La Consolacion College-Bais Formerly

Sacred Heart Academy

In Partial Fulfillment
Of the Course

EDUC 4

Facilitating Human Learning

SY: 2015-2016

Submitted by: Submitted to:

Ronalyn B. Cañete Mrs. Araceli A. Derequito
BEED – II Instruktor
 ACKNOWLEGDEMENT

The completion of this Project will not be accomplished without

continuous monitoring of its process by our dearest teacher, Mrs.
Araceli A. Derequito

I would also like to express my deepest appreciation to my

friends for supporting me.

Finally to my parents, thank you for the unending support and

understanding to whatever expenses entailed therein.

Thank you so much, guys!


 TABLE OF CONTENTS

Modules Page
Module 1 1
Module 2 2-3
Module 3 4-6
Module 4 7
Module 5 8
Module 6 9
Module 7 10
Module 8 11
Module 9 12

MODULE 1

Differences between Novice and Expert Learners

 ASPECT OF
NOVICE LEARNERS EXPERT LEARNERS
LEARNING

Have deeper knowledge

Have limited knowledge in different subject areas
Knowledge in different
in the different subject because they look for
subject areas
areas interrelationships in the
thing they learn

First try to understand the

Satisfied at just scratching
PROBLEM the surface; hurriedly RESEARCH problem, look for
Problem Solving boundaries, and create a
METHODOLOGY
gives a solution to the
My learning problems statedproblem
in mental picture of the
problem
the middle school. When I was in Applied Research
elementary school, my classes
Employ rigid strategies
Design new strategies that
were small and I received athat
Learning/Thinking of not beAims at would
lotmay finding a solution
fortask
an immediate be appropriated to
problem
strategies
attention appropriate
from my teachers. I wentto the at
facing a society thean
or task at and
industrial
to middle school, my teachers no hand
longer seemed concerned for me. or business organization.
Select important
My grades went from As to Cs information to process;
and Ds. My teachers
Selecting in Processing did not
Attempt to process all able to breakdown
notice… they just keptinformation
teaching, they receive information to
(Ann, Age 12) manageable chunks

Do not examine the Check their errors and

Production of Output quality of their work, nor redirect their efforts to
stop to make revisions maintain quality output

MODULE 2

Research connection
Read a research or study related to Learner-Centered psychological principles
(LCP) Fill out the matrix box below.
Title and Source
THEORY INTO PRACTICE, Volume 42, Number 2, spring 2003 Copyright Co
2003 College of Education, The Ohio State University.
FINDINGS
THE MIDDLE SCHOOL
YEARS are critical turning
point in young people’s lives.
Early adolescence is an
important time for youth to
adjust to a rapidly changing
body, learn new cognitive
abilities, form positive social
relationships, develop a personal
code of ethics and morality
(Eccles & Midgley, 1989;
Jackson & Davis 2000).
Schools, along with peers and
families, play important role in
fostering young people’s healthy
development through the
adolescent years. In a
groundbreaking report, turning
points: Preparing American
youth for the 21st century
(Carnegie Council on
Adolescent Development,
1989), a group of educators,
researchers, policy makers and
media leaders concluded that
middle schools are “potentially
society’s most powerful force to
recapture millions of youth
adrift” (p.32)
CONCLUSIONS/
RECOMMENDATIONS
Much of the research on the
middle school transition has
focused on negative changes in
motivation and achievement.
Findings from research with the
LCP’s suggests that the use of
learner-centered teaching practice
can help offset some of these
negative changes. Specifically,
results with the ALCP teacher and
student surveys confirm the
positive relations of learner-
centered practices to students’
mastery goals, cognitive
engagement, and achievement.
Moreover findings revealed that
student’s perceptions of their
learning environment are more
predictive of student motivation
and learning than were teacher’s
self-reported beliefs and practice.
Thus, in keeping with a learner-
centered approach, the classroom
needs to be viewed from the
student’s perspective.
 3

