Learning Module Format MS01 1 1

Republic of the Philippines
City of Olongapo
GORDON COLLEGE
COLLEGE OF EDUCATION, ARTS AND SCIENCES
Olongapo City Sports Complex, Donor St., East Tapinac, Olongapo City 2200
Telefax No.: (047) 602-7175 loc 322
www.gordoncollege.edu.ph
College of Education Arts and Sciences

Program: BSED-English
Course Code: MS01
Course Title: Facilitating Learner-Centered Teaching
Course Description:
The course deals with both classic and contemporary theories and research on the cognitive,
metacognitive, socio-cultural and individual difference factors that impact on the teaching-learning
process. Highlights the metacognitive skills that pre-service teachers need to acquire to become expert
learners.
The activities or exercises at the end of every lesson were intended not only for drill and evaluative
process but also for purposes of advocacy for current trends in education such as reflective education,
multiple intelligences, multicultural education, inter-active and brain-based teaching, authentic assessment
and of bridging the gap between theory and practice.
Course Learning Outcomes:

At the end of the course, the students are expected to:
1. Discuss the basic approaches to studying learning and knowledge in complex domains,
2. explain the research and theories related to the factors affecting learning,
3. observe and reflect on how the various learning theories and principles apply to the learners
in the Philippine context,
4. relate the various theories and research findings to their own understanding of different
teaching approaches, methods and techniques,
5. demonstrate appreciation and respect of the uniqueness of the individual learners and
individual learning process, and the unique dynamics that occur in the learning process
within a group of learner, and
6. communicate their own views and ideas about how students learn.
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
Grading Rubric:
RUBRIC for PORTFOLIO (PRODUCT) ASSESSMENT
Description
Criteria
5 4 3 2 1
1. Contents of
the Portfolio Has 90- 100% Has 75- 89% Has 60- 74% Has less than Has less than
of the needed of the needed of the needed 59% of the 40% of the
content content content needed needed
content content
2. Objectives
of the Objectives Objectives Objectives Objectives Most
Portfolio are SMART are SMART are SMART are not objectives
and cover the but cover but cover SMART and are not
whole course only a only a less do not cover SMART and
minimum of than 75% of a whole cover only a
75% of the the course course minimum of
course the course
3. Quality of
Entries Entries are of Entries are of Entries are of Some entries Few entries
best quality, better quality, acceptable are of are of
well selected many are well quality, some acceptable acceptable
and very selected and are well quality quality, not
substantial. substantial. selected and limited well selected,
substantial. selection and and very
substantial. minimal
substance.
4. Presentation
of Entries Creative, neat Creative, neat Creative, neat Minimal No creativity,
and has very and has and an creativity, in disarray,
strong strong average neat with no impact/
impact/ impact/ impact/ minimal appeal.
appeal. appeal. appeal. impact/
appeal.
5. Promptness
in the Submitted Submitted on Submitted 10 Submitted Submitted 31
submission ahead of schedule days after from 11-30 or more days
schedule. schedule. days after after
schedule schedule
GRADING SYSTEM: 30% Major Examination (Midterm and Finals)

70% Class Standing (Students’ output, assignments, quizzes)
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
Learning Module
Module Learning Topics and Key Teaching and Learning

Number and Objectives Concepts Learning Materials Tasks
Title (most and Resources
essential
learning
competencies)
Module 1:
Introduction to At the end of A. Introduction to  PPT presentation 1.Cite
Learning & the module, Learning  Online readings: examples of
Learning Styles the students https://examplanning.com/types-education- learning based
1. Definition of formal-informal-non-formal/
should be able on personal
to: Learning experiences
2. Types of  VAK Test online
1. Classify the
sources:
different types Learning https://www.businessballs.com/self- 2. reflect on
awareness/vak-learning-styles-self-
of learning 2.1.Formal test/#vak-models
the
trough their 2.2Non-formal https://www.proprofs.com/quiz-
article/reading
own 2.3 Informal school/story.php?title=vak-quiz- s given.
visual-auditory-kinesthetic
experiences
presented; 3.discover
1. be aware of B. Learning  Lecture copies for their learning
the Styles Offline readings style thru
significance of 1. Visual Learner online VAK
learning in 2. Auditory test/ VAK test
their lives; Learner sheet
2. understand 3. Tactile or
their diversity 4.post a
Kinesthetic
of learning collage/audio
styles through Learner or video
VAK recorded
assessment; performance
3. identify reflecting
salient points specific
for learning style
improvement
of their
learning
styles.
Module 2:
Learner-Centered In this module, 1. Pavlov’s  PPT presentation 1. 1.Offline
Psychological the students Classical  Lecture on observation
Principles are expected on domestic
Conditioning Behaviorism
to: Theory Theories in animal’s
1. Review Education behavior
2.Watson’s
some related  Online readings: 2. 2. Read
Behaviorism
learner- https://www.funderstanding.com/theory/be specific
Theory haviorism/
newsfeed/
centered
psychological articles about
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
principles vis- 3. Skinner’s students who

