Republic of the Philippines

Province of Cebu
MUNICIPALITY OF SIBONGA
SIBONGA COMMUNITY COLLEGE
Sibonga.college.cebu@gmail.com
PRELIM COVERAGE

Subject: : Educ 03 Discussion : 1

Facilitating Learning-Centered No.
Teaching
Class : 7:30 am - 9:00 am, TTH (3 Math)
Schedule 9:00 am -10:30 am TTH (3 Eng. A)
10:30 am – 12:00 Noon TTH (3 Eng. B)
4:00 pm – 5:30 pm TTH (3 Science)

Topics : Learner-Centered Psychological Principal

Objectives : At the end of this weekly module, you will have to:

1. explain learner-centered psychological principles;

2. discuss implications of learner-centered psychological principles
for students;
3. analyze specific classroom situations where the learners-centered
psychological principles are used.
4. Explain cognitive, metacognitive, motivational and effective factors
of teaching and learning;
5. Summarize learning using graphic organizers; and
6. Cite classroom situations that manifest the application of the principles.

I. ACTIVITIES

How are learner-centered psychological principles most effective when differential

development within and across physical, intellectual, emotional, and social
domains is taken into account? Your answer must be two paragraphs and every
paragraph must have 30 words. Please do not copy in the context of the module
to make your own ideas, this is a 20-pts score.

II. ABSTRACTION

Learner-Centered Psychological Principal

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.

Psychology plays a very important role in understanding the teaching and

learning process. Psychology is a branch of science that studies human behavior
and helps educators and teachers understand the nature of diversity in learners.
Teachers are now more confident and competent to teach since of a deep
understanding of their learners. They can facilitate learning according to the
learners’ needs. Teaching strategies are made more appropriate for every learner.
Part of human nature is learning, which has been made interesting since the
application of knowledge obtained from psychology.

PROGRAM GOALS

The BSED degree program aims to develop highly motivated and competent
teachers specializing in the content and pedagogy for secondary education.
 THINK
The Learner-Centered Psychology Principles are categorized as follows:

1. Cognitive and metacognitive factors;

2. Motivational and affective factors;
3. Developmental and social factors;
4. Individual differences factors. All of these principles influence the
teaching and learning process (APA, 1997)

Cognitive and Metacognitive Factors

Cognitive factors, refers to the mental processes the learners undergo as they
process information. The way learners think as they engage in mental tasks is the
concern of the metacognitive factors.

1. The learning of complicated subject matter is most effective when it is

an intentional process of constructing meaning from information and
experience.

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. The learning activities and opportunities provided by the teacher are
very important situations where learners can integrate knowledge and
concepts into their experiences. Whenever teachers plan their lessons and
topics, they always need to consider how they can brtog reality in the
classroom. Learners need to have a clear and concrete understanding of
knowledge and concepts presented so that they have to apply them. Learning
through experience is the most effective way of teaching. (Bereiter, 1989)

2. Successful learners, over time and with support and instructional

guidance, can create meaningful, coherent representations of
knowledge.

Learners need to be goal-directed. Teachers have to guide learners in terms

of determining their personal goals. They need to set their goals, not
dictated by others, to ensure their willingness to achieve them. Meaningful
learning takes place when what is presented to learners is very much
related to their needs and interests. When learners have a good
understanding of the concepts discussed in school, they can most likely
reach long-term goals.

3. Successful learners can link new information with existing knowledge

in meaningful ways.

In planning a new lesson to be presented, teachers would usually find it

more effective when they connect the learners’ existing knowledge to new
information. The integration of prior experience to a new concept to be
learned is a way of making connection between what is new and what is
already known. That new knowledge is created from old knowledge is the
very heart of constructivism. Teachers should initiate more opportunities
for learners to share ideas, experiences, observations, and reading as the
need arises. Sharing prior knowledge can be done in creative strategies like
concept mapping group activities, and other collaborative techniques where
learners are also to learn from each other’s experiences.

4. Successful learners can create and use a repertoire of thinking and

reasoning strategies to achieve complex learning goals.
 Strategic thinking is a person’s ability to use knowledge in different ways to
solve problems, address concerns and issues, decrease difficulties in
certain situations, and make sound decisions and judgements in
conditions. Strategies thinkers do not easily give up even in difficult
situations. They are more challenged to find ways to solve a problem no
matter how many times they have already failed. They are not afraid to
commit mistakes because they perceive them as meaningful learning
experience to continuously discover other ways of arriving at solutions.
Teachers are supposed to give them as many opportunities to learn,
experiment, solve, and explore new ideas and concepts. Thus, to motivate
and encourage the learners to be more creative and innovative in their
ideas, opinions, and responses are a must for learners.

