meaning by the learner through experience, and that meaning is influenced by the interaction of prior knowledge and new events. Constructivist learning theory underpins a variety of student-centered  teaching methods and techniques which contrast with traditional education, whereby knowledge is simply passively transmitted by teachers to students. What is the role of the teacher in a constructivist classroom? The primary responsibility of the teacher is to create a collaborative problem-solving environment where students become active participants in their own learning. From this perspective, a teacher acts as a facilitator of learning rather than an instructor. The teacher makes sure he/she understands the students' preexisting conceptions, and guides the activity to address them and then build on them (Oliver, 2000). Scaffolding is a key feature of effective teaching, where the adult continually adjusts the level of his or her help in response to the learner's level of performance. In the classroom, scaffolding can include modeling a skill, providing hints or cues, and adapting material or activity (Copple & Bredekamp, 2009). What are the features of a constructivist classroom? Tam (2000) lists the following four basic characteristics of constructivist learning environments, which must be considered when implementing constructivist teaching strategies: 1) Knowledge will be shared between teachers and students. 2) Teachers and students will share authority. 3) The teacher's role is one of a facilitator or guide. 4) Learning groups will consist of small numbers of heterogeneous students. What are the pedagogical (i.e. teaching) goals of constructivist classrooms? Honebein (1996) summarizes the seven pedagogical goals of constructivist learning environments: 1) To provide experience with the knowledge construction process (students determine how they will learn). SCP-EDUC105 | 24 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached 2) To provide experience in and appreciation for multiple perspectives (evaluation of alternative solutions). 3) To embed learning in realistic contexts (authentic tasks). 4) To encourage ownership and a voice in the learning process (student centered learning).  5) To embed learning in social experience (collaboration). 6) To encourage the use of multiple modes of representation, (video, audio text, etc.) 7) To encourage awareness of the knowledge construction process (reflection, metacognition). Brooks and Brooks (1993) list twelve descriptors of constructivist teaching behaviors: 1. Encourage and accept student autonomy and initiative. (p. 103) 2. Use raw data and primary sources, along with manipulative, interactive, and physical materials. (p. 104) 3. When framing tasks, use cognitive terminology such as “classify,” analyze,” “predict,” and “create.” (p. 104) 4. Allow student responses to drive lessons, shift instructional strategies, and alter content. (p. 105) 5. Inquire about students’ understandings of the concepts before sharing [your] own understandings of those concepts. (p. 107) 6. Encourage students to engage in dialogue, both with the teacher and with one another. (p. 108) 7. Encourage student inquiry by asking thoughtful, open-ended questions and encouraging students to ask questions of each other. (p. 110) 8. Seek elaboration of students’ initial responses. (p. 111) 9. Engage students in experiences that might engender contradictions to their initial hypotheses and then encourage discussion. (p. 112) 10. Allow wait time after posing questions. (p. 114) 11. Provide time for students to construct relationships and create metaphors. (p. 115) 12. Nurture students’ natural curiosity through frequent use of the learning cycle model. (p. 116) SCP-EDUC105 | 25 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached Constructivist Theory (Jerome Bruner) A major theme in the theoretical framework of Bruner is that learning is an active process in which learners construct new ideas or concepts based  upon their current/past knowledge. The learner selects and transforms information, constructs hypotheses, and makes decisions, relying on a cognitive structure to do so. Cognitive structure (i.e., schema, mental models) provides meaning and organization to experiences and allows the individual to “go beyond the information given”. As far as instruction is concerned, the instructor should try and encourage students to discover principles by themselves. The instructor and student should engage in an active dialog (i.e., socratic learning). The task of the instructor is to translate information to be learned into a format appropriate to the learner’s current state of understanding. Curriculum should be organized in a spiral manner so that the student continually builds upon what they have already learned. Bruner (1966) states that a theory of instruction should address four major aspects: (1) predisposition towards learning, (2) the ways in which a body of knowledge can be structured so that it can be most readily grasped by the learner, (3) the most effective sequences in which to present material, and (4) the nature and pacing of rewards and punishments. Good methods for structuring knowledge should result in simplifying, generating new propositions, and increasing the manipulation of information. SCP-EDUC105 | 26 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached SELF-SUPPORT: You can click the URL Search Indicator below to help you further understand the lessons. Arends, R. I. (1998). Resource handbook. Learning to teach (4th ed.). Boston, MA: McGraw-Hill. Brooks, J., & Brooks, M. (1993). In search of understanding: the case for constructivist classrooms, ASCD. NDT Resource Center database. Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs. Washington, DC: National Association for the Education of Young Children. Dewey, J. (1938) Experience and Education. New York: Collier Books. Driscoll, M. (2000). Psychology of Learning for Instruction. Boston: Allyn& Bacon Elliott, S.N., Kratochwill, T.R., Littlefield Cook, J. & Travers, J. (2000). Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freema Bandura, A. (1986). Social Foundations of Thought and Action. Englewood Cliffs, NJ: Prentice-Hall. Bandura, A. (1973). Aggression: A Social Learning Analysis. Englewood Cliffs, NJ: Prentice-Hall. Bandura, A. (1977). Social Learning Theory. New York: General Learning Press.  SCP-EDUC105 | 27 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached I LET’S NITIATE! Activity 1. 1. What is the essence of a constructivist classroom? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 2. What are the key points of the Albert Bandura’s Social Learning Theory? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 3. What are the key points of Jerome Bruner’s theory? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ I LET’S NQUIRE! Activity 1. 1. Try to recall what subject in the elementary have you discussed back in high school? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 2. Describe the difference as to how it was discussed in elementary and in high school. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ I LET’S NFER! Activity 1. 1. How is the k-12 spiral curriculum applied in the following subjects? a. Math _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ b. Science _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ c. Social Studies _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ SCP-EDUC105 | 28 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached Week 7 Lesson Title Behaviorism and Neo Behaviorism Learning 1. Explain the basi priciples of behaviourism. Outcome(s) 2. Determine how to use rewards in the learning process more effectively. I LEARNING NTENT! Terms to Ponder 1. Neutral Stimulus - A stimulus (prior to conditioning) that does not evoke a response. E.g. in Pavlov’s experiments the bell was the neutral stimulus. 2. Unconditioned Stimulus - A feature of the environment that causes a natural reflex action. E.g. in Pavlov’s experiments food was the unconditioned stimulus. 3. Unconditioned Response - A natural response which occurs when the UCS is presented. Pavlov showed the existence of the unconditioned response by presenting a dog with a bowl of food and the measuring its salivary secretions. 4. Conditioned Stimulus – A substitute stimulus that triggers the same response in an organism as an unconditioned stimulus. Simply put, a conditioned stimulus makes an organism react to something because it is associated with something else. E.g. Pavlov’s dog learned to salivate at the sound of a bell. 5. Conditioned Response - The behavior elicited by the C.S. E.g. Salivation when the bell rings. 6. Extinction - The dying out of a conditioned response by breaking the association between the C.S. and the U.C.S. E.g. When the bell was repeatedly rang and no food presented Pavlov’s dog gradually stopped salivating at the sound of the bell. 7. Spontaneous Response - The return of a conditioned response (in a weaker form) after a period of time following extinction. E.g. When Pavlov waited for a few days and then rang the bell once more the dog salivated again. 8. Generalisation - When a stimulus similar to the C.S. also elicits a response. E.g., if a dog is conditioned to salivated to the sound of a bell, it may later salivate to a similar sounding bell. SCP-EDUC105 | 29 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached 1. Ivan Pavlov’s Classical Conditioning  Pavlov (1902) started from the idea that there are some things that a dog does not need to learn. For example, dogs don’t learn to salivate whenever they see food. This reflex is ‘hard-wired’ into the dog. In behaviorist terms, food is an unconditioned stimulus and salivation is an unconditioned response. (i.e., a stimulus-response connection that required no learning). Classical conditioning (later developed by Watson, 1913) involves learning to associate an unconditioned stimulus that already brings about a particular response (i.e., a reflex) with a new (conditioned) stimulus, so that the new stimulus brings about the same response. 