a-vis varied Operant received
teaching and Conditioning awards and
learning styles. Theory extra-
2. Apply the 4. Thorndike’s curricular
principles in recognitions.
Connectionism
basic life and 3.
Theory
classroom 4. 3. Picture
situations. depicting
“How do I see
myself after 5
years.”
5.
Module 3:
II. Focus on the In this module, 1. Piaget’s Stages  PPT/ lecture copies 1. Psycho-
Learner the students of Cognitive about PIAGET’s social
are expected CDT. Assessment
A. Review of Development
the
to:
2. Erikson’s  ERIKSON’s
1. Draw worksheet for self- 2. Random
Developmental implications of Psycho Social Skill test
assessment of PsTD.
Theories developmental Theory of  graphic organizer of
theories on the Development ZPD and
3. Vygotsky’s VYGOTSKY’s 3. reflection
teaching paper on the
Socio-Cultural SCDT
learning account of
Theory  graphic organizer of
process; KOHLBERG’s New
2. create an 4. Kohlberg’s Normal
TMD
Theory of Moral Flexible
environment  graphic organizer of
that promotes Development Learning
BRONFENBENNE
fairness 5.Bronfenbenner’ R’s Ecological Approaches
s Ecological Theory in
through Education
reflection Theory  online readings:
https://www.simplypsychology.org/Z amidst
one-of-Proximal-Development.html
activities; COVID19
3. draw threat (a
implications of holistic
research dimension)
findings
related to child
and adolescent
learning and
development
along with the
biological,
linguistic,
cognitive,
social and
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
psychological
dimensions.
Module 4:
II. B. Student In this module, 1. Individual  Lecture on Student 1.Identifying
the students Differences Diversity own strength
Diversity
will be able to: 2. Thinking/Learni  Multiple Intelligence with MI styles
1. Apply ng Styles and
Test/ sheet
knowledge of Multiple .literacynet.org/mi/assessment/findyourstre 2.Throwback
Intelligences ngths.html
learning styles, of memories
multiple
3. Learners with  Clips on students in High
Exceptionalities with special needs school-
intelligences
https://www.youtube.com/watch?v=yG_xS
and learners’ BsFMPQ identifying
need to plan student
differentiated limitations
learning; and
2. use people manifestations
first language
in special 3. Reflection
education; on important
3. assess values of
multiple student
intelligence diversity
and create
learning
strategies for
skills
improvement.
MIDTERM
EXAM
Module 5:
III. Focus on In this module, 1. Behaviorism:  Lecture about 1. View/ read
Learning the students Pavlov, Bandura’s Social the BOBO
should be able Learning Theory doll
A. Behaviorist Thorndike, https://www.simplypsychology.org/bobo-
to: doll.html
experiment
Perspective Skinner
1. Apply  Lecture on
2. Neo- 2.Review
behaviorist Tolman’s
Behaviorism: Purposive specific ads;
principles in
Tolman and Behaviorism commercials
giving
Bandura /www.youtube.com/watch?v=skZJz shown on TVs
feedback and nOm4lI&t=177s
and reflect on
reinforcement; its impact on
2. cite young
example of learners
how the laws
3. create a
of learning are
puzzle/ maze
used in
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
learning
situations;
Module 6:
B. Cognitive In this module, 1. Gestalt  PPT on Cognitive 1.create a
Perspective the students Psychology Perception gestalt
should be able
2. Information  Gestalt Principles presentation
to: and specific
Processing example
1. Apply examples
3. Brumer’s https://www.youtube.com/watch?v=Fry
based on 3
theories of
Constructivist
aH599ec0 principles
learning and https://www.youtube.com/watch?v=j- selected
development Theory b9qPF4MPQ
4. Ausubel’s (picture,vide
to the  Brief lecture o or collage)
teaching- Meaningful
notes on Bruner,
learning Verbal Ausubel and 2.read the
process in a 5. Learning/ Gagne particular
Subsumption  Articles for
given article given,
situation; Theory reference identify the
2. explain the 6. Gagne’s 8 Success Lessons l theory
Condition of Learned After
processes Interviewing More than applied in
involved in Learning 20 Engineering each story
Topnotchers in the and give
acquiring, Philippines
storing and https://steemit.com/philippines/@dioncredi reflection.
blehulk/8-success-lessons-l-learned-after-
retrieving interviewing-more-than-20-engineering-
topnotchers-in-the-philippines
knowledge;
3. cite the
educational
implication of
the
information
processing
theory;
Module7:
Metacognition At the end of 1. Definition  Worksheet on 1.Metacogniti
the module, 2.Metacognitive Metacognition ve
the students
Process  Online sources for Assessment
should be able metacognitive
to: 3.Assessment of
strategies 2. Creating
1. Explain the Metacognitive https://www.edutopia.org/bl self-learning
process of Skills og/8-pathways- strategies
metacognition; 4. Strategies for metacognition-in-classroom-
2. apply the marilyn-price-mitchell 3. Journaling
Metacognitive
metacognitive Skills
strategies in
improvement
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
one’s learning
process;
3. apply
strategies to
become an
expert learner.
FINAL EXAM
Prepared by:
CATHERINE M. MOBO
Instructor
Recommending Approval:
DR. EDIRIC D. GADIA