5. Higher-order strategies for selecting and monitoring mental operations

facilitate creative and critical thinking.

One of the most challenging roles of the teachers is to develop among their
learner’s higher order thinking skills (HOTS). It means that their learners
can do evaluation, synthesis, analysis, and interpretation of varied
concepts, information, and knowledge. As previously mentioned, learners
develop their thinking skills when they are provided with opportunities and
learning experience to process varied events and situations, specifically if
given real problems. This context means that aside from mastering
information, discovery, problem-solving, creation, and evaluation should
also be integrated into their learning experiences. Assessment tools in
schools should be authentic. Students can make inferences, sound
judgements, and relevant conclusions, and use their learned knowledge to
varied situations. HOTS are very much needed in this fast-changing world.

6. Learning is influenced by environmental factors, including culture,

technology, and instructional practices.

Learning does not only take place inside the classroom. Much of what
learners learn in the classroom with their teachers can only have meaning
one they see concretely in their everyday life. Examples given in the
classroom should be a reflection of their actual life experiences. Digital
tools and instructional practices must be carefully selected to facilitate a
motivating, stimulating, and encouraging learning environment geared
toward effective acquisition of knowledge, concepts, and skills among
learners.

Motivational and Affective Factors

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.

1. How much is learned is influenced by the learner’s motivation

Motivation to learn is influenced by the individual’s emotional states,

beliefs, interests and goals, and habits of thinking. 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. The
level of one’s motivation would also determine the extent of his or her
ability to accomplish desired tasks. The way teachers motivate their
learners is then crucial to make them actively engaged in the learning
process.

In lesson planning the motivation of the lesson sets the positive mindset of
the learners. No matter how new, challenging, and technical a topic is, if
 the level of their motivation is high, they would always find the interest to
participate and get themselves engaged. Meanwhile, if there were no efforts
to motivate learners, then there would also be no engagement to learning.

Teachers and parents’ encouragements, praises, and rewards can boost the
learners’ confidence. They can also establish positive emotional states and
good habits of thinking in individuals. Learners will always feel that
mistakes and errors are normal parts of learning. Teachers should also use
learning materials and strategies that would eradicate learners’ anxiety,
panic, and even insecurities.

2. The learner’s creativity, higher-order thinking, and natural curiosity all

contribute to the motivation in earth.

There are two kinds of motivation – intrinsic and extrinsic motivation.

Intrinsic motivation is manifested when an individual engages in an
activity or task that is personally gratifying. It is personally rewarding, and
there is no expectation of any external or tangible reward. Extrinsic
motivation, meanwhile, is its direct opposite. A person engages in a task
or activity to earn external rewards or to avoid punishment in some
situations. Intrinsic motivation is stimulated by tasks of optimal novelty
and difficulty, relevant to personal interests, and providing for personal
choice and control.

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.
Learning is not only about getting good grades or complying with
requirements, but it is more of knowing why they need to learn such and to
what specific instances in their lives that they would be able to use them.
When what is being taught to the students is presented creatively, it
stimulates their HOTS, enhances their curiosity, and heightens their
interest to learn more about it. Teaching strategies that follow personal
choice, control, collaboration, and creation for learners contribute to a
more heightened intrinsic for learning.

3. Acquisition of sophisticated knowledge and skills requires extensive

learner’s effort and guided practice.

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. It is through the teachers’ encouragement that they will have to do
tasks with quality and not just for compliance’s sake.

Teachers can praise works that have been done well. They can also
acknowledge every little achievement of a person. Teacher can use the
student’s errors or mistakes as opportunities for mentoring. All these raise
a person’s motivation to learn. Positive emotions established in the
classroom as well as with others make learning interesting for everybody in
general. The learning environment can also foster positive emotions when
there is no competition between and among learners, and numeric grades
are just secondary consideration as pieces of evidence of learning.

Developmental and social factors

What are the developmental and social factors?
Developmental factors are the conditions and variables that influence
emotional, intellectual, social, and physical development from conception to
maturity. Examples include parental attitudes and stimulation, peer
relationships, learning experiences, recreational activities, and hereditary
predispositions. As individuals develop, they encounter different opportunities
and experience different constraints for learning. Learning is most effective when
differential development within and across physical, intellectual, emotional, and
social domains is taken into account.

