A

CAREER PORTFOLIO

Presented to:
OSCAR C. LINGA, DD. PHD
Instructor

Member of the Faculty of Education Department

Grace Mission College, Catiningan, Socorro, Oriental Mindoro

In partial fulfillment of the requirements for the

Facilitating Learner-Centered Teaching
Leading to the Degree of Bachelor of Secondary Education

Presented by:
James Ivan Alda Javier
1st year Block-B
BSED Major in English

2nd Semester for S.Y. 2020-2021

 TABLE OF CONTENT

SECTION 1 UNDERSTANDING LEARNING

CHAPTER 1 Learner-Centered Theories of Learning

(page 15, 16, 17 & 18)

CHAPTER 2 Child Adolescent, and Adult Learning

(page 24, 25 & 27)

CHAPTER 3 Declarative, Procedural, and Functional Knowledge

(page 35 & 36)

SECTION 2 DIMENSIONS OF LEARNER-CENTERED LEARNING

CHAPTER 4 Developmental and Socio-Cultural Dimensions of Learning

(page 46, 47 & 48)

CHAPTER 5 Social interactions, Interpersonal Relations, and

Communications in the Learning Process

(page 53 & 54)

CHAPTER 6 Research Findings on the Influences of Developmental and

Socio-Cultural Dimensions of Learning

(page 61 & 62)

CHAPTER 7 Significance of Developmental and Socio-Cultural Dimensions

Of Learning in Selecting Strategies and Methodologies

 (page 69 & 70)

SECTION 3 INDIVIDUAL DIFFERENCES IN LEARNING

CHAPTER 8 Concepts in Individual Differences in Learning

(page 82, 83, 84, 85 & 86)

CHAPTER 9 Different Styles of Learning

(page 97, 98, 99, 100 & 101)

CHAPTER 10 Children with Special Needs

(page 111, 112, 113, 114 & 115)
 SECTION 1
CHAPTER 1
EXPLORE pg. 15
ACTIVITY
View of View of View of
Description/Definition
Knowledge Learning Motivation

1. Constructivism learning -Focuses on -This is crucial -Help them create

theory learning as an to helping their own process
active process, many kinds of and reality based
-is based on the idea that personal and students take on their own past.
students actually create their unique for their own
own learning based on their each student. experiences
previous experience and include
them in their
learning.

2. Connectivism learning -This can be -Hobbies, -They can help

theory connections goals, and create
with each people can all connections and
-it focuses on the idea that other, or be connections relationships with
people learn and grow when connections that influence their students and
they form connections with their roles learning. their peer groups
and to help students
obligations in feel motivated
their life. about learning.
APPLY pg. 16-
17

Learning Activities and Practices Theory Applied

1. The teacher assigned the students to Cognitive Constructivism, it uses the memory
memorize the multiplication table for learning.

2. The trainer showed a 10-minute Behaviorism, this is for shaping the

video about an effective teacher to a teachers and also for self-improvement.
group of teacher trainees

3. The teacher gave five algebra Cognitivism, problem-solving situation.

problems for students to solve

4. The teacher first gave a lecture on a Cognitivism, giving information and

topic on Philippine History, after recalling all the things that are important if
which he asked the students to they still memorize it.
answer recall questions

5. The teacher asked the students to Cognitivism, memorizing and recalling the
memorize and recite Jose Rizal’s knowledge they know.
“My Last Farewell”

6. The teacher invited one resource Situated learning theory, because there is a
person to give a lecture on situation that they can use and guide them
developing habits of cleanliness and for further improvement.
hygiene. After the lecture, the
students were encouraged to ask
questions to the resource speaker.

7. In a science class, the teacher asked Experiential learning, letting students

the students to do an experiment and experience and see the results after it.
answer the questions based on the
results of the experiment
8. The teacher gives a “star” to the Social constructivism, it can give the
pupil who gave correct answers to student to competent and confident to be
her questions good.

