Applying principles of learner-centered teaching

ILOCOS SUR POLYTECHNIC STATE COLLEGE
College of Teacher Education
LESSON 1: Introduction to Learner-centered Teaching

Intended Learning Outcome
 Apply principles of learner –centered teaching in planning
instructional activities for students.
INTRODUCTION
Hello, dear learner! Welcome to another exciting course that will deepen your understanding on how
to become proficient in implementing a learner-centred teaching approach.
In the last 20 years of research in the field of learner-centred teaching, the evidence points strongly
to bringing the students at the center or the focus of the learning process. As a future teacher, you need to
consider very well your students‟ learning goals, the subject matter they want students to learn, and select
an appropriate pedagogical approach that will really enable them to learn.
Take time to thoughtfully answer the checklist below for you to reflect on your prior knowledge and
experience related to student- centred teaching. Check your response under the YES and NO column.
Checklist on Learner-Centred Pedagogy
Yes No
Were you allowed by your teachers to set

specific learning goals for your self?
Have you experienced being given the
freedom to choose a topic for a course
requirement?
Have you experienced being asked by
your teacher for your input or opinion in
deciding what topics to learn in a course?
Have you experienced being given a
chance to choose a type of assessment
task you can do to effectively
demonstrate what you already know?
Do your teachers frequently check first
what you already know about a certain
lesson?
Has collaboration among students
emphasized more than competition in
your learning experience through the
years?
Have you experienced being given the
opportunity to develop your self- and
peer- assessment skills?
Have you experienced being given a
flexible date for submitting your project?
Let us now examine closely your response to the checklist.
1. Where did most of your responses fall in the checklist? More of Yes or more of No?
2. If more of yes, how did you feel about those experiences?
3. If more of No, how did you feel under those circumstances?
4. For items which you answered NO, which of these would you have liked to really have or
experience in the past?Why do you say so?
Learner Centered Teaching (LCT) has become a popular phrase among educators nowadays. It
has been named in several ways such as student-centred approach or learner-centered pedagogy in many
textbooks and journal articles. Looking at the research literature surrounding learner-centred teaching in the
past 20 years, a book published in 2002 by Maryllen Weimer stands as one of the earlier attempts to
comprehensively discuss and define what is LCT about.
In Weimer‟s book titled, „Learner-Centered Teaching: Five Key Changes to Practice‟, five key
changes were significantly taking place in schools. Each of the features will be discussed briefly below
and are presented in Figure 1.
Balance of Power
In a traditional classroom, the power to decide what lessons to discuss, what learning activities
students must engage in, and what assessment tasks to give mainly belongs to the teacher with little input
from students. On the other hand, in a student-centered classroom, a teacher shares that power by
consulting learners prior to making final decisions.
The traditional exercise of power in the classroom often benefits the teacher more than it promotes
student learning. The uniform instructional approach or „one-size-fits-all‟ concept certainly is more
convenient on the part of the teacher who has worked hard in planning, implementing, and assessing
outcomes of learning. However, this uniform approach has been criticized by scholars by being
unresponsive to the diversity of needs, interests, and readiness among students.
In order to balance power in the classroom, learners are frequently consulted and given immediate
and ongoing feedback by the teacher. The teacher empowers students by giving them the opportunity to
choose and make decisions like selecting among lesson topics, choose learning activities, determine pace
of learning, and select an assessment task to demonstrate one‟s mastery of targeted learning
competencies.
Function of Content
Current research evidence from educational psychology calls for a change in the function of
curriculum content which should be less on covering it and more on using content to develop a learner‟s
individual way of understanding or sense-making. Teachers need to allow learners to raise their own
questions, generate their own answers or solutions.
From a constructivist perspective, knowledge cannot simply be given to students: Students must
construct their own meanings” (Stage, Muller, Kinzie, and Simmons, 1998, p. 35). In other words, learners
are capable of constructing and reconstructing their knowledge through active personal effort. This view
debunks the current belief about students‟ learning from passively receiving information transmitted from
teachers via lectures.
In order to facilitate learning that changes how students think and understand, teachers must begin
by finding out students‟ prior knowledge or conceptions and then design learning activities that will change
these pre-instructional concepts.
Learner-centered teaching also regards content as more of competency-based learning in which
students master targeted skills and content before progressing to another lesson. The more important
practice here is to accommodate students‟ differing pace of learning. For instance, some students may be
able to demonstrate they know how to use a microscope in 1 hour while others need 2 hours of practice to
demonstrate proficiency in manipulating it.
With patient guidance and ongoing support from teachers, competency-based learning would
ensure that students advance to new material when they are ready, at their own pace, whether they can
move quickly or whether they need more time.
Role of the Teacher

Constructivism theory brings the role of the teacher as that of a facilitator of learning, not as the
fountain of learning. He/she instead encourages students to explore multiple knowledge sources, make
sense of it, and personally organize the information taken from different sources.
As generally observed, less knowledgeable and experienced learners will interact with content in
less intellectually robust ways, but the goal is to involve students in the process of acquiring and retaining
information.
This shifting view on the role of the teacher deemphasizes the focus on teaching techniques and
methods if they are considered separate from the subject matter and learning structures of the discipline.
Teachers no longer function as exclusive content expert or authoritarian classroom managers and
no long work to improve teaching by developing sophisticated presentation skills.
Greater involvement with students by the teacher is central to student motivation. Diekelmann et al
(2004) show how a nursing teacher increasingly included students in „cocreating compelling courses‟ and
was surprised „by the insights students shared regarding how to create compelling courses and their
willingness to collaborate with …[her] to improve teaching and learning experiences‟ (Diekelmann et al,
2004, p.247).
Maclellan finds that „the teacher is involved in clarifying the subject matter, offering examples, or
suggesting arguments for or against a point of view may minimize the students‟ need to think‟ while,
equally, „little engagement by the tutor, leaving students to determine both what and how to learn without
any criteria to judge their process, is unsatisfactory, inefficient and makes a nonsense of formal, higher
education as a planned and designed system (Maclellan, 2008, p.418).
Teachers must become comfortable with changing their leadership style from directive to
consultative-- from "Do as I say" to "Based on your needs, let's co-develop and implement a plan of action.
Responsibility for Learning

In recent years, work on self-regulated learning has advanced, and the goal of 21st century
education ought to be the creation of independent, autonomous learners who assume responsibility for
their own learning.
Adults are known to be capable of self-directed learning and that continuous learning occurs across
their career span and lifetime.
Each student may require different ways of learning, researching and analysing the information
available.
It establishes that students can and should be made responsible for their own learning.
Learning skills of autonomous self-regulating learners can be learned and must be taught even at
an early age. This is even more important when entering higher education.
The learning skills acquired in basic education and higher education will be used throughout the
course of their professional and personal lives.
Learning is cooperative, collaborative, and community-oriented.
Students are encouraged to direct their own learning and to work with other students on research
projects and assignments that are both culturally and socially relevant to them.
Class often starts with a mini-lesson, which then flows into students making choices about what they
need to do next to meet specific learning targets aligned to the standards.
Evaluation Purpose and Process

The literature on self-directed learning also underscores the importance of assessment, only in this
case it is the ability of students to self-assess accurately. Sophisticated learners know when they do or do
not understand something. They can review a performance and identify what needs improvement.
They have mechanisms for its collections and methods for evaluating it and acting on it.
Four Principles of Student-centered Approach