College Dean
Approved by:
DR. DARWIN P. PAGUIO

VP, Academic Affairs
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
DETAILED LEARNING MODULE
Title: Introduction to Learning and Learning Styles

Module No.1
I. Introduction
Learning is “a process that leads to change, which occurs as a result of experience and
increases the potential for improved performance and future learning” (Ambrose et al,
2010, p.3).
The change in the learner may happen at the level of knowledge, attitude or behavior.
As a result of learning, learners come to see concepts, ideas, and/or the world differently
Learning is not something done to students, but rather something students themselves
do. It is the direct result of how students interpret and respond to their experiences.
This module will give an overview of how learning affects each individual’s behavior
and course of action. A broad definition based on theories and personal experiences will
be the bases of each discussion. Learners will eventually discover their diversified
learning style that makes them unique from other learning individuals, and use it as a
springboard for personal growth and improvement.
II. Learning Objectives

At the end of the module, the students should be able to:
1. Classify the different types of learning trough their own experiences presented;
2. be aware of the significance of learning in their lives;
3. understand their diversity of learning styles through VAK assessment;
4. identify salient points for improvement of their learning styles.
III. Topics and Key Concepts

A. Introduction to Learning
1. Definitions of Learning:
a) Learning is a persisting change in human performance or performance
potential (brought) about as a result of the learner’s interaction with the
environment” (Driscoll, 1994, pp.8-9).
b) Learning is the relatively permanent change in a person’s knowledge or
behavior due to experience” (Mayer, 1982, p. 1040).
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
c) Learning is an enduring change in behavior, or in the capacity to behave in a

given fashion, which results from practice or other forms of experience” (Shuell,
1986, p. 412).
2. Types of Learning/ Education

2.1. Formal education or formal learning usually takes place in the premises of
the school, where a person may learn basic, academic, or trade skills. Small
children often attend a nursery or kindergarten but often-formal education
begins in elementary school and continues with secondary school.
2.2 Non-formal education includes adult basic education, adult literacy
education or school equivalency preparation.
2.3 Informal education is not imparted by an institution such as school or
college. It is not given according to any fixed timetable. There is no set of
curriculum required. It consists of experiences and actual observation from the
family or community
B. Learning Styles
What are Learning Styles?
Information enters your brain in three main ways: sight, hearing and touch.
Which one you use the most is called your learning style (VAK test)
1. Visual Learners learn by sight
2. Auditory Learners learn by hearing
3. Tactile Learners (kinesthetic) learn by touch
IV. Teaching and Learning Materials and Resources