9. In a statistics class, the students Cognitivism, it gives the student to have

were asked to interpret the data their own self-meaning.
illustrated in graphs

10. The teacher asked the students to do Social cognitivism, by being out in the
interviews with local officials. The public can boost their self-esteem and don’t
purpose was to identify who among be afraid in front of others.
the local officials are “good” and
“effective” leaders based on a set of
criteria

11. The teacher asked the students to Cognitivism, it helps the student to
observe a chef on the correct way of memorize by observing.
cooking a recipe

12. In a coconut-growing locality, Multiple intelligence learning, by knowing

many of the topic in the course had the meaning and it uses, it can use the
to do with coconuts. In TLE, lessons knowledge to produce and give more about
are on cooking using coconut it.
recipes. In science, lessons are on
how to improve the by-products of
coconuts

13. On a lesson on environmental Experiential learning, experience is the new

conservation, students climbed a knowledge for the students.
mountain to study the kind of
topographical changes taking place

14. In an English (Literature) class, the Multiple intelligence learning, the teacher
topic was Joyce Kilmer’s poem, are trying the students capability in
“Trees”. The teacher asked two interpreting meaning and how it works.
students to write two paragraphs of
their interpretation of the poem from
a science perspective. Two students
were also asked to interpret the
 poem in music form

15. The topic under study is to study 21st century learning skills, the use of
the use of computer programs technology.
needed for different tasks in the
workplace

ASSESS pg. 18
A. Name two highlights of social constructivism
1. Knowledge is based on the learner’s personal experiences.
2. Each person generates based on his previous knowledge.
B. Describe two examples of classroom activities that are in keeping with social learning
theory
Example 1
- By observing other people can give learnings and knowledge, like observing a
gardener how to make a compost pit.
Example 2
- Making a famous person go to a classroom and talk about how to be their own and
motivate them to improve and do their best.

C. Name two important reasons why students should learn and develop 21 st century
skills.
1. Because they can use it to be competent and skilled.
2. Because this kind of skills should be learned to their future job and career and can
easily more around with skills.

D. Given all the theories presented and learned in this chapter, what gives them the
characteristics of being learner-centered?
- It is because it focuses on the learner’s knowledge and learnings. Experiences,
memorizing, problems, observing and etc. is the reason it is learner-centered it gives
the learners the knowledge by this characteristic. And it guides them to shape up and
ready for their future, a future that are full of skills and knowledge how they will
pursue their dreams.
CHAPTER 2
EXPLORE pg.24
ACTIVITY
CHILD
- In the Barrio, because it has a peaceful living and less problem unlike to city.

ADOLESCENT
- I the Barrio, because less stress and less noise.

ADULT
- In the Barrio, because of simple living and foods can produced and made by
planting.

APPLY pg. 25
A. Steps
1. Illustrates the problem in the board.

2. Giving a situation that are related to the problem.

3. Applying a demonstration by selected students.

4. Calling someone in front and try to solve the problem.

5. Recalling the activity again for further understanding.

Reasons

- The reason why I do this kind of demonstration to a grade 1 students it is because if

they observe and see a visual presentation physically, they can easily understand the
problem, because they learn it from what they see.
Students at the age of 7, they would rather watch a certain situation so that they can
apply it as knowledge of observation. Observation is good remedy for students that
are having difficulties on problem-solving activities or written activities.
ASSESS pg. 27

A.

Child learners Adolescent learners Adult learners

- They observe the - They have the ability

situation and try to to try new things as - Applying what they
think for the results experience and use it learned from their
and can easily as their new previous experience
distracted by a knowledge. and knowledge.
situation.

B.
1. Students go to the seashore to study different kinds of shells. (Young)
2. Students name and identify real fruits shown by the teacher. (Young)
3. Students are given ingredients and were asked to cook these using their own method.
(Adult)
4. Students were grouped into three and were given two problems to solve. (Adolescent)
5. Students were doing an experiment and the teacher was present to guide them.
(Adolescent)
6. The students were asked to tell stories about their family using pictures. (Young)
7. Students were asked to interpret a poem. (Adolescent)
8. Students were asked to interview five leaders in the community, from which they were to
make an assessment of how effective or ineffective the leaders are. (Adult)
9. Students were asked to make a table in two hours. (Adult)
10. Students were asked to observe the leaves of plants in the garden. (Young)
CHAPTER 3

APPLY pg. 35

- The strategy that I can suggest is giving a student an activity that they will experience
and learned from it. Because I know experience is the good example of learning new
knowledge that they can bring it with them to their journey of life.