A more recent research on the student-centered approach was reported by Kaput in 2018 that was
funded by the Nellie Mae Education Foundation and UMass Donahue Institute. This study surveyed 12
public high schools in New England in terms of how they apply learner-centered teaching in their classroom
practices. The said survey summarized their findings in to 4 tenet which are:
Learning is Students engage in different ways and in
Personalized different places.
Learning is Students move ahead when they have

competency- demonstrated mastery of content, not when
based they’ve reached a certain birthday or
endured the required hours in a classroom.
Learning Learning takes place beyond the traditional

happens anytime, school day, and even the school year.
anywhere Learning is also not restricted to the
classroom.
Students take Students are engaged in their own success,

ownership of as well as incorporate their interests and
their learning skills into the learning process.
Kaput‟s study reported that the majority of the participating schools were effective in personalizing
the learning of their students and creating an environment where students took ownership of their learning.
However, the study also found that the participating schools struggled with implementing and practicing
“anytime, anywhere learning” due to a series of challenges that both teachers and administrators faced.
Teachers from the participating schools largely responded that student-centered learning promoted higher
student engagement and facilitated learning that was more relevant to students. Further, a large
percentage of the teachers contended that students in student-centered environments explored the
curriculum with more depth and retained knowledge more effectively than in traditional settings.
Top 20 Principles for PreK–12 Teaching and Learning

The American Psychological Association (APA) published in 2015 its top 20 principles for teaching
and learning for basic education teachers. These principles were based on decades of research on human
learning and can well serve as lampposts for today‟s teachers on how to facilitate learner-centered
teaching. A brief statement of APA on the implications of the top 20 principles to current teaching practices
is quoted below:
“Psychological science has much to contribute to enhancing teaching and learning in the classroom.
Teaching and learning are intricately linked to social and behavioral factors of human development, including
cognition, motivation, social interaction, and communication”
(APA, 2015, p.8)
As a future educator, the top 20 principles revolve around the following key concepts to keep in
mind whenever we design our instructional plans and implement them with our students.
It would be good at this time for you to personally find out how Filipino teachers are currently
practicing the student centred approach in teaching.
You may conduct a one-on-one interview with a new and seasoned teacher in your school, or
among your relatives and friends, or those within your neighborhood. List down his or her practices in terms
of applying the learner-centred teaching approach.
Write their responses on the table below:
New Teacher Seasoned Teacher
(below 5 years of teaching (more than 10 years of teching
experience ecxperience)
After conducting the interview, what was the most interesting response you received from your
interviewees? Why do you say so?
LESSON 2: Principles in Teaching Multigrade Classes

Intended Learning Outcome
 Apply principles of learner –centered teaching in planning
instructional activities for students.
INTRODUCTION
Prepare yourself for an exciting lesson on Learner-Centred Pedagogical Approaches. I am sure you
are very interested to understand how to really help your future students to learn, which is basically the
ultimate desire of every teacher. You are fortunate indeed to have access to a number of teaching models
and approaches that have already been heavily researched. Let us now turn our attention to three
pedagogical approaches that are recognized as more learner-centred rather than teacher centered as was
observed in the traditional instructional approach.
Instructor/Facilitation Assessment
Source: Center of Excellence for Careers inEducation
Check the item that most nearly describes an instructor‟s interaction with
you as a student that reflects a more learner-centered approach.
1.The instructor is clear when he/she tells me what to do.

2.The instructor‟s questions are helpful in assisting me in making decisions.
3. The instructor meets class on time.
4. The instructor‟s availability schedule is posted.
5. The instructor works effectively with me one on one.
6. The instructor always meets with the class as a whole.
7. The instructor always offers me options rather than telling mewhat to do.
8. The instructor makes corrections to my work that are clear andgives me direction.
9. The instructor‟s interactions with me, have helped me become a better problem solver.
10. The instructor always has the right answer.
11. The instructor always gives me several suggestions tochoose from.
12. The instructor solves problems for me.
13. The instructor lets me work problems out for myself.
14. The instructor is more like a band conductor than an advisor.
15. The instructor is more like a coach than a director.
16. The instructor is a good listener.
17. The instructor‟s instructions are helpful.
18. The instructor uses “What if you .... ” statements rather than “ You should do this”
19. The instructor is good at finding answers to my questions.
20. I always feel that the project is mine and I am responsible forthinking it through.
21. I can count on the instructor coming up with the right idea if I am stuck.
22. The instructor values my ability to figure things out for myself.
23. My instructor values me following his/her instructions.
24. The instructor shares with me his/her thinking.
25. I have no idea how the instructor solves problems.
26. The instructor sets all the timelines for meeting deadlines.
27. I am responsible for the timelines for meeting deadlines.
28. The instructor comes to class with prepared class activities.
29. The instructor builds the class activity around student‟squestions andoncerns.
30. The instructor gives suggestions as to where I can findinformation.
31. The instructor will find information for me.
32. The instructor encourages me to discover things for myself.
33. The instructor answers my questions in a way easy for me tounderstand.
34. The instructor answers my questions with questions.
35. The instructor always has the right answer.
Let us now begin to deeply reflect on your response to the assessment. Try to briefly answer to
each question.
1. What do you consider as the most noticeable practice of a learner- centred instructor?
2. What do you also observe as the most noticeable practice of the teacher-centred instrutor?
3. If you had a more learner-centered instructor, how would feel about your learning experience under
those circumstances?
4. On the other hand, if you had a more teacher-centred instructor, how would you feel about your
learning experience under such circumstances?
According to this image of teaching and learning, the ideal classroom for the 21st century learners
will no longer be one in which 30-50 students are always listening to the teacher or silently working on their
own. Although contemporary teaching practices still involve lecture, drill, and practice, students need to be
trained to work in alternative arrangements such as:
 talking to each other in small and large groups
 making public their personal knowledge and beliefs
 constructing and testing their knowledge with peers and teachers.
Among the popular instructional approaches that have been extensively researched for more than
two decades are the Cooperative Learning Approach, Differentiated Instruction Approach, and the
Personalized Learning Approach. A comparison of these 3 pedagogical approaches along with the
traditional approach is shown in the table below using the 5 essential elements of Learner-Centered
Pedagogy by Weimer.
Cooperative Learning Approach (CLA)
The Cooperative learning Approach (CLA) started becoming popular in the 1990‟s in an attempt to
move away from traditional pedagogical approach that relied heavily on uniform instruction for a large-sized
classroom. The CLA used the social interdependence theory, which proposes that the behavioral outcomes
of a person are affected by their own and others' actions. Said theory became the framework for designing
teaching-learning activities in peer group settings.
Five Factors for an Effective Cooperative Learning Approach
Positive Interdependence. Students commit to personal success as well as the success of every
member of the group. If students are having difficulties, their group mates are there to support them.
Positive interdependence can also promote motivation to learn, because students are learning not just for
themselves but also for the benefit of their groups. Working in groups involved sharing information helping
each other in doing the group task so that they progress together.
Individual and group accountability. The group is accountable for achieving its goals, and each
member must be accountable for contributing a fair share of the work toward the group goal
Interpersonal and small group skills. Group members learn how to how to apply teamwork skills that
has collaborative leadership, making fair decisions, students also develop friendship by building trust,
communicating freely, and resolving conflict.
Promotive Interaction. Students promote each other's success by sharing resources or information
that will help every member. Peers take time to encourage, and praise each other's efforts to learn.
Group Processing. Group members need to feel free to communicate openly with each other to
express concerns as well as to celebrate accomplishments. Learners take time to monitor and discuss how
well they are achieving their goals and maintaining effective working relationships. Students frequently
reflect and discuss on how well they are achieving their goals and work to maintain effective working
relationships.
Differentiated Instructional Approach (DIA)
The pedagogical concept of differentiation as opposed to uniform instruction was first popularized by
Carol Ann Tomlinson with her book How to Differentiate Instruction in Mixed-Ability Classrooms, published
in 1995. In Tomlinson‟s 2nd Edition in 2014, she described teachers in differentiated classes as using time
flexibly, applying a range of instructional strategies, and becoming partners with their students so that both
what is learned and the learning environment are shaped to authentically support the learning process of
the student.
In DI approach, teachers usually differentiate their teaching by modifying three aspects in his/her
classroom practice. Each aspect of practice is presented below with examples on how each is applied in
actual teaching practice.
Differentiating Content
The most important part is to diagnose the learners‟ prior knowledge so as to determine his/her
readiness to learn new content. In fact, diagnostic assessments form the foundation for designing
differentiated teaching-learning activities to better construct or build upon students‟ prior knowledge.
Via differentiation, teachers respond proactively to differences in students' knowledge, skills,