 PPT – Theories of Learning by C. Mobo
 Lecture copies (4 pages)
 https://examplanning.com/types-education-formal-informal-non-formal/ (article)
 https://www.businessballs.com/self-awareness/vak-learning-styles-self-test/#vak-
models
 https://www.proprofs.com/quiz-school/story.php?title=vak-quiz-visual-auditory-
kinesthetic
V. Learning Tasks (Online/ Blended)

1. Cite examples of learning based on personal experiences
2. reflect on the article/readings given.
3. discover their learning style thru online VAK test/ VAK test sheet
4. post a collage/audio/ video recorded performance reflecting specific learning
style
5. For offline learners they can produce task#1-4 in concrete objects and submit in a
folder as their portfolio.
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
VI. References
Corpuz, B.B. & Lucas, M. R D. (2011) Facilitating Learning: A Metacognitive
Process, 2nd Ed. Lorimar Publishing, Inc.
Schmidt, M. (2010, June 10) Understanding How Learning Takes Place
https://marenschmidt.com/2010/06/understanding-how-learning-takes-place/
Examplanning.com Types of Education: Formal, Informal & Non-formal.
https://examplanning.com/types-education-formal-informal-non-formal/
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
Title: Learner-Centered Psychological Principles

Module No.2
I. Introduction
Philosophers and educators researched ways to understand and explain the process of
learning. Understanding learning theories helps educators know how to communicate
content to the students effectively. Educators will then organize delivery of instruction
and help students become successful.
Behaviorism was the predominant school of experimental psychology in the early 20 th

century, influenced by Ivan Pavlov, B.F. Skinner, and other physiologists. They
proposed that psychology could only become an objective science if it is based on
observable behavior in test subjects.
Since mental events are not publicly observable, behaviorist psychologists avoided
description of mental processes or the mind in their literature.

At the end of the module, the students should be able to:
1. Review some related learner-centered psychological principles vis-a-vis varied

teaching and learning styles.
2. Apply the principles in basic life and classroom situations.
III. Topics and Key Concepts

A. Pavlov’s Classical Conditioning Theory
Classical conditioning is a type of learning that had a major influence on the school
of thought in psychology known as behaviorism.
 Discovered by Russian physiologist Ivan Pavlov, classical conditioning is a
learning process that occurs through associations between an environmental
stimulus and a naturally occurring stimulus.
B. Watson’s Behaviorism Theory

John Watson proposed that the process of classical conditioning (based on Pavlov’s
observations) was able to explain all aspects of human psychology.
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
 Everything from speech to emotional responses was simply patterns of

stimulus and response. Watson denied completely the existence of the mind
or consciousness. Watson believed that all individual differences in behavior
were due to different experiences of learning.
C. Skinner’s Operant Conditioning Theory

Operant conditioning is a method of learning that occurs through rewards and
punishments for behavior. Through operant conditioning, an individual makes an
association between a particular behavior and a consequence (Skinner, 1938).
 The work of Skinner was rooted in a view that classical conditioning was far
too simplistic to be a complete explanation of complex human behavior. He
believed that the best way to understand behavior is to look at the causes of
an action and its consequences. He called this approach operant conditioning.
D. Thorndike’s Connectionism Theory-

Thorndike referred to his experiments as instrumental conditioning or
connectionism.
 Problem solving strategies were associated with connections between the
stimulus or the problem and the appropriate responses.
 Application of Thorndike’s laws to education: Human mental life is
describes as consisting of: mental states and movements with connections
between ideas. Learning is the process of connecting.
IV. Teaching and Learning Materials and Resources

 PPT presentation
 Lecture on Behaviorism Theories in Education
 Online readings
a. https://www.funderstanding.com/theory/behaviorism/
b. https://www.simplypsychology.org/operant-conditioning.html
c. https://www.simplypsychology.org/classical-conditioning.html
V. Learning Tasks
1. Offline observation on domestic animal’s behavior (task at home).
2. Read specific newsfeed/ articles about students who received awards and extra-
curricular recognitions.
3. Picture depicting “How do I see myself after 5 years.”
VI. References
Corpuz, B.B. & Lucas, M. R D.(2011) Facilitating Learning: A Metacognitive
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
Chacon, J. (2012) Theories of Learning. EDCI 3320.60 (PPT)

Cherry K. & Gans, S., MD. (2019) What Is Classical Conditioning A Step-by-Step
Guide to How Classical Conditioning Really Works.
https://www.verywellmind.com/classical-conditioning-2794859
Title: Focus on the Learner: Review of the Developmental Theories

Module No.3
I. Introduction
Developmental theories present systematic ways of thinking about how human beings
grow from babies to adolescents to adults to elderly people, and the various changes
they undergo as they make this passage. Different developmental theories describe
different types of changes.
In general, developmental theories view development as progress from simple to more

complex understandings of the self and the world over time. Progress may be
continuous in nature, or occurring in stages, but the momentum is most always forward
toward greater, more complex understandings According to developmental theories,
this sort of learning to see the world in increasingly complicated ways continues to
occur throughout the lifespan.