2. Edward Lee Thorndike’s Connectionism Theory SCP-EDUC105 | 30 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached From his work with animals he inferred “as necessary steps in the evolution of human faculty, a vast increase in the number of associations” (p. 108). A decade and a half later he expanded on the theme of human learning in a three volume series entitled, Educational psychology, with volume titles, The original nature of man (1913a), The psychology of learning (1913b), and Mental work and fatigue and individual differences and their causes (1914b). The material in these books was very comprehensive and targeted advanced students of psychology. He summarized the fundamental subject matter of the three volumes in a single, shorter textbook entitled, Educational psychology: briefer course (Thorndike, 1914a). In these volumes Thorndike provided a formative culmination of his theory of learning in the form of three laws of learning: 3. Bhurrus Frederick Skinner’s Operant Conditioning SCP-EDUC105 | 31 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached Operant conditioning is a method of learning that occurs through rewards and punishments for behavior. Through operant conditioning, an individual makes an association between a particular behavior and a consequence (Skinner, 1938).... Skinner's views were slightly less extreme than those of Watson (1913). Operant conditioning, sometimes referred to as instrumental conditioning, is a method of learning that employs rewards and punishments for behavior. Through operant conditioning, an association is made between a behavior and a consequence (whether negative or positive) for that behavior.  For example, when lab rats press a lever when a green light is on, they receive a food pellet as a reward. When they press the lever when a red light is on, they receive a mild electric shock. As a result, they learn to press the lever when the green light is on and avoid the red light. SCP-EDUC105 | 32 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached Neo Behaviorism 1. Tolman’s Purposive Behaviorism  Purposive behaviorism is a branch of psychology that was introduced by Edward Tolman. It combines the objective study of behavior while also considering the purpose or goal of behavior. Tolman thought that learning developed from knowledge about the environment and how the organism relates to its environment. SELF-SUPPORT: You can click the URL Search Indicator below to help you further understand the lessons. Search Indicator http://www.gwu.edu/-tip/thorndike:html http://www.gwu.edu/-tip/skinner:html http://www.gwu.edu/-tip/tolman:html SCP-EDUC105 | 33 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached I LET’S NITIATE! Activity 1. 1. What is the implication of learning behaviorism theory in teaching? ______________________________________________________________________________ ______________________________________________________________________________  ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ I LET’S NQUIRE! Activity 1. 1. Explain how to use rewards in the learning process effectively. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. Explain the basic principles of behaviourism ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ SCP-EDUC105 | 34 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached I LET’S NFER! Activity 1. Desired behavior Positive Reinforcement Negative Reinforcement 1. Listen to teacher’s discussion 2. Win the speech choirs contest 3. Pass Math exam SCP-EDUC105 | 35 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached Week 8 Lesson Title Learners with Exceptionalities Learning 1. describe the basic categories of exceptional learners. Outcome(s) 2. demonstrate “people first” language when referring to exceptional learners and advocate for its use. At SJPIICD, I Matter! I LEARNING NTENT! Terms to Ponder 1. Disability is a measurable impairment or limitation that interferes with a person’s ability. 2. Handicap is a disadvantage that occurs as a result of a disability or impairment. Categories of Exceptionalities Specific Cognitive or Academic Difficulties  Learning Disabilities involve difficulties in specific cognitive processes like perception, language, memory or metacognition that are not due to other disabilities. 1. Dyslexia Dyslexia is perhaps the best known learning disability. It is a learning disorder that impedes the student’s ability to read and comprehend a text. There are a variety of ways in which this disability can be manifested. Some people struggle with phonemic awareness, which means they fail to recognize the way words break down according to sound. Similar problems can occur with phonological processing, wherein students cannot distinguish between similar word sounds. Other issues relate generally to fluency, spelling, comprehension and more. Students may experience one reading issue or multiple issues when struggling with dyslexia. 2. ADHD Attention Deficit/Hyperactivity Disorder has affected more than 6.4 million children at some point. While there is some debate as to whether or not ADHD is a learning disability in the most technical sense, there is no doubt that it is a common learning impediment. Students who have ADHD have difficulty paying attention and staying on task. These students can be easily distracted and often have difficulty in traditional school settings. Experts link ADHD with the structure of the brain, and there is evidence that ADHD SCP-EDUC105 | 36 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached may have a genetic component as well. Unlike typical learning disabilities, which need instructional interventions, ADHD can be successfully treated with medications and behavioral therapies. 