Social Influence of Learning:

Learning is influenced by social interactions, interpersonal relations, and

communication with others.

Individual Differences:

Individual differences factors are found in all psychological

characteristics, physical mental abilities, knowledge, habits, personality and
character traits.

The psychology of individual differences is largely the study of group differences.

This study classifies individuals by age, traits, sex, race, social class and so on,
and observes the differences within and between those groups. Physical, mental,
social and cultural differences etc. are being studied, under individual
differences. – John P.De Ceeceo

Perhaps the first task of every teacher in a class should be to know and study
individual differences among the learners. Individual differences in bodily
appearance and physique, habits and skills, interests and temperaments,
abilities and attainments have already been recognized.

According to Skinner, “Today we think of individual differences as including any

measurable aspect of the total personality.” It is clear from this definition of
individual differences that it comprehends every aspect of human personality
which is in some manner measurable.

Types of Individual Differences:

1. Physical differences:

Shortness or tallness of stature, darkness or fairness of complexion, fatness,

thinness, or weakness are various physical individual differences.

2. Differences in intelligence:

There are differences in intelligence level among different individuals. We can

classify the individuals from super-normal (above 120 I.Q.) to idiots (from 0 to 50
I.Q.) on the basis of their intelligence level.

3. Differences in attitudes:

Individuals differ in their attitudes towards different people, objects, institutions

and authority.
 4. Differences in achievement:

It has been found through achievement tests that individuals differ in their
achievement abilities. These differences are very much visible in reading, writing
and in learning mathematics.

These differences in achievement are even visible among the children who are at
the same level of intelligence. These differences are on account of the differences
in the various factors of intelligence and the differences in the various
experiences, interests and educational background.

5. Differences in motor ability:

There are differences in motor ability. These differences are visible at different
ages. Some people can perform mechanical tasks easily, while others, even
though they are at the same level, feel much difficulty in performing these tasks.

6. Differences on account of sex:

McNemar and Terman discovered the following differences between men and
women, on the basis of some studies:

(i) Women have greater memory skills while men have greater motor ability.

(ii) Handwriting of women is superior while men excel in mathematics and logic.

(iii) Women show greater skill in making sensory distinctions of taste, touch and
smell etc., while men show greater reaction and conscious of size- weight illusion.

(iv) Women are superior to men in languages, while men are superior in physics
and chemistry.

(v) Women are better than men at mirror drawing. Faults of speech etc. in men
were found to be three times the size of such faults in women.

(vi) Women are more susceptible to suggestions while there are three times as
many colour blind men as there are women.

(vii) Young girls take interest in stories of love, fairy tales, stories of the school
and home and day-dreaming and show various levels in their play. On the other
hand boys take interest in stories of bravery, science, war, scouting, stories of
games and sports, stories and games of occupation and skill.

7. Racial differences:

There are different kinds of racial differences. Differences of environment is a

normal factor in causing these differences. Karl Brigham has composed a list on
the basis of differences in levels of intelligence among people who have migrated
to the United States from other countries.

On the basis of these average differences between the races, the mental age of a
particular individual cannot be calculated since this difference is based on
environment.

8. Differences due to nationality:

Individuals of different nations differ in respect of physical and mental
differences, interests and personality etc. "Russians are tall and stout";
"Ceylonese are short and slim"; "Germans have no sense of humour"; "Yellow
races are cruel and revengeful"; "Americans are hearty and frank"; Indians are
timid and peace-loving" and "like observations" enter into our common talk.

9. Differences due to economic status:

Differences in children’s interests, tendencies and character are caused by

economic differences.

10. Differences in interests:

Factors such as sex, family background level of development, differences of race

and nationality etc., cause differences in interests.

11. Emotional differences:

Individuals differ in their emotional reactions to a particular situation. Some are

irritable and aggressive and they get angry very soon. There are others who are of
peaceful nature and do not get angry easily. In particular, an individual may be
so enraged that he may be prepared for the worst crime like murder, while
another person may only laugh at it.

12. Personality differences:

There are differences in respect of personality. On the basis of differences in

personality, individuals have been classified into many groups.

Spranger, for example, has classified personalities into six types:

(a) Theoretical, (b) Economic, (c) Aesthetic, (d) Social, (e) Political, and (f)
Religious.

Jung classified people into three groups:

(a) Introverts, (b) Extroverts, and (c) Ambiverts.