learning styles, interests, and cognitive needs in order to create multiple access points to content.
Teachers may differentiate several learning tasks or pathways within the same lesson that match
the needs of specific students or student groups.
Teachers should hold all students to the same expectations and goals related to mastery of
essential content but may utilize different techniques and modified activities to help each student meet
outlined objectives (Bondie, Dahnke & Zusho, 2019).
Differentiating Process
Teachers utilize whole-class, small-group, and individual explorations. Students are allowed to work
with peers who show similar academic needs at a given time.
Students of mixed readiness are also allowed to work together so that they may draw upon the
strengths of others.
Students may also choose to work with classmates who have similar interests or learning styles or
even collaborate with those who have different interests or learning style profile.
Students themselves sometimes decide on their work groups and arrangements, and sometimes
teachers also decide.
Teachers may also use technology to create blended learning classrooms that allow for multiple
leveled activities and centers.
Differentiating Product
Flexibility in the work products and performances that students complete to demonstrate newly
acquired knowledge or skills supports accurate evaluation of students' capabilities while also allowing
students to leverage their strengths to achieve the same standards as their peers.
Assessments can be implemented before, during, and after instruction to monitor student progress
relative to differentiated instruction.
Create and implement assessments that accurately measure competencies, analyze assessment
results to identify students who are below mastery level.
Students are provided with alternative ways to act skillfully and demonstrate what they know.
Personalized Learning Approach (PLA)
In personalized Learning systems, instead of counting the number of hours students are in their
seats, students move through coursework and graduate based on their ability to show they have mastered
the material
The United States National Education Technology Plan 2017 defines personalized learning as
follows:
 Personalized learning refers to instruction in which the pace of learning and the instructional
approach are optimized for the needs of each learner. Learning objectives, instructional
approaches, and instructional content (and its sequencing) may all vary based on learner
needs.
 Personalized learning is a progressively student–driven model where students deeply
engage in meaningful, authentic, and rigorous challenges to demonstrate desired outcomes

(Zmuda, Curtis & Ullman, 2015). Four design elements have been associated to the
personalization movement (Olofson et. al, 2018) which are shown in the figure.
Flexible Pathways
 Learning activities must be meaningful and relevant to learners, driven by their interests, and
often are self-initiated.
 Students are provided the opportunity to choose in-school and out-of-school learning
modalities that are attuned to their socio- economic capability, interests and needs.
Personalized Learning Plans
 Learning plans are co-crafted by students with their parents and teachers which best suit
their needs, interests, and abilities. This plan creates a customized approach that uniquely
responds to the ability and interest profile of the learner.
 Students are encouraged to identify their own interests, passions, and strengths and
integrate these, in partnership with educators, into meaningful learning experiences with
clear goals.
Competency-Based Graduation Requirements
 Competency standards are made clear to students at the beginning of the course as well as
and how these are to be assessed at the end.
 Teachers must continuously assess student learning against clearly defined standards and
goals and students‟ input into the assessment process is essential.
 Students must also have access to real-time feedback and performance data for self-
monitoring.
Student Ownership and Agency
 Teacher refrains from imposing or fully controlling the pathways of learning. Instead, student and
teacher collaborates in designing learning activities that will help them meet the competency based-
graduation requirements.
 Students will work with the teacher to develop a challenge, problem, or idea clarify learning goals,
envision the assessment, and create a personal learning plan.
 Ownership within the context of personalized learning also requires students to set, monitor, and
reflect on their personal progress towards their set learning goals. This is a way to empower them
with ownership over their own work and progress.
The table below provides a list of commonly applied teaching strategies under CLA, DIA and PLA.
In summary, as you progress from a beginning career stage educator into a distinguished career stage
teacher, you will definitely grow in your teaching competencies in using a Learner-Centered Pedagogical
Approach which now favors heavily on the Personalized learning Approach. This is primarily due to the
availability of education technology tools that can be accessed by both students and teachers alike.
Now that you have a better and deeper understanding of how a learner-centred pedagogy approach
looks like, it‟s now a great time to integrate those lessons in our personal belief system.
You are now tasked to create a Powerpoint Presentation showcasing your future teaching practices
that applies the elements, features and strategies of a learner Centered Pedagogy. Try to provide a brief
answer to each question in your slides and present this to your peers and teacher.
Guide Questions for the Powerpoint Presentation:

 In what way will I invite students to express their thoughts and opinions to their peers?
 In what way can I create an environment of safety for my students to respectfully disagree with one
another (and me)?
 In what way will I provide my students with the opportunity to reflect on their learning?
 In what way will I provide the opportunity for my students to see the growth of their work over time?
LESSON 3: Learning Theories

Intended Learning Outcomes
 Explain the basic principle of the different theories of learning.
 Make a simple plan applying the primary laws of learning
 Determine how to use rewards in the learning process more
effectively
 Explain Tolman‟s purposive behaviorism
 Explain Banduras‟s social learning theory.
 Give specific applications of each theory in teaching.
INTRODUCTION
With new researches, explanations provided but the basic principles of behaviorism appeared not
satisfy all learning scenarios. New theories came into view which maintained some of the behaviorist
concepts but excluded others, and added new ideas which later came to be associated with the cognitive
views of learning. The neo-behaviorist, then, were transitional group, bridging the gap behaviorism and
cognitive theories learning.
Activity 1 (Behaviorism)
1. Observation
a. Choose a place where you can observe adult-child interactions – such as mall, in church,
parks or at the playground, etc. Spend one hour observing such adult-child interactions.
Focus your attention on the stimulus – response – consequence patter you observe.
b. Describe the consequences you observe. (It is better to write or scribble the details on the
spot or as soon as you finish your observation).
Activity 2 (Connectionism)
Primary Law How I would apply the Primary Law
Law of Readiness
Law of Effect. Indicate

Specifically how you will
use positive/negative
reinforcements
(rewards)
Law of Exercise
Activity 3 (Working on Maze)

Activity 4 (Reflecting Chart of Tolman and Bandura)
Reflecting on the different theories of both psychologists. Write your own theory as a future teacher.
YOUR YOUR
TOLMAN BANDURA
REFLECTION REFLECTION
Activity 5 (Word Puzzle/Garden of Herbs)

What are the herbs approved by the Department of Health?
A C A P U L K O C V B N L L K
B M O T S A A N G G U B A T W
C M P N B H L P I F D S G F O
D Q B A W A N G S D X C U H K
F A A N L S A M B O N G N Q W
Z Z Y X C A C V B N M T D T K
D Z A C G V Y N H G S R I A L
G Q B P U A S A Q F B N U Y E
O X A O N Y E R B A B U E N A
L C S W D A S D F G R E S T J
P A N S I T P A N S I T A N O
N I Y O G N I Y O G A N A S F
 For ringworm and other skin (fungal) infections

 For non-insulin dependent diabetic patients
 For blood pressure control
 For use antiseptic disinfect wounds for mouthwash or tooth decay and gum infection
 For cough and asthma
 For intestinal worms, particularly ascaris and trichina
 For urinary stones
 For mouthwash
 For arthritis and gout
 For relief from body aches and pains
Activity 1: BEHAVIORISM
Answer the questions.
1. What kind of stimuli for children‟s and adult behavior did you observe?
2. What kinds of behaviors on the part of children elicit reinforcement and punishment consequences
from the adult?
3. What kind of behaviors of adults are reinforced or punished by the children?
4. What kinds of reinforcement and punishments seem to be most “successful”?
5. Given this experience, what are your thoughts about operant conditioning? Do you think children
reinforce and punish adults reinforce and punish them? How might the two be interdependent?
Activity 3: WORKING ON A MAZE