3. Dyscalculia Math is another major area of concern when it comes to learning disabilities. While difficulty with reading can affect a student’s ability in math, some students also suffer from dyscalculia, which is a disorder that specifically affects one’s math capabilities. Dyscalculia can range from an inability to order numbers correctly and extend to limited strategies for problem solving. Students with math disorders may have trouble performing basic math calculations, or they may have difficulty with concepts like time, measurement or estimation. 4. Dysgraphia While reading disabilities receive the most attention, writing disabilities can be equally difficult to overcome. These disabilities are known as dysgraphia. Dysgraphia can be related to the physical act of writing. These students often cannot hold a pencil correctly, and their posture may be tense while trying to write. This leads them to tire easily, causing discouragement that further inhibits progress. Dysgraphia can also refer to difficulty with written  expression. With this type of disability, students have trouble organizing their thoughts coherently. Their writing may be redundant or have obvious omissions that affect the quality and readability of the text. Dysgraphia may also cause students to struggle with basic sentence structure and grammatical awareness. 5. Processing Deficits Learning disabilities are also connected to processing deficits. When students have a processing deficit, they have trouble making sense of sensory data. This makes it hard for students to perform in a traditional classroom without instructional supports. These deficits are most often auditory or visual, and they can make it hard for students to distinguish and remember important information that is needed to succeed. These five learning disabilities can manifest with varying degrees of severity, and some students may struggle with more than one. By understanding these disabilities, it is possible to find workable solutions so that every student can succeed in the classroom. Attention Deficit Hyperactivity Disorder (ADHD) is manifested in either or both of these: focusing and maintaining attention, and recurrent hyperactive and impulsive behaviour. SCP-EDUC105 | 37 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached Speech and Communication Disorders is a difficulty in spoken language including voice disorders, inability to produce the sounds correctly, stuttering, and difficulty in spoken language comprehension that significantly hamper classroom performance. Social/ Emotional and Behavioral Difficulties Autism is a condition manifested by different levels of impaired social interaction and communication, repetitive behaviors, and limited interests. Individuals with Autism usually have an intense need for routine and predictable environment. Mental Retardation refers to significant sub- average intelligence and deficits in adaptive behaviour. There is difficulty in managing activities of daily living and in conducting themselves appropriately in social situations. Emotional/Conduct Disorders. This involves the presence of emotional states like depression and aggression over a considerable amount of time that they notably disturb learning and performance in school. Physical Disabilities and Health impairments Physical and Health impairments. This involves physical or medical conditions (usually long-term) including one or more of these: (1) limited energy and strength, (2) reduced mental alertness, and/or (3) little muscle control. Severe and Multiple Disabilities. This refers to the presence of two or  more different types of disability, at times at a profound level. The combination of disabilities makes it necessary to make specific adapatations and have more specialized educational programs. Sensory Impairments Visual Impairments. These are conditions when there is malfunction of the eyes or optic nerves that hinders perception of normal vision even with corrective lenses. Hearing Impairments. These involve malfunction of the ear or auditory nerves that hinders perception of sounds within the frequency range of normal speech. Giftedness Giftedness. This involves a significantly high level of cognitive development. There is unusually high ability or aptitude in academic subjects, creativity, visual or performing arts or leadership. People First Language Avoiding generic labels (people with mental retardation than mentally retarded) Emphasizing abilities, not limitations (uses a wheelchair than confined to a wheelchair) Avoiding euphemisms (such as physically challenged) Aoviding implying illness or suffering ( had polio is preferable to a polio victim) SCP-EDUC105 | 38 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached SELF-SUPPORT: You can click the URL Search Indicator below to help you further understand the lessons. Search Indicator Arends, R. I. (1998). Resource handbook. Learning to teach (4th ed.). Boston, MA: McGraw-Hill. Brooks, J., & Brooks, M. (1993). In search of understanding: the case for constructivist classrooms, ASCD. NDT Resource Center database. Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs. Washington, DC: National Association for the Education of Young Children. Dewey, J. (1938) Experience and Education. New York: Collier Books. Driscoll, M. (2000). Psychology of Learning for Instruction. Boston: Allyn& Bacon Elliott, S.N., Kratochwill, T.R., Littlefield Cook, J. & Travers, J. (2000). Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freema Bandura, A. (1986). Social Foundations of Thought and Action. Englewood Cliffs, NJ: Prentice-Hall. Bandura, A. (1973). Aggression: A Social Learning Analysis. Englewood Cliffs, NJ: Prentice-Hall. Bandura, A. (1977). Social Learning Theory. New York: General Learning Press.  SCP-EDUC105 | 39 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached I LET’S NITIATE! Activity 1. 1. What is meant by people first language? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 2. What is the difference between a handicap and a disability? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 3. Can a non-SPED teacher handle students with disablity? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________  I LET’S NQUIRE! Activity 1. What are the characteristics of the following? a. Autism _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ b. ADD _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ c. ADHD _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ SCP-EDUC105 | 40 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached I LET’S NFER! Activity 1. Watch any of the following films: a. I am Sam b. Gifted c. The Life of Helen Keller 1. What disability/ exceptionality is featured? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 2. What difficulties were encountered by the characters with exceptionality/disability? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________  SCP-EDUC105 | 41 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached Week 9 Lesson Title Educating the Whole Child Learning 1. Determine how to educate the whole child; Outcome(s) 2. Recommend teaching strategies that will help develop the whole child. I LEARNING NTENT! Terms to Ponder The Healthy Learner Research confirms that students do better in school when they are emotionally and physically healthy. They miss fewer classes, are less likely to engage in risky or antisocial behavior, concentrate more, and achieve higher test scores. Unfortunately, too many students go to class in less than optimal health. Regular physical activity can improve the health and quality of life of people of all ages (HealthyPeople.gov, n.d.); however, only 17 percent of high school students currently meet the recommended daily amount (Eaton et al., 2010). Over the past three decades, childhood obesity rates in the United States have tripled. Today nearly one third of U.S. children are overweight (U.S. Centers for Disease Control and Prevention, 2008), and almost 17 percent of children and adolescents are obese (Ogden, Carroll, Kit, & Flegal, 2012).  Research shows that one of five children and adolescents experiences symptoms of a mental health illness (Eaton et al., 2010), and as many as 80 percent may go untreated (Breslau, 2010). Children and adolescents with mental disorders are at much greater risk for dropping out of school and suffering longterm impairments (Breslau, 2010). Research shows that programs offering breakfast at no cost to all children, regardless of income, during the first part of the school day dramatically increase student participation in school breakfast (Food Research and Action Center, 2009). However, only 9.7 million of the 20 million low-income students who are eligible for a school breakfast receive it (Share our Strength, 2012). Improved health can also improve attendance at school. Higher rates of absenteeism have been reported for those students who are overweight; suffer from asthma; or have poor health status, diet, or lack of sleep. Studies have also shown that health-related absenteeism can be reversed by increasing access to services and increasing physical activity. (Basch, 2010). The Safe Learner Feeling safe at school translates into higher academic achievement, increased student well-being, and greater engagement, according to numerous studies. Children who don’t feel safe can’t concentrate on their studies, don’t connect with their classmates, or don’t go to school at all. Students engaged in school-based social and emotional learning attained higher grades and scored 11 percentile points higher on academic achievement tests than peers who did not engage in such learning (Collaborative for Academic, Social and Emotional Learning, 2008). Victims of crime or violence at school are likely to experience loneliness, depression, and adjustment difficulties, and they are more prone to truancy, poor academic performance, dropping out of school, and violent behaviors (Robers, Zhang, Truman, & Snyder, 2010). SCP-EDUC105 | 42 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached Twenty percent of youth report being bullied on school grounds in the past 12 months (Eaton et al., 2012), and nearly 6 percent of students skipped school at least once in the past 30 days because of concerns for their own safety (Eaton et al., 2012). Eight out of 10 lesbian, gay, bisexual, or transgender students report being verbally harassed, and more than one-third were physically harassed in the past 12 months (Kosciw, Greytak, Bartkiewicz, Boesen, & Palmer, 2012). The Engaged Learner To learn at their best, students must be engaged and motivated. Substantial research shows that students who feel both valued by adults and a part of their schools perform better academically and also have more positive social attitudes, values, and behavior. Plus, they are less likely to engage in drug use, violence, or sexual activity. After-school programs can promote academic achievement, but their success requires targeted investment, stakeholder commitments, focused academic support, quality programming, and a process of continual improvement. 