Module 3
Synapse Strengtheners

Freud’s Components of the Personality

 ID EGO SUPEREGO
The id is the primitive The ego develops in The superego
and instinctive order to mediate incorporates the values
component of between the unrealistic and morals of society
personality. It consists id and the external real which are learned from
of all the inherited (i.e. world. It is the decision one’s parents and others.
biological) components making component of It develops around the age
of personality, including personality. Ideally the 3-5 during the phallic
the sex (life) instinct- ego works by reason stage of psychosexual
Eros (which contains the whereas the id is development.
libido), and the chaotic and totally
aggressive (death) unreasonable. The superego consists of
instinct- Thanatos. two systems: the
The ego operates consciences and ideal
The id is the impulsive according to the reality self. The conscience can
(and unconscious) part principle, working out punish the ego through
of our psyche which realistic ways of causing feeling of guilt.
response directly and satisfying the id’s For example, of the ego
immediately to the demands, often gives into the ids
instincts. The compromising or demands, the superego
personality of the new postponing satisfaction may make the person feel
born child is all id and to avoid negative bad to guilt.
only later thus it develop consequences of
an ego and super-ego. society.

Review the three components and write important concepts about them in the
spaces provided.

Freud’s Psycho-Sexual Stages of Development

 Write the description, erogenous zone and fixation of each of the stages
below.

 ORAL STAGE
In the first stage of personality development if libido is centered in a baby’s
mouth. It gets much satisfaction from putting all sorts of things in each mouth to
satisfy the libido, and thus its id demands. Which at this stage in life are oral, or
mouth orientated, such as sucking, biting and breast-feeding.

 ANAL STAGE
The libido now comes focused on the anus and the child derives great pleasure
from defecating. The child is now fully aware that they are a person in their own
right and that their wishes can bring them into conflict which the demands of the
outside world (i.e. their ego has developed)

 PHALIC STAGE
Sensitivity now becomes concentrated in the genitals and masturbation (in
both sexes) becomes a new source of pleasure. The child becomes aware of
anatomical sex differences, which sets in motion the conflict between erotic
attraction, resentment, rivalry, jealousy and fair which Freud called the Oedipus
complex (in boys) and electa complex (in girls). This is resolved through the
process of identification, which involves the child adopting the characteristics of the
same sex parent.

 LATENCY STAGE
No further psycho-sexual development takes place during this stage (latent
means hidden). The libido is dormant. Freud through that most sexual impulses are
repressed during the latent stage and sexual energy can be sublimated (re: depends
mechanisms) towards school works hobbies and friendships. Much of the child’s
energies are channeled into developing new skills acquiring new knowledge and
play becomes largely confined to other children of the same gender.

 GENETAL STAGE
This is the last stage of Freud’s psycho-sexual theory of personality
development and begins in puberty. It is a time of adolescent sexual
experimentation, the successful resolution of which is settling down in a loving one-
to-one relationship with another person in our 20’s. Sexual instinct is directed to
heterosexual pleasure, rather than self-pleasure like during the phallic stage.

Module 4

Research connection
Read a research or study related to student diversity. Fill out the matrix below.

PROBLEM: Students from many constituencies were interested in having more

conversations, addressing issues and listening to others. “Students from minority
communities… often have to take on the ‘burden of educating others.’’ Hurtado
wrote. Some student also attributed “ignorance” to differences in attributed
“ignorance” to differences and experiences and prior socialization. Many students
recommended having diversity requirements in the curriculum across all colleges.
RESEARCH METHODOLOGY- In October the research team engaged in face-
to-face in interactions with 99 students in 14 focus groups representing diverse
constituencies including Latino, Asian, Black, Native American and LGBT.
TITLE AND SOURCE: The Climate for Diversity at Cornell University: Student
Experiences”.
FINDINGS- In discussions on diversity and equity, student respondents
encouraged recognition of diverse communities based on disability, religion,
international identities and political viewpoints. “We are constantly thinking about
not only the black community, but how we bridge the gap between our community
and other communities”, a male African-American student surveyed said.
CONCLUSION: Researchers said students find their sense of belonging in specific
niches at Cornell, such as areas of mutual interest related to their personal goals.