An ambivert is someone who exhibits qualities of both introversion and

extroversion, and can flip into either depending on their mood, context, or goals.
Ambiverts have also been called: Outgoing introverts: An introvert who can be
outgoing in certain situations, around certain people, or when they absolutely
need to.
Trottor divides individuals into:

(a) Stable minded, and (b) Unstable minded.

Stable minded:

With a stable mind comes a healthy and balanced mind, more fulfilling
relationships, the ability to be present in activities, a realistic perspective, better
self-efficacy and self-esteem, and therefore a healthier and more balanced life.

Unstable minded person:

If people are unstable, their emotions and behaviour keep changing because their
minds are disturbed or upset. He was emotionally unstable.
Jordon thinks of personalities into:

(a) Active and (b) Reflective type.

Active Type: Engaging or ready to engage in physically energetic pursuits.

"I needed to change my lifestyle and become more active".

Reflective Type: Providing a reflection; capable of reflecting light or other

radiation. "Reflective glass". Related to or characterized by deep
thought; thoughtful. "a quiet, reflective, astute man"

Thorndike has classified people into four categories on the basis of thinking:
(a) Abstract thinkers, (b) Ideational thinkers, (c) Object thinkers, and
(d) Thinkers in whom sensory experience is predominant.

An abstract thinker looks at the big picture to see how everything fits together—
what's the underlying message, the patterns and structures of the task at hand
and the alternatives to make everything work together? The definition of an
abstract thinker highlights these aspects.

Ideational thinkers is a creative process where designers generate ideas in

sessions (e.g., brainstorming, worst possible ideas). It is the third stage in the
Design Thinking process.

Object-visual thinkers: see the world in pictures, and gravitate towards careers
as designers, artists, architects, mechanical engineers, etc.

Thinker in whom Sensory experiences are the sorts of experiences we have

when we see, hear, touch, smell, or taste something. They provide topics both for
the theory of knowledge and the philosophy of mind.

Terman has classified people into nine classes according to their level of
intelligence:

(a) Genius, (b) Near genius, (c) Very superior, (d) Superior, (e) Average,

(f) Backward, (g) Feebleminded, (h) Dull, and (i) Idiot.

Feebleminded. unable to make intelligent decisions or judgments. lacking in

sense, clear direction, or having less than average intelligence.

It is an admitted fact that some people are honest, others are dishonest, some are
aggressive, others are humble, some are social, others like to be alone, some are
critical and others are sympathetic. Thus, we see that the differences in
personality are dependent on personality traits. Teacher should keep in mind
these differences while imparting education to the pupils.
Causes of Individual Differences:

Some of the main causes of individual differences are as under:

1. Heredity:

One of the most significant and chief causes of individual differences is heredity.
Individuals inherit various physical traits like face with its features, colour of eyes
and hair, type of skin, shape of skull and size of hands, colour blindness,
baldness, stub-finger and tendency to certain diseases like cancer and
tuberculosis, mental traits like intelligence, abstract thinking, aptitudes and
prejudices. Now it is an admitted fact that heredity differences result in the
quantity and rate of physical as well as mental development being different and
different individuals.

2. Environment:

Environment significantly influences individual differences. Changes in child’s

environment are reflected in the changes in his personality. Psychologically
speaking, a person’s environment consists of sum total of stimulation which he
receives from conception until his death.

Environment consists of physical, intellectual, social, moral, political, economic

and cultural forces. All these forces cause individual differences. Modern
psychologists believe that individual differences are caused by both heredity and
environment. Personality is the outcome of mutual interaction between heredity
and environment.

3. Influence of caste, race and nation:

Individuals of different castes and races exhibit very marked differences. It is

generally seen that son of a Kshatriya has a more of courage in him while the son
of a trader has the traits of business.

Similarly, individuals of different nations show differences in respect of their

personality, character and mental abilities. These are the outcome of their
geographical, social and cultural environment.

Castes. each of the hereditary classes of Hindu society, distinguished by relative

degrees of ritual purity or pollution and of social status.

4. Sex differences:

Development of boys and girls exhibits differences due to difference in sex. The
physical development of the girl takes place a year or two earlier than the boys.
Between the age of 11 and 14, girls are taller and heavier than the boys. After 15,
boys start winning the race.

Girls are kind, affectionate, sympathetic and tender while the boys are brave,
hard, choleric, efficient and competent.