1. How did you solve maze A.? What strategy did you use? (trial and error, examined the maze before
proceeding with your pen etc.
2. Was it easier to solve maze B? Why?
Activity 5: WORD PUZZLE/GARDEN OF HERBS

Reflection Questions
1. As a student, what factor influence learning?
2. What are the negative implications of technology to intellectual and social development of
young children?
People learn through repetition. Learner is a passive blank slate shaped by environmental stimuli,
both positive and negative reinforcement. This topic helps you understand behaviorism and its connection
to learning reinforcement.
BEHAVIORISM
This particular learning theory assumes that the learner is essentially passive, simply responding to
their environmental stimuli. Behavioral theorists therefore believe that a learner basically begins as a clean
slate, and their behavior is shaped by positive/negative reinforcement
The theory of behaviorism focuses on the study of observable and measurable behavior. It
emphasizes that behavior is mostly learned through conditioning and reinforcement (rewards and
punishment). It does not give much attention to the mind, and the possibility of thought processes
occurring in the mind. Contributions in the development of the behaviorist theory largely came from Pavlov,
Watson, Thorndike and Skinner.
Ivan Pavlov, a Russian physiological is well known for his work in classical conditioning or stimulus
substitution. Pavlov‟s most renowned experiment involved meat, a dog and a bell. Initially, Pavlov was
measuring the dog‟s salivation in order to study digestion. This is when he stumbled upon classical
conditioning.
Pavlov’s Experiment
Before conditioning, ringing the bell (neutral stimulus) caused no response from the dog. Placing
dog food (unconditioned stimulus) in front of the dog initiated salivation (unconditioned response). During
conditioning, the bell was rung a few seconds before the dog was presented with food. After conditioning,
the ringing of the bell (conditioned stimulus) alone produce salivation (conditioned response). This is
classical conditioning.
Pavlov’s Experiment Schematic
PAVLOV ALSO HAD THE FOLLOWING FINDINGS:
 Stimulus Generalization. Once the dog has learned to salivate at the sound of the bell, it well
salivate at the other similar sounds
 Extinction. If you stop pairing the bell with the food, salivation will eventually cease in response to
the bell.
 Spontaneous Recovery. Extinguished responses can be “recovered” after an elapsed time, but will
soon extinguish again if the dog is not presented with food.
 Discrimination. The dog could learn to discriminate between similar bells (stimuli) and discern which
bell would result in the presentation of food and which would not.
 Higher-Order Conditioning. Once the dog has been conditioned to associate the bell with food,
another unconditioned stimulus, such as a light may be flashed at the same time that the bell is
rung. Eventually the dog will salivate at the flash of the light without the sound of the bell.
CONNECTIONISM
Connectionism is a learning theory developed by George Siemens and Steven Downs. It stresses
the connections and combinatorial creativity. All the knowledge is out there – it‟s a matter of making the
connections. Siemens (2004) states, “A community is the clustering of similar areas of interest that allows
for interaction, sharing, dialoguing, and thinking together.”
For example, if a learner is trying to learn how Donald Trump has risen to power, they may start on
a Facebook post that a friend made, which could then take them to an article, but the text is dense and
confusing, so instead the student the student scroll down to the comments sections and finds another link
to blog, and from the blog there is an embedded YouTube video that they watch to more fully understand
the issue. The student has used various forms of gathering information using the internet, and has gleaned
the most salient information by using many different modes to more fully understand the issue.
Edward Lee Thorndike 1904-1990

Edward Thorndike‟s Connectionism theory gave us the original S-R framework of behavioral
psychology. More than a hundred years ago he wrote a text book entitled, Educational Psychology. He was
the first one to use this term. He explained that learning is the result of associations forming between
stimuli and responses. Such associations or “habits” become strengthened or weakened by the nature and
frequency of the S-R pairings. The model for S-R theory was trial and error learning in which certain
responses came to be repeated than others because of rewards. The main principle of connectionism (like
all behavioral theory) was that learning could be adequately explained without considering any
unobservable internal states. Thorndike‟s theory on connectionism stated that learning has taken place
when a strong connection or bond between stimulus and response is formed. He came up with three
primary laws.
Edward Thorndike (1898) is famous in psychology for his work on learning theory that lead to
the development of operant conditioning within Behaviorism. Whereas classical conditioning depends
on developing associations between events, operant conditioning involves learning from the consequences
of our behavior.
Skinner wasn‟t the first psychologist to study learning by consequences. Indeed, Skinner's theory of
operant conditioning is built on the ideas of Edward Thorndike.
Simplified graph of the result of the puzzle box experiment

He placed a cat in the puzzle box, which was encouraged to escape to reach a scrap of fish placed
outside. Thorndike would put a cat into the box and time how long it took to escape. The cats experimented
with different ways to escape the puzzle box and reach the fish.
Eventually they would stumble upon the lever which opened the cage. When it had escaped it was
put in again, and once more the time it took to escape was noted. In successive trials the cats would learn
that pressing the lever would have favorable consequences and they would adopt this behavior, becoming
increasingly quick at pressing the lever.
Edward Thorndike put forward a “Law of effect” which stated that any behavior that is followed by
pleasant consequences is likely to be repeated, and any behavior followed by unpleasant consequences is
likely to be stopped.
THORDIKE‟S THEORY ON CONNECTIONISM stated that learning has taken place when a strong
connection or bond between stimulus and response is formed. He came up with three primary laws:
Law of Effect
The Law of Effect stated that a connection between a stimulus and response is strengthened when
the consequence is positive (reward) and the connection between the stimulus and the response is
weakened when the consequence is negative. Thorndike later on, revised this “law” when he found that
negative reward, seemingly pleasurable consequences do not necessarily motivate performance.
Law of Exercise
Tell us that the more an S-R (stimulus response) bond in practice the stronger it will become.
“Practice makes perfect” seem to be associated with this. However, like the law of effect, the law of
exercise also had to revise when Thorndike found that practice without feedback does not necessarily
enhance performance.
Law of Readiness
This states that, the more readiness the learner has to respond to the stimulus, the stronger will be
the bond between them. When a person is ready to a stimulus and is not made to respond, it becomes
annoying to the person. Example, if the teacher says, “Okay we will now watch the movie (stimulus) you‟ve
been waiting for.” And suddenly the power goes off, the students will feel frustrated because they were
ready to respond to the stimulus but were prevented from doing so. Likewise, if the person is not at all
ready to respond to stimuli and is asked to respond, that becomes annoying. For instance, the teacher asks
the question and expects the students to respond right away when he is still not ready. This will be
annoying to the student. This is why teacher should remember to say the question first, and wait for a few
seconds before calling on anyone to answer.
Principles Derived from Thorndike’s Connectionism

 Learning requires both practice and reward (laws of effect/exercise)
 A series of S-R connections can be chained together if they belong to the same action (law
of readiness)
 Transfer of learning occurs because of previously encountered situations.
 Intelligence is a function of the number of connections learned.
Behaviorism: Tolman & Bandura

Generalization: Tolman’s Purposive Behaviorism
Usually, people who worked on a maze activity, which you just did, would say they found the second
maze easier. This is because they say that the two mazes were identical, except that the entrance and exit
points had been reversed. Their experience in Maze A was much easier for them to answer Maze B.
People are building mind maps of events that they perceived. These mental maps help them to respond to
other things or tasks later, particularly if they see the similarity. You may start responding with trial and error
(behavioral), but later on your response becomes more internally driven (cognitive perspective). This is
what neo-behaviorism is all about. It has behavioral aspects, but it also has a cognitive perspective.
There are two neo-behaviorism-reflecting theories that stand out. Edward Tolman's purposive
behaviorism and Albert Bandura's theory of social learning. Both theories are influenced by behaviorism
(focused on internal elements and learning).
Tolman's Purposive Behaviorism

