CRT LEARNING MODULE

Course Code EDU02

Course Title FACILITATING LEARNING
Units 3
Module Title FOCUS ON THE LEARNER

Document No. 001-2020

FACILITATING
Developed by:
LEARNING Issued by:
Ivy Mae A. Flores
Module 4 : Focus on the Page 1
Learner CRT
College for Research & Technology of Cabanatuan

HOW TO USE THIS DIGITIZED LEARNING MODULE

Welcome to the module in Facilitating Learning. This module

contains training materials and activities for you to complete this
module.

The Unit of Competency “Facilitating Learning ”

covers the knowledge, skills and attitudes required as part of the
competencies.

You are required to go through a series of learning activities

in order to complete each learning outcome of the module. Each
of the learning outcomes is provided with Modules. Follow these
activities on your own and answer the self-check at the end of
each learning outcome. You may remove a blank answer sheet at
the end of each module (or get the answer sheets from the online
facilitator) to write the answers for each self-check. If you have
questions, don’t hesitate to ask your facilitator for assistance.

This will be the source of Information for you to acquire

knowledge and skill in this particular trade independently and at
your own pace, with minimum supervision of help from your
instructor.

 Work through all the information and complete the activities

in each section. Read Modules and complete self-check.
Suggested references are included to supplement the
materials provided in this module.
 Most probably your facilitator will be your supervisor or
manager. Your online facilitator will support and correct you.
Document No. 001-2020
FACILITATING
Developed by:
LEARNING Issued by:
Ivy Mae A. Flores
Module 4 : Focus on the Page 2
Learner CRT
  Your facilitator will tell you about the important things you
need consider when you are completing activities and it is
important that you listen and take notes.
 You will be given plenty of opportunity to ask questions and
practice on the job. Make sure you practice new skills during
regular work shifts. This way you will improve both your
speed and memory and also your confidence.
 Talk to more experienced classmates and ask for their
guidance. You may join the forum sessions for question and
answer at the Facebook (FB) GroupWhen you are ready, ask
your facilitator to watch you online via Zoom or Google Meet
to perform the activities outlined in this module. In the
absence of internet, you may record yourself using mobile
phones to be sent later at the school for checking.
 Ask your facilitator work through the activities: ask for
written feedback on your progress. Your facilitator keeps
feedback/pre-assessment reports for this reason. When you
have successfully completed each element, ask the facilitator
to mark on the reports that you are ready for assessment.

IMPORTANT NOTES:

1. Use this module with care. Do not write anything on this

module. Do not put unnecessary marks on any part of the
material.
2. Damaged, or lost modules will be charged at your expense.

Document No. 001-2020

FACILITATING
Developed by:
LEARNING Issued by:
Ivy Mae A. Flores
Module 4 : Focus on the Page 3
Learner CRT
3. Upon finishing this module, kindly return with your quizzes,
activity outputs in long plastic envelope (clear) with Name,
Grade and Track.
4. Read and comprehend the directions for every lessons,
exercises and other activities.
5. Observe honesty in answering the tests and exercises.
6. Try to finish a given activity before proceeding to the next.
7. Allot 3-5 hours per week per subject to read lessons, answer
the exercises and do assignments and output.

Document No. 001-2020

FACILITATING
Developed by:
LEARNING Issued by:
Ivy Mae A. Flores
Module 4 : Focus on the Page 4
Learner CRT
 Contents of this Learning Module

No. Module Topic Code

Title
4 FOCUS Kohlberg’s Module 4.1
ON THE Theory
LEARNER  Stages of Moral
Development

MODULE CONTENT
Document No. 001-2020
FACILITATING
Developed by:
LEARNING Issued by:
Ivy Mae A. Flores
Module 4 : Focus on the Page 5
Learner CRT
MODULE TITLE : Focus on the Learner

MODULE DESCRIPTOR:
This module covers the knowledge, skills, and attitudes in
Theories Related to the Learners Development