ASSESS pg. 36

Identify if the knowledge is declarative, procedural of functional.

Declarative 1. Putting together the parts of a microscope earlier demonstrated by the teacher.

Declarative 2. Reciting a poem earlier memorized.

Declarative 3. Naming the parts of a flower correctly as read from a science book.

Functional 4. Reciting the table of multiplication.

Procedural 5. Knowing how to ride a bicycle.

Procedural 6. Knowing how to drive.

Procedural 7. Applying first aid procedure to a person who drowned.

Functional 8. The teacher gave different types of rewards to his students who scored high.

Procedural 9. Knowing how to bake a chocolate cake.

Functional 10. With knowledge of simple machines, Mario was able to move a load in a
cylindrical container.
 SECTION 2
CHAPTER 4
APPLY pg. 46-
47
A. What teaching methodologies can I use to improve the performance of my students?

- The teaching methodologies that I will use to improve the performance of my

students is by doing activities according to the culture they have. Not all students are
the same culture by doing cultural activity it will improve not only the performance
but also the diversity of every culture they. setting no boundaries can open up to the
world of possibilities that there is no discrimination to one another because you give
and share their things they love. Here is no other good improvement if there is no
diversity inside the classroom.

B.
Classroom 1
- The use of Regular Adjective in making comparison. The teacher will give a
group activity and this activity will dance Zumba. So that the students can
determine each comparison.

Classroom 2
- The topic is all about Pronouns. The teacher will show a paragraph with missing
words and the students will complete it using pronouns.

Classroom 3
- The use of single word adjective in describing oneself. The learners do the
activity on how he/she view himself/herself. Have them choose five verbs from
the list given or they may add if they want to.
ASSESS pg. 48
A. What is your idea about the following?
1. Authentic learning
- is all about firsthand information that can validate any reason if it is came from the
first person who did it.

2. Zone of proximal development

- development that are very near and also very centered, for the better understanding
and also improvement in performance. A good proximal learning is a good knowledge.

3. Socio-cultural factors related to learning

- a learning that are not setting any boundaries to every culture. Because differences
of cultures can be use as a new knowledge to everyone.

B. Expound on two of the main ideas of Jean Lave’s situated learning theory
CHAPTER 5
APPLY pg. 53
1. The teacher asked a student to stand and answer a question, but the student cannot answer
the question.

2. The teacher noticed that Paul was shy and would not want to answer the teacher’s
questions nor participate in class activities.

3. The teacher noticed that three of his students were “isolates” and wouldn’t want to
participate in problem-solving task.

ASSESS pg. 54
Connect the given situations to the concepts listed below.
a. Platonic relationship
b. Coercion
c. Negative socio-emotional classroom climate
d. Cooperation
e. Social interaction
f. Friendship
g. Communication

__________1. Two students, both girls enjoying swimming and biking during weekends.
__________2. A group of five students work together, each one having his own assigned
task to work and finish a class project.
__________3. The teacher told his students that they will receive a failing grade if they not
submit their term papers on time.
__________4. About 90% of students in class, feel anxious every time they enter the science
class. The teacher is known to be “terror”.
__________5. The teacher gives real life examples as a way to explain clearly the concepts
she is teaching.
__________6. In a certain barangay, people plan together, and contribute their ideas on how
to celebrate the fiesta.
__________7. When two professionals, a man and a woman meet together, they like to share
and discuss the findings of the studies they are doing.
__________8. The students volunteer to participate in the feeding program for malnourish
children. They plan and discuss how to attain the goals of the program.
__________9. The teacher likes to teach but talks at the top of her voice. The students feel
afraid the teacher might ask them questions.
__________10. The teacher encourages students to ask questions, in case they do not
understand some things being taught. When this happens, the teacher tries her best to clarify
the students’ misconceptions or mistakes.