5. Age and intelligence:

Physical, intellectual and emotional development is caused by the growth in age.

Many individuals differ because of the differences in intelligence. Individuals who
are below the average in intelligence and mental age find much difficulty in
learning and the average intelligent persons can learn quickly.

6. Temperament and emotional stability:

Some people are by temperament active and quick, while others are passive and
slow, some humorous and others short tempered. Emotional stability of the
individual is differently affected by physical, mental and environmental factors.
Differences in emotional stability cause individual differences.

7. Other Causes:

Interests, aptitudes, achievements, sentiments, character, educational and home

background lead to individual differences.

8. Economic condition and education:

Individual differences are caused by economic condition of the parents and the
education of the children. It is not possible for the children of two economic
classes to have a similarity and equality.

Role of Individual Differences in Education:

One of the important objectives of modern education is the complete development

of the individual. Individuals have different goals, different interests, different
emotional problems and different abilities. We cannot afford to ignore these
individual differences in imparting education to children. Since school work is
planned on group basis it presents a formidable challenge to all teachers.

Hence some practical procedures for adapting school work to individual

differences are suggested:

1. Limited size of the class:

Generally, there are 50 or more than 50 students in a class. In such a large class,
it is not possible for the teacher to pay individual attention to the students. The
size of the class should be small. It should be divided into various units so that
after class-room work their various difficulties may be found out.

2. Proper division of the class:

Now there are separate classes for the students, who have different intelligence.
While bringing about this classification, the teacher should keep in mind the
difference in age, interests, emotional and social qualities.

3. Home task:

The teacher should assign home task to the students while keeping in view the
individual differences.

4. Factor of sex:

Boys and girls are to play different roles in society. Hence the factor of sex should
be kept in mind.

5. Curriculum:
The curriculum should be modified to suit the needs of all types of children. A
large number of subjects should be included in the curriculum so that education
can be provided to each child according to his interests, needs and abilities.
Curriculum should not be rigid but it should be flexible.

If we lay down the same curriculum for all the students, the brilliant students
will not be able to have full mental diet, and the backward students and the
students of lower I.Q. will lag far behind in the class, and they may start playing
truancy from the school.

5. Methods of Teaching:

Methods of teaching should be chosen on the basis of individual differences. It is

not advisable to use the same method of education in the case of all children-
gifted or backward.

6. Educational Guidance:

Teacher should impart educational guidance to the students while keeping in

view their individual differences. He can assist them in the selection of
educational career, selection of subjects, selection of books, selection of hobbies
and co-curricular activities and in many other areas connected with education.

7. Vocational Guidance:

While keeping in view the individual differences the teacher can guide the
students in the vocation that they should adopt.

8. Individual Training:

Many plans and techniques for individualizing instructions have been advocated.

Some of these plans are as under:

(i) Dalton Plan:

This plan was introduced by Miss Helen Parkhurst at Dalton. According to this
plan, the school is regarded as a ‘children house.’ The principles underlying the
plan are freedom, co-operation and allocation of time. The pupils are free to
continue without interruption the work in which they are absorbed, unhindered
by time tables.

They are not taught in classrooms. They are given subjects that suit their
interests. The advantage of this plan is that each pupil is allowed to proceed at
his own rate and in accordance with this individual ability. Thus, the instructions
are completely individualized.

(ii) Morrison Plan:

This Plan was devised by Professor H.Q. Morrison of the University of Chicago.
This plan is based on directed guidance and stresses unit assignment. To
establish learning unit is an important task in the Morrison plan. The plan is
based on individual needs and interests.

(iii) Winnetka Plan:

This plan was instituted by C.W. Washburne in the school of Winnetka, Illinois.
This plan is based on the principle that the pupils should be allowed to follow his
own rate of learning in each of the subjects of his curriculum. Before instituting
this plan, it is observed through an examination that how much an individual
already knows. On the basis of it, specific learning unit is planned for him.

Progress is checked by the pupils himself by means of self-administered tests.

The advantages of this plan are that the backward and the intelligent are to
proceed at their own rates. Moreover, there are no failures since the pupil is
measured against his own progress.

(iv) Contract Plan:

In this plan, the subjects of study are determined like the Dalton method; the
pupil’s progress is measured through tests like the Winnetka method. Thus this
plan is a synthesis of Dalton and Winnetka methods.

(v) Project method:

This method was suggested by Kilpatrick. In this method each member of the
group can work in terms of his interest and ability. Hence this method is also in
the direction of individualization of instructions.