Purpose behaviorism has also been referred to as sign learning theory and is often seen as a link
between behaviorism and cognitive theory. Tolman 's theory was based on the psychological views of the
Gestalt Psychologist and the behaviorist John Watson.
Tolman believes that learning is a cognitive process. Learning involves building belief in the
acquisition of knowledge about the environment and then the discovery of knowledge through purposeful
and objective behavior.
Tolman stated in his sign theory that an organism learns by pursuing signs for a goal, i.e. learning is
acquired through meaningful behavior. He stressed that the organized aspect of learning is acquired
through meaningful behavior. He emphasized that the organized aspect of learning is that the stimuli
allowed in are not connected by simple one-to-one switches to the outgoing reactions. Rather, the incoming
impulses are usually worked out and elaborated in the central control room into a tentative cognitive
environment map. And it is this tentative map, indicating routes and pathways, and environmental relations
that finally determines what kind of response the animal will finally make.
Tolman's form of behaviorism underscored the relationship between stimuli rather than stimulus-
response. Tolman said that a new stimulus (sign) would be associated with already meaningful stimuli
(significant ones) through a series of pairings; there was no need for reinforcement to establish learning. In
your labyrinth activity, the new stimulus or "sign" (maze B) has become associated with the already
meaningful stimulus, the signicate (maze A). So you may have connected the two stimuli, Labyrinth A and
Labyrinth B, and used your knowledge and experience in Labyrinth A to learn how to respond to Labyrinth
A.
Tolman’s Key Concepts

This is a learning theory that was in response to behaviorism. Psychologist who promoted this idea
claimed that behaviorism failed to explain cognition. In this theory, mind is an information processor. It
emphasizes understanding the concept as a whole instead of just the piece.
This is the learning theory that was taught in developing online education using Blooms Taxonomy.
Examples of cognitivist strategies for learning higher-level thinking are starting a lesson with a hook to
create interest, a review quiz to promote prior learning, using learning outcomes, chunking content into
organized bite-sized pieces, using graphic organizers, and the student takes on an active role on learning.
The teacher gives lots of encouragement and positive feedback.
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. Social learning theory explains human
behavior in terms of continuous reciprocal interaction between cognitive, behavioral, an environmental
influences.
The component processes underlying observational learning are:

 Attention - includes modeled events (distinctiveness, affective valence, complexity, prevalence,
functional value) and observer characteristics (sensory capacities, arousal level, perceptual set,
past reinforcement).
 Retention - includes symbolic coding, cognitive organization, symbolic rehearsal, motor rehearsal)
 Motor Reproduction - includes physical capabilities, self-observation of reproduction, accuracy of
feedback.
 Motivation, including external, vicarious and self-reinforcement.

General Principles of Social Learning Theory
 People can learn by observing the behavior of the others and the outcomes of those behaviors.
 Learning can occur without a change in behavior.
 Cognition plays a role in learning.
 Social learning can be considered a bridge or a transition between behaviorist learning theories and
cognitive learning theories.
How Environment and Punishes Modeling
 People are often to reinforced for modeling the behavior of others. Bandura suggested that the
environment also reinforces modeling. This is several possible ways;
 The observer is reinforced by the model
 The observer reinforce by a third person
 The imitated behavior itself leads to reinforcing consequences
 Consequences of the model‟s behavior affect the observer‟s behavior vicariously.
Contemporary Social Learning Perpectiveof Reinforcement and Punishment

 Contemporary theory proposes that both reinforcement and punishment have indirect effects on
learning.
 Reinforcement ad punishment influence the extent to which an individual exhibits a behavior that
has been learned
 The expectation of reinforcement process that promote learning.
Cognitive Factors in Social Learning

 Learning without performance. (through observation and actual imitation)
 Cognitive processing during learning (attention)
 Expectations (consequences)
 Reciprocal causation (person, behavior and environment)
 Modeling (live models, and symbolic models)
Four Elements of Observational Learning

 Attention – mental focus or concentration, willingness of the child to observe and mimic the behavior
of a model.
 Retention – To encode the behavior in the memory, ability to store information.
 Motor Production – To actually perform the behavior observe
 Motivation/Reinforcement – Force that drives one to act.
COGNITIVISM
Cognitivism revived the psychological study of thinking, developing scientifically rigorous ways of
studying unobservable mental activity. In this module you will encounter different questions on how
cognitivism brings on the development of learning, and you will find answers or solution to these questions.
What is Cognitivism?
Cognitivism is "the psychology of learning which emphasizes human cognition or intelligence
as a special endowment enabling man to form hypotheses and develop intellectually" (Cognitivism) and is
also known as cognitive development. The underlying concepts of cognitivism involve how we think and
gain knowledge. Cognitivism involves examining learning, memory, problem solving skills, and intelligence.
Cognitive theorists may want to understand how problem solving changes throughout childhood, how
cultural differences affect the way we view our ownacademic achievements, language development, and
much more. (Feldman, Cognitivism)
How Does Learning Occur?

Cognitive theories stress the acquisition of knowledge and internal mental structures and, as such,
are closer to the rationalist end of the epistemology continuum (Bower & Hilgard, 1981). Learning is
equated with discrete changes between states of knowledge rather than with changes in the probability of
response. Cognitive theories focus on the conceptualization of students‟ learning processes and address
the issues of how information is received, organized, stored, and retrieved by the mind. Learning is
concerned not so much with what learners do but with what they know and how they come to acquire it
(Jonassen, 1991b). Knowledge acquisition is described as a mental activity that entails internal coding and
structuring by the learner. The learner is viewed as a very active participant in the learning process.
Which factors Influence Learning?

Cognitivism, like behaviorism, emphasizes the role that environmental conditions play in facilitating
learning. Instructional explanations, demonstrations, illustrative examples and matched non-examples are
all considered to be instrumental in guiding student learning. Similarly, emphasis is placed on the role of
practice with corrective feedback. Up to this point, little difference can be detected between these two
theories. However, the “active” nature of the learner is perceived quite differently.
The cognitive approach focuses on the mental activities of the learner that lead up to a response
and acknowledges the processes of mental planning, goal-setting, and organizational strategies (Shuell,
1986). Cognitive theories contend that environmental “cues” and instructional components alone cannot
account for all the learning that results from an instructional situation. Additional key elements include the
way that learners attend to, code, transform, rehearse, store and retrieve information. Learners‟ thoughts,
beliefs, attitudes, and values are also considered to be influential in the learning process (Winne, 1985).
The real focus of the cognitive approach is on changing the learner by encouraging him/her to use
appropriate learning strategies.
How Does Transfer Occur?