CHAPTER 6
APPLY pg. 61

A. Conduct a simple survey by interviewing 5 grade six students. Ask each one the following
questions:

1. When you talk with your parents, what topics do you usually talk about? Do they
ask questions about how you are doing in school, or say what score you got in the
exam? (All the time – Sometimes – Never)

2. Do your parents come to school and talk to your teacher about how you are doing?
(All the time – Sometimes – Never)

3. Do your parents attend meetings called by your teacher or the principal? (All the
time – Sometimes – Never)
B.

ASSESS pg. 62

1. From the review of research findings, what factors with socio-cultural character are linked
to student learning and achievement?

2. Of what importance are research findings to teachers and practitioners?

CHAPTER 7

APPLY pg. 69

Identify which of the following situations or practices reflects implications derived from
socio-cultural dimensions of learning.

a. In Ms. Cruz’s class, the students are given an assignment to work on at home.

b. In Mr. Fernandez’s class, the four groups of students solve together a problem.

c. Ms. Santos tell her students read the selection silently.

d. In Ms. Estrella’s class, the students work independently on their science experiment.

e. Mr. Bonifacio was asked three students to help Albert solve a problem.

f. Ms. Almera joined a group of students in a group discussion.

g. The teacher asked the brightest student to teach another student.

h. The teacher and the students take turns in leading the group discussion of a topic.

i. The teacher encouraged the students to ask questions about the contents of the
presentation.

j. Ms. Silverio came up with a topic which the whole class can research on, so they can build
knowledge about it.

(The highlighted sentence is the answer.)

ASSESS pg.70

A. Define the following term

1. Reciprocal teaching

2. Cooperative learning

B. Name and describe three features common to peer interactive learning strategies.
 SECTION 3
CHAPTER 8

EXPLORE pg. 82

Activity 1

None/Nothing of this ability-------------------------Much of this ability

1 2 3 4 5 6 7

Intelligence Component Description Self-rating (number only)

Bodily/Kinesthetic Ability to use one’s body 5

and physical aspects well

Interpersonal Ability to sense other 5

people’s feelings; ability to
put oneself on other people’s
shoes

Linguistic Ability to communicate well, 6

orally or in writing.

Intrapersonal Ability to know one’s mind 6

and body; and be aware of
one’s own desire, feelings,
motives.

Logical-Mathematical Ability to do science and 4

mathematics. Ability to
handle complex problems
and discussions.

Musical Ability to learn perform and 5

compose music.
 Naturalistic Ability to know and 5
understand different species,
recognize patterns in nature
and life forms.

Visual/Spatial Ability to one’s location 6

relative to fixed locations.
Ability to accomplish tasks
requiring 3-dimensionals
visualization.

2.

Activity 2 pg. 83
1. What are the reasons why you think the theory you have selected is important for teachers
to know and understand?

2. Examine the intelligence theory more closely. Cite the ways you think the theory will be
helpful in your teaching especially methods and techniques you will be using, as well as the
instructional materials you will use.

APPLY pg. 84
1. Examine Howard Garner’s Theory of Multiple Intelligence. Take an example where you
have 40 pupils, and you would want to determine or have an idea as to what type of
intelligence each pupils possesses. What can you do to get indicators of their specific
intelligence, even without them having to take an intelligence test?
2. Taking a situations where your students have been tested for intelligence (using a valid
intelligence test) you realize that your student’s intelligence levels are so varied, meaning
some have “high” and some have “low” intelligence levels, what methodological approaches
in teaching will you apply to address all the intelligence needs of your students?

ASSESS pg. 85
1. what behavioral indicators or abilities will you look for, if you want to understand the
concept of intelligence more fully? On the basis of the definitions of intelligence, cite two of
its indicators.

2. Cite the similarities as well as the differences in ideas or propositions among the theories
of intelligence. Is there a semblance of many theories measuring the same characteristics?
Different characteristic?

3. pg. 86
Intelligence as one trait Intelligence as multi trait
1 1
2 2
3 3
4 4
 5 5
6 6

CHAPTER 9
EXPLORE pg. 97
3. What is the dominant learning style of your class or student as a whole?
Learning style
Student’s action/behavior as indicated by
Task/Activities
observed by teacher action/response to
the task

a. solving a word problem

b. doing a science experiment

c. spelling “new” words

d. learning a “new” song

e. answering comprehension
questions after reading a story.