Number of Hours:
3 hours

LEARNING OUTCOMES:
At the end of this module you MUST be able to:
1. Determine what are the Theories related to the learners
development,
2. Identify the different proponents of the Theories related to
the learner’s development.
3. Enumerate the Theories related to the learners development

MODULE 4.1

Document No. 001-2020

FACILITATING
Developed by:
LEARNING Issued by:
Ivy Mae A. Flores
Module 4 : Focus on the Page 6
Learner CRT
 Focus on the Learner (Lawrence Kohlberg’s)

Learning Objective: After reading this MODULE, you should be

able to:
1. Analyze the stages of Moral Development,
2. Determine what are the cause of moral development of
one’s child.

Who is Lawrence Kohlberg’s?

• Born in New York City in 1927.
• Graduated from the University of
Chicago in one year.
• Attended Yale and earned a PhD in
psychology.
• Became fascinated by moral
development in children.
• Theorized six stages of human moral
development.

Kohlberg's Stages

1. Pre-conventional level
- Moral reasoning is based on external rewards and
punishments
• Stage 1: The punishment and obedience orientation
• Stage 2: The instrumental purpose orientation

Document No. 001-2020

FACILITATING
Developed by:
LEARNING Issued by:
Ivy Mae A. Flores
Module 4 : Focus on the Page 7
Learner CRT
• Punishments and rewards dominate the sense of right &
wrong
• Morality is externally controlled
• Rules of authority figures must be respected.
• Behaviour that results in punishment are bad
• Behaviour that results in rewards are good

Stage #1: Obedience and Punishment Orientation

Morality is based upon the physical
punishment that follows an action, rather
than right or wrong. The concern is for
self - "Will I get into trouble for doing (or
not doing) it?" Good behavior is
associated with avoiding punishment.

Example: The child won’t grab the candy at the supermarket for
fear of being slapped.
Possible answers for Kohlberg’s dilemma by children of Stage 1.

For stealing: If you let your wife die, you will get into trouble.
You’ll be blamed for not spending your money to save her and
there will be an investigation of you and the druggist for your
wife’s death.

Against stealing: You should not steal the drug because you’ll
be caught and sent to jail if you do. If you do get away, your
conscience would bother you thinking how the police would catch
you at any minute.

Stage #2: Relativist Orientation

Document No. 001-2020

FACILITATING
Developed by:
LEARNING Issued by:
Ivy Mae A. Flores
Module 4 : Focus on the Page 8
Learner CRT
• The concern is "What's in it for me?" Action is judged right if
it helps in satisfying one's needs or involves a fair exchange.

Example: A mother tells her child: “If you are quiet at the mall, I
will buy you an ice cream.” Possible answers for Kohlberg’s
dilemma by children of Stage 2

• For stealing: If you do happen to get caught you could

give the drug back and you
Wouldn’t get much of a sentence. It wouldn’t bother you much to
serve a little jail term if you have your wife when you get out.

• Against stealing: He may not get much of a jail term if

steals the drug, but his wife will probably die before he gets out
so it won’t do him much good. If his wife dies, he shouldn’t blame
himself. It wasn’t his fault that she has cancer.

2. Conventional level
Stage 3: The "good boy-good girl" orientation
Stage 4: The social-order-maintaining orientation
Conventional—laws and rules are upheld simply because they
are laws and rules.
• Needs of Laws and society are the defining features.
• “Don't steal” because it is against the law
• Good behaviour is motivated to maintain the affection and
approval of friends and relatives
• Understand that standards are set for the current social
system, not getting that there is self-interest involved (e.g., no
such thing as a bad law)
Stage #3: Good Boy/Nice Girl Orientation
Document No. 001-2020
FACILITATING
Developed by:
LEARNING Issued by:
Ivy Mae A. Flores
Module 4 : Focus on the Page 9
Learner CRT
People should live up to the expectations
of the family and community and behave
in "good" ways. Good behavior means
having good motives and interpersonal
feelings such as love, empathy, trust, and
concern for others.
Example: Volunteering at a nursing home
is the right thing to do.