According to cognitive theories, transfer is a function of how information is stored in memory
(Schunk, 1991). When a learner understands how to apply knowledge in different contexts, then transfer
has occurred. Understanding is seen as being composed of a knowledge base in the form of rules,
concepts, and discriminations (Duffy & Jonassen, 1991). Prior knowledge is used to establish boundary
constraints for identifying the similarities and differences of novel information. Not only must the knowledge
itself be stored in memory but the uses of that knowledge as well. Specific instructional or real-world events
will trigger particular responses, but the learner must believe that the knowledge is useful in a given
situation before he will activate it.
Classroom Implications
In a classroom environment, there are many variables that influence and contribute to learning.
When creating and implementing a learning environment, it is imperative that the teachers not only create a
setting that promotes learning, but also take the time to understand each child. Classrooms are widely
diverse and complex. Students learn differently and are at various developmental levels. Teachers who
properly manage their classrooms and establish expectations will be able to incorporate diverse teaching
philosophies and create an excellent learning environment for each student. It is important that teachers
create a learning environment that encourages students to do their best and makes learning interesting.
This creates a motivational climate within the classroom.
There are two factors that are critical to motivate students, value and effort. (Classroom
Management) Students must understand that the work they are performing is worthwhile. Value measures
the importance of a student's work to himself and others. Effort is the amount of time and energy students
put into their work. Understanding the value of academic tasks and the effort needed to complete those
tasks can motivate students to perform better in the classroom environment (Classroom Management)
Cognitive Development Implied in the Classroom (“Piaget’s Theory”)

 Teachers should carefully assess the current stage of a child's cognitive development and only
assign tasks for which the child is prepared. The child can then be given tasks that are tailored to
their developmental level and are motivating.
 Teachers must provide children with learning opportunities that enable them to advance through
each developmental stage. This is achieved by creating disequilibrium. Teachers should maintain a
proper balance between actively guiding the child and allowing opportunities for them to explore
things on their own to learn through discovery.
 Teachers should be concerned with the process of learning rather than the end product. For
example, the teacher should observe the way a child manipulates play dough instead of
concentrating on a finished shape.
 Children should be encouraged to learn from each other. Hearing others' views can help breakdown
egocentrism. It is important for teachers to provide multiple opportunities for small group activities.
 Piaget believed that teachers should act as guides to children's learning processes and that the
curriculum should be adapted to individual needs and developmental levels.
Examples of Cognitive Games in the Classroom

Cognitive games are designed to help stimulate various regions of the brain. These games are used
to improve reflexes, help people learn, promote critical thinking, and help people learn different patterns of
association. Cognitive games are helpful when used to learn a foreign language and memorize new
material. Various learning techniques are used in the classroom because there are various learning styles.
There are many games that promote and influence cognitive learning.
Examples of cognitive games include:

Educational Websites and Computer Games
Most educational websites computer games focus on stimulating a young child's senses while
engaging them in various cognitive tasks. Below are three of the many learning websites that are available
to enhance cognitive development in young children. Example, PBS kids Educational Games, Spelling City,
Cognitive Fun Games etc.
Sorting Games
Sorting games require individuals to utilize recognition and reasoning. Teachers can engage
children in games in which the children sort items by various criteria, such as color, size, texture, and other
physical attributes of the items. A more advanced approach to sorting is discussing how the items are
similar. This process promotes critical thinking.
Flash Cards
Flash cards can be used various tasks. This involves notecards or an even scrap of paper in which
two parts of information is written on either side of the notecard. These can be as simple as having cards
with a red dot on one side and the word red on the other. Flash cards are typically used in a classroom for
drills or in private study. These cards are used to aid memorization. Pre-made flash cards are available for
many subjects. Teachers and students may also make homemade flash cards, depending on how and
what they are studying. Flash cards may also be personalized and printed from certain websites.
(Flashcards) Flash cards can be utilized into various games as well.
Board Games
Teachers may include board games in their classrooms to promote cognitive development. Unlike
computer and video games, boardgames are tangible. Children can manipulate different pieces in the
game. Board games can beimplemented to enhance mathematical and linguistic skills and enhance a
child's ability to understand and follow directions. Example, monopoly and bingo
Puzzles
Finding a solution to a puzzle develops a child's problem solving ability.Children who actively solve
puzzles that they are able to touch and piece together are more likely to understand certain concepts and
develop their own theories about those concepts.
CONSTRUCTIVISM
Students learn new things through experience. They build knowledge through experiences and
interactions. In cognitive learning, the students are taught to do something in constructivism. The students
are encouraged to discover something on their own; this is known as self-directed learning. The major
difference is that cognitive learning is about building on prior knowledge, and constructivism is about
building new ideas and concepts based on your own discoveries.
What are the principles of constructivism?

Knowledge is constructed, rather than innate, or passively absorbed
Constructivism's central idea is that human learning is constructed, that learners build new
knowledge upon the foundation of previous learning. This prior knowledge influences what new or modified
knowledge an individual will construct from new learning experiences (Phillips, 1995).
Learning is an active process.
The second notion is that learning is an active rather than a passive process. The passive view of
teaching views the learner as „an empty vessel‟ to be filled with knowledge, where constructivism states
that learners construct meaning only through active engagement with the world (such as experiments or
real-world problem solving). Information may be passively received, but understanding cannot be, for it
must come from making meaningful connections between prior knowledge, new knowledge, and the
processes involved in learning.
All Knowledge is socially constructed.
Learning is a social activity - it is something we do together, in interaction with each other, rather
than an abstract concept (Dewey, 1938). For example, Vygotsky (1978), believed that community plays a
central role in the process of "making meaning." For Vygotsky, the environment in which children grow up
will influence how they think and what they think about.Thus, all teaching and learning is a matter of sharing
and negotiating socially constituted knowledge. For example, Vygotsky (1978) states cognitive
development stems from social interactions from guided learning within the zone of proximal development
as children and their partner's co- construct knowledge.
All knowledge is personal.
Each individual learner has a distinctive point of view, based on existing knowledge and values.This
means that same lesson, teaching or activity may result in different learning by each pupil, as their
subjective interpretations differ.This principle appears to contradict the view the knowledge is socially
constructed. Fox (2001, p. 30) argues (a) that although individuals have their own personal history of
learning, nevertheless they can share in common knowledge, and (b) that although education is a social
process, powerfully influenced by cultural factors, nevertheless cultures are made up of sub- cultures, even
to the point of being composed of sub-cultures of one. Cultures and their knowledge-base are constantly in
a process of change and the knowledge stored by individuals is not a rigid copy of some socially
constructed template. In learning a culture, each child changes that culture.
Learning exists in the mind.
The constructivist theory posits that knowledge can only exist within the human mind, and that it
does not have to match any real world reality (Driscoll, 2000). Learners will be constantly trying to develop
their own individual mental model of the real world from their perceptions of that world. As they perceive
each new experience, learners will continually update their own mental models to reflect the new
information, and will, therefore, construct their own interpretation of reality.
What are the three main types of constructivism?

Typically, this continuum is divided into three broad categories:
 Cognitive constructivism based on the work of Jean Piaget, social constructivism based on the work
of Lev Vygotsky, and radical constructivism. According to the GSI Teaching and Resource Center
(2015, p.5): Cognitive constructivism states knowledge is something that is actively constructed by
learners based on their existing cognitive structures. Therefore, learning is relative to their stage of
cognitive development.
Cognitivist teaching methods aim to assist students in assimilating new information to existing
knowledge, and enabling them to make the appropriate modifications to their existing intellectual
framework to accommodate that information. According to social constructivism learning is a
collaborative process, and knowledge develops from individuals' interactions with their culture and
society.
 Social constructivism was developed by Lev Vygotsky (1978, ) who suggested that, every function
in the child's cultural development appears twice: first, on the social level and, later on, on the
individual level; first, between people (interpsychological) and then inside the child
(intrapsychological).
 Radical constructivism was developed by Ernst von Glasersfeld (1974) and states that all
knowledge is constructed rather than perceived through senses. Learners construct new knowledge
on the foundations of their existing knowledge. However, radical constructivism states that the
knowledge individuals create tells us nothing about reality, and only helps us to function in your
environment. Thus, knowledge is invented not discovered. The humanly constructed reality is all the
time being modified and interacting to fit ontological reality, although it can never give a „true picture‟
of it. (Ernest, 1994, )
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).
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:
 Knowledge will be shared between teachers and students.
 Teachers and students will share authority.
 The teacher's role is one of a facilitator or guide.
 Learning groups will consist of small numbers of heterogeneous students
Now let us turn to applying what we have learned about learning theories
that guide the teaching practice of educators like your. As an example, try thinking of how to apply
Thorndike‟s Connectionism by following the instructions below.
a. Choose a topic you want to teach
b. Discuss the ways you can apply the three primary laws while you teach the topic.
Prepare a 2-minute recorded speech on your response. Request a fellow student and/ or teacher to
comment on it.
LESSON 4: Outcomes of Teacher Education