EXPERIENCE
Learners acquire knowledge and skills from the experiences that they
actively engage in. This scenario demands the teachers to be in an active role as
well to effect the intended positive changes to the learners. Initially, teachers’
awareness of students’ background or characteristic is vital input in instructional
design. Common experiences shared by teachers in seminars and training reveal
the varied methodologies and strategies they have in their action researcher to be
effective. Cognition is triggered by the varied types of motivation used by teachers
and the strategies they use to build a more positive affect among the learners.
Likewise, prior knowledge has been found useful in the learners’ metacognitive
thinking. The stock knowledge and skills have developed greater confidence for
the learners to hurdle the task – in the planning of the strategies to solve a task,
in their monitoring of their solving processes, and in evaluating their output.
Based on common experience by teacher, learners achieve more if they effort in
the tasks given to them.

III. PERFORMANCE TASK

I.Read and analyze the statement. If true, write YES before the item; if false, write
NO.

______ 1, Differentiated instruction attempts to resolve diversity of learners in the

classroom.
______ 2. The motivation of a learner from the urban community is similar to
that from the rural area.
_______ 3. The development of higher-order thinking skills is attainable among
the lower years.
_______ 4. Making learning alive and active initiate students’ positive love for the
subject.
_______ 5. Verbal reinforcement, as they seem fitted for the elementary level, are
avoided in the senior high school.
_______ 6. The practice of unlocking difficulties for a difficulties lesson provides
scaffold to the learners?
_______ 7. The assistance of a more advanced students to a slow learner in
explaining the lesson is defeating the purpose of active engagement of
the learner.
______ 8. Praising a slow learner for a little effort exerted is a stepping stone for
his or her progress.
______ 9. Using new technologies in the classroom has more disadvantages and
 advantages, as learners are overwhelmed.
_______10. A teacher who facilities learning becomes the main source of
knowledge
in every lesson in class.

II. In a three-paragraph essay, explain the cognitive, metacognitive, and affective

factors of psychological learner-centered principles in your own words. Cite at
least two classroom situations that apply two principles of these factors.

IV. ASSESSMENT: Answer the following question carefully.

I. Assessment Task:

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

of instructional strategies, and affective strategies?

2. “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?

Your answers will be scored using this rubric

CATEGORY 10 6 5 4
Quality of Information Information Information Information
Information clearly relates clearly relates clearly relates has little or
to the main to the topic. It to the main nothing to do
topic. It provides 1-2 topic. No with the main
includes supporting details and/or topic.
several details and/or examples are
supporting examples. given.
details and/or
examples.
Mechanics No Almost no A few Many
grammatical, grammatical, grammatical grammatical
spelling, or spelling or spelling and spelling and
punctuation punctuation punctuation punctuation
errors. errors. errors. errors.
Organization The Information is The The
information is organized with information is information
very organized well- organized, appears to be
with well- constructed but the organized.
constructed paragraphs. paragraphs
paragraphs are not well-
and constructed.
subheadings.
 II. Complete the graphic organizer by filling in with novel classroom practices
that address the psychological principles of learner-centered learning.

Classroom
Practice

Cognitive
Classroom and Classroom
Practice Metacognitive Practice
Factors

Classroom
Practice

V. APPLICATION

To comply with this activity, please follow the instructions below:

1. Go to Google Classroom:
https://meet.google.com/eaj-pehm-pvb?hs=122&authuser=0 (3Math)
https://meet.google.com/bgc-zudw-zss?authuser=0&hs=122 (3Eng A)
https://meet.google.com/myn-hepi-iub?authuser=0&hs=122 (3Eng B)
https://meet.google.com/szk-nrhf-xgi?authuser=0&hs=122 (3Sciene)
2. From the Home Page, go to “Classwork” and click “Facilitating Learner-Centered
Teaching”.
3. Read the instructions found on “Facilitating Learner-Centered Teaching”.” and
answer them directly.

“Whoever loves discipline loves knowledge, but whoever hates correction is stupid.
Proverbs 12:1
VI. REFERENCE

BOOK

Bulusan. et al. Facilitating Learner-Centered Teaching

Prepared by:

NOVA V. KATIPUNAN, Dev.Ed.D.

Educ. 03 Instructor

Checked by:

CEFERINA L. RODRIGUEZ, LPT, MAED-ET

Program Head, BSED

Approved by:

ATTY. EDWARD MAGLUCOT

College Administrator