Module 5

TOPIC: TEACHING ELEMENTARY STUDENTS

 LEARNING
LEARNING ACTIVITY STYLE/MULTIPLE
INTELLIGENCE
1. A student who often VISUAL LEARNING STYLE
recognize words by sight
2. Learner solve problems by AUDITORY LEARNING STYLE
talking about them.
3. Uses movement as memory KINESTHETIC LEARNING
said. STYLE
4. Writing and drawing as VISUAL/SPATICAL
memory aids. INTELLIGENCE
5. Draw on facts while learning. ANALYTIC CONTINUUM
STYLE
6. Give verbal instructions and VERBAL LINGUISTIC
explanations. INTELLIGENCE
7. Learns through singing or AUDITORY LEARNING STYLE
without music.
8. They can be taught through INTRAPERSONAL
independent study INTELLIGENCE
introspection.
9. Learn through interaction. INTERPERSONAL
INTELLIGENCE
10. Learns through seeking EXISTENTIAL INTELLIGENCE
connections to real world
understanding and application of
new learning.

Module 6

1. The teacher thought of many strategies to teach the mentally challenged.

 The teacher thought of many strategies to teach the mentally retarded.
2. Their brother is mentally retarded,
 Their brother has a cognitive disability or diagnosis.
3. Their organization is for the autistic.
 Their organization is for the persons who has autism.
4. He is a polio victim who currently suffers from post-polio syndrome.
 He is a polio victim who was currently diagnosed from post-polio
syndrome.
5. There was a blind girl in my psychology class.
 There was a visually impaired girl in my psychology class.
6. I attended a seminar about learning disabled children.
 I attended a seminar about learning children with disabilities.
7. That classroom was designed for the deaf and blind.
 That classroom was designed for the persons whose unable to speak and
those who are visually impaired.
8. I like to read books about the handicapped.
 I like to read books about people with disabilities.
9. When she was suffering from a spinal cord injury, in a car accident, she
became a paraplegic and was confined to a wheelchair.
 When she was suffering from a spinal cord injury, in a car accident, she
became a paraplegic and now uses a wheelchair.
10. He is behaving like that because he is abnormal.
 He is behaving like that because he is diagnosed with a mental health
condition.

Module 7

Application
 HOW WOULD I APPLY
PRIMARY LAW
THE PRIMARY LAW
First, I would want to tell or
share something to my
students about the beauty of
nature and I will ask them if
what plant they can consider
LAW OF READINESS
beautiful with the use of their
sense of sight. Afterwards I
would gladly introduce them
my decided lesson for the day
which will be about plants.
The reinforcement that I will
be using will be positive or
rewards. I will ask somebody
to go in front and dissect the
flower by being careful and I
LAW OF EFFECT will give a reward after for
my students to be interested
on my day to day lessons.

If anybody in my class
participated and answered the
wrong answer I will
LAW OF EXERCISE encourage him/her to
continue his determination.
Not just to sit for the rest of
the subject.

10

Module 8

Bandura’s Social Learning Theory

 3 key concepts of Albert How I apply it in my
Bandura teaching
I will show my students that I
am a good role model for
1. First is the idea that
them to be inspired to follow
people can learn through
my good works and to be
observation.
enlightened that doing bad is
wrong.
As an intrinsically motivated
2. Second is, the notion that
future educator, I wanted my
internal mental states are
students to enjoy the way I
an essential part of this
teach and enjoy our fun
process.
activities in the class
Today, both teachers and
3. Lastly, this theory
parents recognize the
recognizes that just
importance of modeling
because something has
appropriate behaviors so I
been learned, it does not
consider modeling as one
mean that it will result in
factor for me to apply in my
change in behavior.
teaching.

11

Module 9

Law of Good continuation: The teacher relates a new topic with something the
student already knows.
Law of Similarity: Topics with commonalities are taught next to each other.
Law of Figure/Ground: The most important words in the paragraph are written in
bolder fonts.
Law of Closure: The teacher slows down her pace and varies her tone of voice to
emphasize a point.
Law of Good Pragnanz: Teachers remind children to keep their numbers in
straight columns when doing math operations.

FORMULATE 5 ITEMS

Law of Proximity: Items into 3 groups as opposed to 8 individual items.

Law of Similarity: We see the circles and triangles as forming four horizontal
rows (or at least some configuration where triangles and circles are grouped
depending on their shape).
Law of Good Pragnanz: consist of a configuration of a number of brackets. When
perceiving the configuration, we see three pairs of symmetrical brackets as opposed
to 6 individual brackets, or two pairs and two singles.
Law of Continuation: A direction which says “This way to Boracay Island” that
was followed by the tourist’s.
Law of Closure: When looking at a complex arrangement of individual elements,
humans tend to first look for a single, recognizable patterns.
12