Intended Learning Outcomes
 Set out clear expectations of teaching standards for professional
development from beginning to distinguished career stage of teachers.
 Actively embrace a continuing effort to attaining teaching proficiency.
 Apply uniform measure to assess teacher performance, identify needs,
and provide support for professional development.
INTRODUCTION
In desiring to become a teacher someday, you will in fact play a crucial role in nation building. Put in
mind that through quality teachers, the Philippines can develop holistic learners who are steeped in values,
equipped with 21st century skills, and able to propel the country to development and progress. Once you
graduate and become a licensed professional teacher, you will now be an official member of the community
of educators in the country.
Under the Department of Education‟s VISION of producing: “Filipinos who passionately love their
country and whose values and competencies enable them to realize their full potential and contribute
meaningfully to building the nation” (DepED Order No. 36, s. 2013).
Keep in mind, dear future teacher, that so much research evidences unequivocally show that good
teachers are vital to raising student achievement, i.e., quality learning of your students is will be dependent
upon learner-centered teaching. Hence, enhancing yourself in terms of in the 7 domains of teaching
practice reflected in the Philippine Professional Standards for Teachers should become of utmost
importance to you.
Activity 1: Concept Map of a Professional Teacher

Develop a concept map of a professional teacher as provided for in the Philippine Professional
Standards for Teachers.
Activity 2: Web Organizer

The teachers are not simply the implementers of the strategies in teaching. They are the creators of
the conditions of learning bedrock on their personal, professional, and ethical qualities.
Identify the qualities of professional teacher. Fill in the concept organizer below.
Let us now reflect on your answers on the activities. Do so by responding to the following questions.
1. What kind of stimuli for children‟s and adult behavior did you observe?
2. What kinds of behaviors on the part of children elicit reinforcement and punishment consequences
from the adult?
3. What kind of behaviors of adults are reinforced or punished by the children?
4. What kinds of reinforcement and punishments seem to be most “successful”?
5. Given this experience, what are your thoughts about operant conditioning? Do you think children
reinforce and punish adults reinforce and punish them? How might the two be interdependent?
Philippine Professional Standards for Teachers
The Philippine Government has consistently pursued teacher quality reforms through a number of
initiatives. As a framework of teacher quality, the National Competency-Based Teacher Standards (NCBTS)
was institutionalized through CHED Memorandum Order No. 52, s. 2007 and DepED Order No. 32, s.
2009. It emerged as part of the implementation of the Basic Education Sector Reform Agenda (BESRA),
and was facilitated by drawing on the learning considerations of programs, such as the Basic Education
Assistance for Mindanao (BEAM), the Strengthening Implementation of Visayas Education (STRIVE)
project and the Third Elementary Education Project (TEEP).
The K to 12 Reform (R.A. 10533) in 2013 has changed the landscape of teacher quality
requirements in the Philippines. The reform process warrants an equivalent supportive focus on teacher
quality – high quality teachers who are properly equipped and prepared to assume the roles and functions
of a K to 12 teacher.
The Philippine Professional Standards for Teachers, which is built on NCBTS, complements the
reform initiatives on teacherquality from pre-service education to in-service training. It articulates what
constitutes teacher quality in the K to 12 Reform through well- defined domains, strands, and indicators that
provide measures of professional learning, competent practice, and effective engagement. This set of
standards makes explicit what teachers should know, be able to do and value to achieve competence,
improved student learning outcomes, and eventually quality education. It is founded on teaching
philosophies of learner-centeredness, lifelong learning, and inclusivity/inclusiveness, among others. The
professional standards, therefore, become a public statement of professional accountability that can help
teachers reflect on and assess their own practices as they aspire for personal growth and professional
development.
Teacher Quality in the Philippines

The Philippine Professional Standards for Teachers defines teacher quality in the Philippines. The
standards describe the expectations of teachers‟ increasing levels of knowledge, practice and professional
engagement. At the same time, the standards allow for teachers‟ growing understanding, applied with
increasing sophistication across a broader and more complex range of teaching/learning situations.
The following describes the breadth of 7 Domains that are required by teachers to be effective in the
21st Century in the Philippines. Quality teachers in the Philippines need to possess the following
characteristics:
 Recognize the importance of mastery of content knowledge and its interconnectedness
within and across curriculum areas, coupled with a sound and critical understanding of the
application of theories and principles of teaching and learning. They apply developmentally
appropriate and meaningful pedagogy grounded on content knowledge and current
research. They display proficiency in Mother Tongue, Filipino and English to facilitate the
teaching and learning process, as well as exhibit the needed skills in the use of
communication strategies, teaching strategies and technologies to promote high-quality
learning outcomes.
 Provide learning environments that are safe, secure, fair and supportive in order to promote
learner responsibility and achievement. They create an environment that is learning-focused
and they efficiently manage learner behavior in a physical and virtual space. They utilize a
range of resources and provide intellectually challenging and stimulating activities to
encourage constructive classroom interactions geared towards the attainment of high
standards of learning.
 Establish learning environments that are responsive to learner diversity. They respect
learners‟ diverse characteristics and experiences as inputs to the planning and design of
learning opportunities. They encourage the celebration of diversity in the classroom and the
need for teaching practices that are differentiated to encourage all learners to be successful
citizens in a changing local and global environment.
 Interact with the national and local curriculum requirements. They translate curriculum
content into learning activities that are relevant to learners and based on the principles of
effective teaching and learning. They apply their professional knowledge to plan and design,
individually or in collaboration with colleagues, well-structured and sequenced lessons that
are contextually relevant, responsive to learners‟ needs and incorporate a range of teaching
and learning resources. They communicate learning goals to support learner participation,
understanding and achievement.
 Apply a variety of assessment tools and strategies in monitoring, evaluating, documenting
and reporting learners‟ needs, progress and achievement. They use assessment data in a
variety of ways to inform and enhance the teaching and learning process and programs.
They provide learners with the necessary feedback about learning outcomes that informs the
reporting cycle and enables teachers to select, organize and use sound assessment
processes.
 Establish school-community partnerships aimed at enriching the learning environment, as
well as the community‟s engagement in the educative process. They identify and respond to
opportunities that link teaching and learning in the classroom to the experiences, interests
and aspirations of the wider school community and other key stakeholders. They understand
and fulfill their obligations in upholding professional ethics, accountability and transparency
to promote professional and harmonious relationships with learners, parents, schools and
the wider community.
 Value personal growth and professional development and exhibit high personal regard for
the profession by maintaining qualities that uphold the dignity of teaching such as caring
attitude, respect and integrity. They value personal and professional reflection and learning
to improve their practice. They assume responsibility for personal growth and professional
development for lifelong learning.
PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS

The 7 Domains of teacher practice comprise of 37 strands that refer to more specific dimensions of
teacher practice.
Domain 1
Content Knowledge &Pedagogy (7 strands)
 Content knowledge and its application within and across curriculum areas
 Research-based knowledge and principles of teaching and learning
 Positive use of ICT
 Strategies for promoting literacy and numeracy
 Strategies for developing critical and creative thinking, as well as other higher-order thinking skills
 Mother Tongue, Filipino and English in teaching and learning
 Classroom communication strategies
Domain 2
Environment (6 stands)
 Learner safety and security
 Fair learning environment
 Management of classroom structure and activities
 Support for learner participation
 Promotion of purposive learning
 Management of learner behavior
Domain 3
Diversity of Learners (5 strands)
 Learners‟ gender, needs, strengths, interests and experiences
 Learners‟ linguistic, cultural, socio- economic & religious backgrounds
 Learners with disabilities, giftedness and talents
 Learners in difficult circumstances
 Learners from indigenous groups
Domain 4
Curriculum and Planning (5 strands)
 Planning and management of teaching and learning process
 Learning outcomes aligned with learning competencies
 Relevance and responsiveness of learning programs
 Professional collaboration to enrich teaching practice
 Teaching and learning resources including ICT
Domain 5
Assessment and Reporting (5 strands)
 Design, selection, organization and utilization of assessment strategies
 Monitoring and evaluation of learner progress and achievement
 Feedback to improve learning
 Communication of learner needs, progress and achievement to key stakeholders
 Use of assessment data to enhance teaching and learning practices and programs
Domain 6
Community Linkages and Professional Engagement (4 strands)
 Establishment of learning environments that is responsive to community
contexts Philippine Professional Standards for Teachers 7
 Engagement of parents and the wider school community in the educative process
 Professional ethics
 School policies and procedures
Domain 7
Personal Growth and Professional Development (5 strands)
 Philosophy of teaching
 Dignity of teaching as a profession
 Professional links with colleagues
 Professional reflection and learning to improve practice
 Professional development goals
Career Stages of Filipino Professional Teachers

Teacher professional development happens in a continuum from beginning to exemplary practice.
Anchored on the principle of lifelong learning, the set of professional standards for teachers recognizes the
significance of a standards framework that articulates developmental progression as teachers develop,
refine their practice and respond to the complexities of educational reforms.
The following statements, which define the work of teachers at different career stages, make explicit
the elements of high-quality teaching for the 21st century. They comprise descriptors that have been
informed by teachers‟ understandings of what is required at each of the four Career Stages. The
descriptors represent a continuum of development within the profession by providing a basis for attracting,
preparing, developing and supporting teachers.
Career Stage 1 or Beginning Teachers
 have gained the qualifications recognized for entry into the teaching profession.
 have a strong understanding of the subjects/areas in which they are trained in terms of content
knowledge and pedagogy.
 possess the requisite knowledge, skills and values that support the teaching and learning process.
 manage learning programs and have strategies that promote learning based on the learning needs
of their students.
 seek advice from experienced colleagues to consolidate their teaching practice.
Career Stage 2 or Proficient Teachers
 professionally independent in the application of skills vital to the teaching and learning process.
 provide focused teaching programs that meet curriculum and assessment requirements.
 display skills in planning, implementing, and managing learning actively engage in collaborative
learning with the professional community and other stakeholders for mutual growth and
advancement.
 reflective practitioners who continually consolidate the knowledge, skills and practices of Career
Stage 1 teachers.
Career Stage 3 or Highly Proficient Teachers
 consistently display a high level of performance in their teaching practice.
 manifest an in-depth and sophisticated understanding of the teaching and learning process.
 have high education-focused situation cognition, are more adept in problem solving and optimize
opportunities gained from experience. work collaboratively with colleagues and provide them
support and mentoring to enhance their learning and practice.
 continually seek to develop their professional knowledge and practice by reflecting on their own
needs, and those of their colleagues and students.
Career Stage 4 or Distinguished Teachers
 embody the highest standard for teaching grounded in global best practices.
 exhibit exceptional capacity to improve their own teaching practice and that of others.
 recognized as leaders in education, contributors to the profession and initiators of collaborations
and partnerships.
 create lifelong impact in the lives of colleagues, students and others. consistently seek professional
advancement and relevance in pursuit of teaching quality and excellence.
 exhibit commitment to inspire the education community and stakeholders for the improvement of
education provision in the Philippine.
At this point , after knowing the 7 domains of teaching considered as standards of the professional
practice of teachers, as well as the career stages we go through over time, you may now check yourself in
terms of how far you have developed already at this time. Use the checklist below to find out.
Self Assessment Checklist: Domains for Teaching Practice
Y= Yes, I believe I already have developed the competencies in this domain

S = Somewhat, I believe I already have developed some competencies in this domain
NY= Not Yet, I believe I have not yet developed any competency in this domain
Reflection Question:
For domains in which you answered SOMEWHAT or NOT YET, what will you do in order to develop
the teaching competencies under those domain?yourself progress from a beginner teacher stage to a
distinguished teacher in 10-15 years?
Learner centered teaching has brought significant changes from the traditional teacher-centered
approach. These changes involve balance of power between teacher and student, evaluation of purpose &
process, role of teacher, responsibility of learner and function of content.
Four principles are also notable in a student centered teaching approach which are: learning is
personalized; learning is competency-based; learning happens anytime, anywhere; and students take
owner ship of their learning.
The American Psychological Association also published the top 20 principles of teaching and
learning in Prek-12 education for teachers. The principles are distilled from decades of research on how
cognition, emotion and motivation are enable students to really learn.
Three pedagogical approaches that promote learner centeredness are cooperative learning
approach, differentiated instruction approach, and personalized learning approach.
Learning theories that inform the teaching practices of contemporary teachers are drawn from
behaviorism, cognitivism, constructivism, connectivism.
The Philippine Professional Standards for Teachers clarifies the 7 domains of teaching practice
which emphasizes the competence of teachers to help student with diverse abilities and background in a
learner centered learning environment.
************************************ END OF MODULE 1 ************************************

Applying principles of learner-centered teaching

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ILOCOS SUR POLYTECHNIC STATE COLLEGE

College of Teacher Education

LESSON 1: Introduction to Learner-centered Teaching

Were you allowed by your teachers to set

Let us now examine closely your response to the checklist.

Role of the Teacher

Responsibility for Learning

Evaluation Purpose and Process

Four Principles of Student-centered Approach

Learning is Students move ahead when they have

Learning Learning takes place beyond the traditional

Students take Students are engaged in their own success,

Top 20 Principles for PreK–12 Teaching and Learning

LESSON 2: Principles in Teaching Multigrade Classes

1.The instructor is clear when he/she tells me what to do.

Five Factors for an Effective Cooperative Learning Approach

Differentiated Instructional Approach (DIA)

Via differentiation, teachers respond proactively to differences in students' knowledge, skills,

Personalized Learning Approach (PLA)

engage in meaningful, authentic, and rigorous challenges to demonstrate desired outcomes

Guide Questions for the Powerpoint Presentation:

LESSON 3: Learning Theories

Law of Effect. Indicate

Activity 3 (Working on Maze)

Activity 5 (Word Puzzle/Garden of Herbs)

 For ringworm and other skin (fungal) infections

Activity 3: WORKING ON A MAZE

Activity 5: WORD PUZZLE/GARDEN OF HERBS

Pavlov’s Experiment Schematic

PAVLOV ALSO HAD THE FOLLOWING FINDINGS:

Edward Lee Thorndike 1904-1990

Simplified graph of the result of the puzzle box experiment

Principles Derived from Thorndike’s Connectionism

Behaviorism: Tolman & Bandura

Tolman's Purposive Behaviorism

Tolman’s Key Concepts

Social Learning Theory

The component processes underlying observational learning are:

Contemporary Social Learning Perpectiveof Reinforcement and Punishment

Cognitive Factors in Social Learning

Four Elements of Observational Learning

How Does Learning Occur?

Which factors Influence Learning?

How Does Transfer Occur?

Cognitive Development Implied in the Classroom (“Piaget’s Theory”)

Examples of Cognitive Games in the Classroom

Examples of cognitive games include:

What are the principles of constructivism?

What are the three main types of constructivism?

What is the role of the teacher in a constructivist classroom?

Features of a Constructivist Classroom

LESSON 4: Outcomes of Teacher Education

Activity 1: Concept Map of a Professional Teacher

Activity 2: Web Organizer

Philippine Professional Standards for Teachers

Teacher Quality in the Philippines

PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS

Career Stages of Filipino Professional Teachers

Self Assessment Checklist: Domains for Teaching Practice

Y= Yes, I believe I already have developed the competencies in this domain

************************************ END OF MODULE 1 ************************************

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END OF MODULE 1