Possible answers for Kohlberg’s dilemma by children of Stage 3

• For stealing: Nobody will think you’re bad if you steal the
drug but your family will think you’re an inhuman husband if you
don’t. If you let your wife die, you’ll never be able to look
anybody in the face again.
• Against stealing: It isn’t just the druggist who will think
you are a criminal, everyone else will, too. After you steal it, you’ll
feel bad thinking about how you’ve brought dishonor on your
family and yourself. You won’t be able to face anyone again.

Stage #4: Law and Order Orientation

While stage three actions are more concerned with pleasing your
family, stage four is associated with following society as a whole.
Emphasis is spent on obeying laws to maintain social order.

Example: If you drink and drive you’re endangering the lives of

others on the road, not just yourself.
Possible answers for Kohlberg’s dilemma by children of Stage 4

Document No. 001-2020

FACILITATING
Developed by:
LEARNING Issued by:
Ivy Mae A. Flores
Module 4 : Focus on the Page 10
Learner CRT
• For stealing: If you have any sense of honor, you won’t let
your wife die because you’re afraid to do the only thing that will
save her. You’ll always feel guilty that you caused her death if
you don’t do your duty to her.

• Against stealing: You’re desperate and you may not know

you’re doing wrong when you steal the drug. But you’ll know you
did wrong after you’re punished and sent to jail. You’ll always feel
guilty for your dishonesty and law-breaking.

3. Post-conventional level
- Postconventional—reasoning based on personal moral
standards
• Stage 5: The social-contract orientation
• Stage 6: The universal ethical principle orientation
• Personal moral beliefs and values
• Characterized by references to universal ethical principles
that represent protecting the rights or of all people
• Most adults do not reach this level.

Stage #5: Social Contract Orientation

At stage 4, people want to keep society

functioning. However, a smoothly functioning
society is not necessarily a good one. Nazi
Germany was a well-organized society, but
nine million were murdered in the process.

Document No. 001-2020

FACILITATING
Developed by:
LEARNING Issued by:
Ivy Mae A. Flores
Module 4 : Focus on the Page 11
Learner CRT
At stage 5, people begin to ask, "What makes for a good
society?" They begin to think about society considering the rights
and values that a society ought to uphold.

Possible answers for Kohlberg’s dilemma by children of Stage 5

• For stealing: The law wasn’t set up for these

circumstances. Taking the drug in this situation isn’t really right,
but it’s justified to do it.

• Against stealing: You can’t completely blame someone for

Stealing but extreme circumstances don’t really justify taking the
law in your own hands. You can’t have everyone stealing
whenever they get desperate. The end may be good, but the
ends don’t justify the means.

Stage #6: Universal Ethical Principal Orientation

As human beings we are obligated to live by the principal that “all

men are created equal” regardless of race, religion, sexual
orientation, or political belief. Justice is universal, so unjust laws
must be broken.

Example: Rosa Parks refused to sit in the back of the bus because
it was an unjust law discriminating against African Americans.

Possible answers for Kohlberg’s dilemma by children of Stage 6

Document No. 001-2020

FACILITATING
Developed by:
LEARNING Issued by:
Ivy Mae A. Flores
Module 4 : Focus on the Page 12
Learner CRT
• For stealing: This is a situation which forces him to choose
between stealing and letting his wife die. In a situation where the
choice must be made, it is morally right to steal. He has to act in
terms if the principle of preserving and respecting life.

• Against stealing: Heinz is faced with the decision of

whether to consider the other people who need the drug just as
badly as his wife. Heinz ought to act not according to his
particular feelings toward his wife, but considering the value of all
the loves involved.

Document No. 001-2020

FACILITATING
Developed by:
LEARNING Issued by:
Ivy Mae A. Flores
Module 4 : Focus on the Page 13
Learner CRT