66 percent of surveyed students reported being bored in every class or at least every day in school. Of these students, 98 percent claimed that the material being taught was the main reason for their boredom; 81 percent thought their subject material was uninteresting, while two out of three students found that the material lacked relevance. (Yazzie-Mintz, 2010) In 2009, only 75 percent of U.S. public high school diploma recipients graduated on time, indicating that one quarter of public high school  students either did not graduate on time, received alternative completion certification, or dropped out (Stillwell, 2010; America’s Promise, 2012). As students age, their level of school engagement tends to decrease—from a peak in elementary school through a significant dip in middle and early high school to a slight increase in later high school (Lopez, 2010). The Supported Learner In addition to improving students’ academic performance, research shows that supportive schools also help prevent a host of negative consequences, including isolation, violent behavior, dropping out of school, and suicide. Central to a supportive school are teachers, administrators, and other caring adults who take a personal interest in each student and in the success of each student. Learning environments that focus on caring student-teacher relationships, students’ social and emotional needs, and high expectations result in students who perform better academically; are more likely to attend school; and have significantly lower rates of emotional distress, violence, delinquency, substance abuse, and sexual activity (Collaborative for Academic, Social and Emotional Learning, 2008). When asked to identify words or phrases that best described the teacher who had the most positive influence in their life, people in the United States responded with the word caring, followed by encouraging, interesting, personable, and of high-quality (Bushaw & Lopez, 2010). A student-counselor ratio of 250 to 1 is recommended by the American School Counselor Association, though the nationwide average is 471 to 1 (American School Counselor Association, 2012). Of students who have considered dropping out, 16 percent identified “No adults in the school cared about me” as a reason for thinking about dropping out, and 9 percent of the respondents stated that “Adults in the school encouraged me to drop out” (Yazzie-Mintz, 2010). SCP-EDUC105 | 43 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached SELF-SUPPORT: You can click the URL Search Indicator below to help you further understand the lessons. Search Indicator Achieve. (2011, February). Closing the expectations gap: Sixth annual 50-state progress report on the alignment of high school policies with the demands of college and careers. Washington, DC: Author. Retrieved from http://www.achieve.org/ ClosingtheExpectationsGap2011 American School Counselor Association. (2012). Student-to-school-counselor ratio 2010– 2011. Retrieved from http://www.school counselor.org/files/Ratios10-11.pdf Basch, C. E. (2010, March). Healthier students are better learners: A missing link in school reforms to close the achievement gap. Equity Matters, 6. HealthyPeople.gov. (n.d.). Physical activity. Retrieved from http://healthypeople.gov/2020/ topicsobjectives2020/overview.aspx?topicid=33 I LET’S NITIATE! Activity 1. 1. How do make a healthy learner? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 2. How do we make an engaged learner? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 3. How do we make a supported learner? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ I LET’S NQUIRE! Activity 1. 1. Why should we educate the whole child? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ SCP-EDUC105 | 44 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached 2. Why should we not focus on the cognitive aspect only? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ I LET’S NFER! Activity 1. 1. In what case/s should we refer the student to the Guidance Counselor?  SCP-EDUC105 | 45 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached Week 10 Lesson Title Organization and Management of Learner-Centered Classrooms Learning 1. Apply the principles of classroom Outcome(s) management; 2. Determine what a proactive classroom is. I LEARNING NTENT! Terms to Ponder Principles of Classroom Management 1. Consistent, proactive discipline is the crux of effective classroom management “ Prevention is better than cure”, so goes the adage. If we are proactive in our approach to discipline we prevent unnecessary disciplinary problems form cropping up. We have not to wait disciplinary problems to erupt for us to take a move. It is analogous to picking up a banana peeling when we see one scattered along the sidewalk, before anyone will slip and break his or her bones. We may pick up the banana peeling after the accident but it is quite late for damage has already been done. In short, let us anticipate potential problem and nip them in the bud. SCP-EDUC105 | 46 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached To be consistent in our classroom management, we apply at all times established rules and policies to all pupils regardless of creed, color, economics status, ACADEMIC STANDING IN CLASS. We DO not say this and do another. That will be a blow to our credibility. 