EDUC 311: FACILITATING LEARNER -

CENTERED TEACHING

DIVINE GRACE V. GALORIO

BEEd-III

MODULE 1

LEARNING ACTIVITIES
After thorough reading and deep thoughts on the content, delve on and/or answer
the following as a future educator.

Activity 1

1. In a three paragraph essay, explain the cognitive, metacognitive, motivation, and

affective factors of psychological learner-centered principle of learning in your own
words. Cite at least two classroom situations that apply two principles of these
factors.
- Cognitive factors refer to the mental processes the learners undergo as they
process an information. The way learners think about their thinking as they
engage in mental tasks is the concern of the metacognitive factors. In other
words, cognitive factors are dealing with the teachers play a significant role in
guiding their learners to become active, goal-directed, and self-regulating, and to
assume personal responsibility for their learning. Teachers guides students to be
goal directed. When you're applying a cognitive learning principle, you are acting
on your thought processes and connecting them to your memories, rather than
merely responding to what is happening to you or how you're feeling. Example
in the classroom, the teacher asking the student to reflect on their experience.
How the learners push themselves to learn and how they value learning are the
concerns of the motivational factors. Meanwhile, the affective factors relate to
the attitude, feelings, and emotions that learners put into the learning task.
Motivation plays a very important role in learning. It pertains to an individual’s
inner drive to do something, accomplish something, pursue a goal, learn, and
master a skill, or just discover without necessarily being forced or pushed by
anyone. As teachers and mentors, the most important way to motivate the
students to learn is to present the value of that knowledge or concept to their life.
The learners’ motivation to learn is also partnered by their extended efforts.
 Teachers facilitate learning opportunities and experiences that encourage
learners to exert time and effort and at the same time commitment and
enthusiasm toward a task they have to do and a concept they have to learn.
-

2. Through symbolism, present the development and social factors and individual
differences of learning creatively. In a short paragraph, explain the implications of
the symbolism presented.
- The development and social factors and individual differences of
learning creatively. I believe it is important to first analyze the
word diversity when examining the need for diversity within a
classroom. According to Webster's New Pocket Dictionary,
diversity means variety, a number of different kinds. I often
discuss and read about diversity in terms of cultural backgrounds;
the unification of histories and stories from people from all over
the world. Although, I believe that in a higher-educational setting,
diversity can also be discussed as the acceptance of the various
minds within a classroom. I believe that it is Important to
recognize the thoughts and experiences of others in a learning
environment. Collectively, students learn from teachers, teachers
learn from students, and students learn from their peers.
Part of diversity are communication, collaboration, critical thinking
and creativity.

3. “Variety is a spice of life.” How is this statement applicable in the selection of

instructional strategies, motivational strategies, and affective strategies?
- The statement Variety is a spice of life meaning that doing and seeing a
lot of different things makes life more enjoyable and interesting. Example
we try different king of food that new to our taste, trying different style
that new to our eyes. Just like in teaching this statement is applicable in
the selection of instructional strategies, motivational strategies, and
affective strategies, because just like I said trying different things make
life more enjoyable, in teaching trying different strategies make learning
and teaching more fun and enjoyable. For example, in instructional
strategies, you use only one strategies for the whole year of your class.
What do you think your students enjoy it, no.? We need to try different
strategies that new to our students, they will be excited to learn because
of the new strategies.

4. “This subject is my Waterloo” – a statement most learners attribute to subjects they

find difficult. If you were the teacher, what motivation and affective strategies would
you use to alter this perception and attitude?

- If most students in the subjects, they have difficulty. And if I am the

teacher, the motivation and engaging approach I will use to change the
perception and attitude is, First, I would tell myself to keep it simple.
Then I would review to make sure I knew the subject well enough to stick
to main points. I would then go over those man points with the class and
make sure everyone understood. It’s too common practice of telling
students that the subject is actually not hard - when their previous
experience dictates otherwise - is a poor practice. We are not all the
same. We have different talents, we have different strengths and
weaknesses. Adults as well as students have genuine difficulties with
different subjects. Schools insist they recognize students as individuals
 but when you try to insist that every student have the same perception -
you’re not recognizing that student as an individual. Rather than press
students to alter their perception - alter your instruction.

5. Why is it important for beginning teachers to be aware of the learner-centered

psychological principles for school reform?
- It is important for beginning teachers to be aware of because if they
teach their students they can know what is good or bad. The centered of
teachers is to give their knowledge to their student it is psychological or
basic principles.

6. With your knowledge on the salient features of RA 10533 or the Enhanced Basic
Education Curriculum, what is the importance of applying the learner-centered
psychological principles to teaching?

- The importance of applying the learner-centered psychological principle

to teaching It help the learner, make learning easier and better. Learner-
centered psychological principles 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.
By learning how to solve problems, think critically, apply information, and
integrate knowledge, students can learn to think like experts in a
discipline. Learner-centered teaching encourages students to reflect on
what they are learning and how they are learning it.

7. Do you think that the length of service in teaching guarantees effectiveness in

implementing the learner centered principles? Defend your answer.

- In my own opinion yes, I think the length of the instructional service

guarantees the effectiveness in implementing the student -centered
principles. Because as a teacher who has been in the service for a long
time, you should already know what is good for the learning of your
students. And because of the length of your service as a teacher you are
guaranteed to perform correctly the effectiveness of implementing the
principles.