Activity 2 pg. 98
V A R K

1. Mario uses his maps to reply to the question on the location of

Baguio City with Manila as reference point

2. Melanie refers to read aloud a literary piece to have a feel of its

rhythm.

3. Joey looks up in a dictionary the terms contained in the word

problem which he cannot understand, before he starts to solve the
 word problem.

4. Before doing the science experiment, Peter goes around the

shelves in the laboratory, picks up the lab instruments and examines
each of them with his hands.

5. The teacher asked the students to memorize “My Last Farewell”

by Dr. Jose Rizal, after which they were deliver this poem in class.
Ellen, first listened to a voice recording of the poem, 5 times before
starting to memorize it

6. A teacher asked his students to write an essay entitled “My

Contribution to World Peace”. Before writing the essay, Marie first
read news clippings related to world peace

7. A teacher gave an assignment for the students to trace the flow of

blood from the heart to the other parts of the body, after which
related it to blood pressure readings. Many gets a model of a heart
and studies it first before tracing the blood flow of the body.

APPLY pg. 99
1. Identify three learning styles. Name and discuss two class activities that illustrate or
indicate that particular learning style.

2. Why is actual experience o students in the learning situation necessary to achieve the
objective improved learning?

ASSESS pg. 100

A. Determine the dominant learning style or preference for learning that is shown in each
situation.

Dominant Learning
Style

1. Emman answered the questions correctly about the digestive

system after he got a plastic model, and studied the different parts
by touching them.

2. A poem was written on the board, after which questions were

asked. Lorelie gave a correct answer when asked by the teacher
what the theme of the poem was.

3. A nursery rhyme was played on audio recorder. Faye was able to

memorize the rhyme quickly.

4. An essay was printed on a bond paper, which was distributed to

all the students in the class. Mario answered very well the
comprehension questions about the essay after reading it.

5. Lito prefers to study a word problem alone rather than working

with classmates. When working alone, he can come up with his
answer fast.

6. Raymond prefers to work on his mathematics problems together

with his classmates, rather than doing it alone. By working on the
math problem with classmates, he is able to discuss with them,
enabling him to come up with correct answers.

7. When Frank works on problems in engineering, he brings out his

other materials and consults other books, on which he refers to them
for more information about the problem.

8. Mario was asked to assemble the different parts of an electric fan.

Instead of reading the manual first, he immediately proceeded to
put the parts together.

9. Lyn was able to memorize a song, only by listening to a

recording.
B.
pg. 101
Learning Style Experts Similarities Differences

1. VARK and Kolb

2. Honey and Mumford and

Sternberg

3. 7 Learning Styles and

VARK
CHAPTER 10
EXPLORE pg. 111

Group 1 Observations Group 2 Observations Group 3 Observations

1.

2.

3.

4.

Activity 2 pg. 112

Journal Writing
APPLY pg. 113

What I Observed and How Should it be Improved

Learned

Teacher’s Attribute

Learner’s Classroom
Environment

ASSESS pg. 114

A.
1. Bursts into tears, without any reason.
2. Runs around the room and picks on classmates even if teacher is talking.
3. Looks sullen all the time and keeps to himself.
4. Always pick up fight with classmates, approximately five times a day.
5. Cannot distinguished letter p and d.
6. Does not have eye contact with classmates who want to play with him.
7. Does not pronounce the correct words when reading.
8. Can solve math problems much ahead than all the other members of the class.
9. Little muscle control when engaging in physical activity.
10. Cannot produce accurately words of the teacher.
B.

Type of Special Need Characteristics (3)

a. Children with cognitive/ academic 1.

difficulties
2.

3.

b. Children with delays in cognitive 1.

functioning
2.

3.

c. Children with advanced cognitive 1.

development
2.

3.

d. Children with physical and sensory 1.

challenges
2.

3.
 e. Children with social and behavioral 1.
problems
2.

3.

C. pg. 115
1. Social and Behavioral Disability

2. Giftedness

3. ADHD