2. Establish routines for all daily tasks and needs. Routinnized collection of assignments, passing of papers, and preparation for experiment saves a lot of time and effort. We have not to explain or instruct our pupils on how to do it oftentimes. Students should already know what to do under what condition. Routine procedures give rise to orderly learning environment and maximum and optimum use of precious time. Doyle says “routinization makes classroom activities less susceptible to breakdowns and interruptions because students know the normal sequence of events and  what is expected of them.”(Ornstein,p.96) 3. Orchestrate smooth transitions and continuity of momentum throughout the day 4. Strike a balance between variety and challenge in students’ activities 5. Be aware of all actions and activities in the classroom. 6. Resolve minor inattention and disruption before they become major disruptions. 7. Reinforce positive behavior. Be generous with genuine praise. 8.Treat minor disturbances clamly. 9.Work out a physical arrangement of chairs that facilitates an interactive teaching- learning process. 5 Principles of Outstanding Classroom Management When we asked our community for their best classroom management practices, over 700 ideas rolled in. By Samer Rabadi, Betty Ray 1. TAKE CARE OF YO URSE LF TO TAKE CARE OF YOUR S T UD EN TS As the airline safety videos say: Put on your own oxygen mask first. To learn effectively, your students need a healthy you, said our experienced teachers. So get enough sleep, eat healthy food, and take steps to attend to your own well-being. In her first year of teaching, Jessica Sachs “was working 15-hour days and was completely stressed out. My husband finally said to me, ‘The most important thing that you do at school is make decisions. If you are too tired to do that properly, it won’t matter how well -prepared you were the night before.’” A few deep breaths can go a long way to helping you identify frustration before you act on it. Mindy Jones, a middle school teacher from Brownsville, Tennessee, notes that “a SCP-EDUC105 | 47 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached moment of patience in a moment of frustration saves you a hundred moments of regret.” Countless studies corroborate the idea that self-care reduces stress, which can deplete your energy and impair your judgment. While self - care is more of a habit or practice for your own well-being than an actual classroom management strategy, the benefits include improved executive function, greater empathy, and increased resilience—all qualities that will empower you to make better decisions when confronted with challenging classroom situations.  2. FOCUS ON BU ILD I NG R EL A T IONSH IPS This was the theme we heard the most: Building healthy student - teacher relationships is essential to a thriving classroom culture, and even sets the stage for academic success. The phrase “build relationships” occurred 27 times during the Facebook and Instagram discussions, and other variants of that wording appeared 78 times. “Rapport is huge!” confirmed middle school teacher Kim Manzer, before adding that she always makes the time to talk to students as a whole class or one on one. Simple efforts like greeting kids outside the classroom before the start of the day pay outsized dividends. “They appreciate it so much when I just stop to listen and take interest.” Teacher Amanda Tait from Prince George, British Columbia, adds a little spice to the ritual: “I always meet them at the door and we do a ‘high-five, chicken-five,’ touching elbows with a ‘wing.’” Yes! We high-five, chicken-five in agreement. Many educators noted that a teacher’s ability to balance warmth and strong boundaries is key to successful relationships—and classroom management. “Be consistent but flexible. Love them unconditionally, but hold them accountable. Give them voice but be the leader,” said Rae Rudzinski. SCP-EDUC105 | 48 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached 3. S E T R UL ES , BOU ND AR IES , A ND EXP EC TA T IONS (A ND DO I T E ARL Y ) Students don’t thrive amid chaos. They need some basic structure— and consistency—to feel safe and to focus. But maintaining a culture of mutual respect doesn’t mean your goal is to “make pals,” noted middle school reading coach Heather Henderson. “You can’t be their friend. You can be kind, loving, and supportive, but you still have to be their teacher.” Establish the code of conduct early in the year, and be sure that everyone—including the teacher—makes an effort to stay true to it. Predictability counts: “Follow through with rewards and consequences. If you say it, mean it. And if you mean it, say it. Be clear, be  proactive, and be consistent,” said Lori Sheffield. There was broad consensus among educators that modeling appropriate classroom behavior sets the tone for children: “You make the weather,” said Diana Fliginger from Minot, North Dakota. “Your attitude as the teacher really determines what the tone and environment of your classroom is like. If you want calm and productive, project that to your kids.” Many others cautioned that while enforcing rules consistently is critical, it’s important to pick your battles too—especially if those confrontations are going to be public: “Instead, say, ‘You and I will talk about this later,’” advises Denise Tremblay Drapeau. “That way you can still address the issue while saving face. It completely changed the vibe in my classroom.” 4. T AK E A S TRE NG TH -BASED APPROA CH In a long back-and-forth about classroom management practices, it might have been the most memorable quote: “Find ways to make your hardest kid your favorite kid,” said Karen Yenofsky, turning a nearly perfect phrase and triggering an avalanche of teacher love. “When you connect with them... it makes everything smoother.” That’s not easy, of course. A strength-based lens means never forgetting to look beneath the surface of behavior, even when it’s inconvenient. “Find the root of the problem,” urged teacher Judi Michalik of Bangor, Maine. “I have never met a student that doesn’t want to be successful. If they are misbehaving it is kind of like when SCP-EDUC105 | 49 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached a baby cries; there is something wrong in their world. If they are misbehaving for attention then find out why they need the attention and how you can give them what they need.” And don’t forget to continue to work to deepen the connection, being mindful of the context and using language thoughtfully. “Don’t sound surprised when remarking on struggling students’ successes,” said Jenni Park, a teacher from Asheville, North Carolina. “Instead of saying, ‘Wow! That was amazing,’ it’s better to say, ‘I’m proud of you, but not surprised. I always knew you could do it.’” Finally, cultural differences can also play an unconscious role in our expectations of whether a student will succeed, so it’s important to reflect on any stereotypes that come up for you. “Don't look at a single one of your kids as if they are deficit and in need of ‘guidance’ to become better,” says  elementary educator Elijah Moore, drawing over 230 positive reactions. “Cultural difference does not equal cultural deficiency.” 5. IN VO L VE P AR EN TS AND G UARD I ANS “Never forget that every student is someone’s child,” writes Molly Francis, echoing many teachers in our thread. “Parents/guardians/caregivers want to hear that you see the good in their child. A positive connection with home can often help in the classroom.” The popular apps Remind and ClassDojo were frequently praised, and appear to be well on the way to replacing phone calls—both from teachers to guardians, and in the other direction, too. “Let’s be honest,” wrote middle school teacher Kristin Ward. “If some parents had my personal cell number they would be calling all the time!” The majority of teachers send home reports of both positive and negative behaviors—it’s critical to do the former, too—and also use email and text services to communicate about upcoming events, due dates, and student progress. “Catch them doing good and call their parents to let them know you noticed,“ suggests Barbara Rawson. And Kim Manzer (she’s so nice we quoted her twice) reminds fellow SCP-EDUC105 | 50 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached teachers that the benefits of parental communication find their way back to the classroom: “It’s important that parents are involved and know what’s going on so they can support and reinforce at home.” SELF-SUPPORT: You can click the URL Search Indicator below to help you further understand the lessons. Search Indicator Achieve. (2011, February). Closing the expectations gap: Sixth annual 50-state progress report on the alignment of high school policies with the demands of college and careers. Washington, DC: Author. Retrieved from http://www.achieve.org/ ClosingtheExpectationsGap2011 American School Counselor Association. (2012). Student-to-school-counselor ratio 2010– 2011. Retrieved from http://www.school counselor.org/files/Ratios10-11.pdf Basch, C. E. (2010, March). Healthier students are better learners: A missing link in school reforms to close the achievement gap. Equity Matters, 6. HealthyPeople.gov. (n.d.). Physical activity. Retrieved from http://healthypeople.gov/2020/ topicsobjectives2020/overview.aspx?topicid=33  SCP-EDUC105 | 51 ST. JOHN PAUL II COLLEGE OF DAVAO COLLEGE OF TEACHER EDUCATION DEPARTMENT Physically Detached Yet Academically Attached I LET’S NITIATE! Activity 1. 1. As classroom managers, teachers wear many hats, in what way teachers become a nurse? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 2. carpenter? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 3. guidance counselor? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ I LET’S NQUIRE! Activity 1. 1. Cite five evidences that will prove an excellent management skills of a teacher. _____________________________________________________________________________________ _____________________________________________________________________________________ ____________________________