In this module, the students are expected to:
1. Draw implications of developmental theories on the teaching learning process,

2. create an environment that promotes fairness through reflection activities,
3. draw implications of research findings related to child and adolescent learning and
development along with the biological, linguistic, cognitive, social and
psychological dimensions.
II. Topics and Key Concepts

1. Piaget’s Stages of Cognitive Development
Jean Piaget developed his cognitive -developmental theory based on the idea that
children actively construct knowledge as they explore and manipulate the world
around them.
 The four stages of Piaget’s theory of cognitive development correspond with the
age of the child; they include the sensorimotor , preoperational, concrete
operational, and formal operational stages
2. Erikson’s Psycho Social Theory of Development

City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
Erik Erikson (1902–1994) was a stage theorist who took Freud’s controversial
psychosexual theory and modified it into an eight-stage psychosocial theory of
development.
 During each of Erikson’s eight development stages, two conflicting ideas must be
resolved successfully in order for a person to become a confident, contributing
member of society. Failure to master these tasks leads to feelings of inadequacy
3. Vygotsky’s Socio-Cultural TheoryVygotsky has developed a sociocultural approach

to cognitive development. He developed his theories at around the same time as Jean
Piaget was starting to develop his ideas (1920's and 30's), but he died at the age of
38, and so his theories are incomplete - although some of his writings are still being
translated from Russian.
4. Kohlberg’s Theory of Moral Development

Lawrence Kohlberg expanded on the earlier work of cognitive theorist Jean Piaget
to explain the moral development of children, which he believed follows a series of
stage. Kohlberg defined three levels of moral development: Preconventional,
Conventional, and Postconventional. Each level has two distinct stages
5. Bronfenbenner’s Ecological Theory

Urie Bronfenbrenner was a Russian-born American developmental psychologist
whose most significant work was his ecological systems theory of child
development. Bronfenbrenner’s research and his new model of child
development played a key part in altering the perspective of developmental
psychology by calling attention to the many additional environmental and societal
influences which impacted upon child development.
III. Teaching and Learning Materials and Resources

 PPT/ lecture copies about PIAGET’s CDT.
 ERIKSON’s worksheet for self-assessment of PSTD.
 graphic organizer of ZPD and VYGOTSKY’s SCDT
 graphic organizer of KOHLBERG’s TMD
 graphic organizer of BRONFENBENNER’s Ecological Theory
 online readings:
https://www.simplypsychology.org/Zone-of-Proximal-Development.html
https://courses.lumenlearning.com/boundless-psychology/chapter/theories-of
human-development/
V. Learning Tasks
1. Psycho-social Assessment (online test/offline worksheet)
2. Random Skill Test- drawing, crafting, biking, dancing, cooking, makeup/grooming
3. Reflection paper on the account of New Normal Flexible Learning Approaches in
Education amidst COVID19 threat (a holistic dimension)
City of Olongapo
GORDON COLLEGE
Telefax No.: (047) 602-7175 loc 322
IV.References
Corpuz, B.B. & Lucas, M. R D. (2011) Facilitating Learning: A Metacognitive
LumenLearning.com. Theories of Human Development.
https://courses.lumenlearning.com/boundless-psychology/chapter/theories-of
human-development/

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Republic of the Philippines

College of Education Arts and Sciences

Course Learning Outcomes:

GRADING SYSTEM: 30% Major Examination (Midterm and Finals)

Module Learning Topics and Key Teaching and Learning

principles vis- 3. Skinner’s students who

DR. EDIRIC D. GADIA

DR. DARWIN P. PAGUIO

DETAILED LEARNING MODULE

Title: Introduction to Learning and Learning Styles

II. Learning Objectives

III. Topics and Key Concepts

c) Learning is an enduring change in behavior, or in the capacity to behave in a

2. Types of Learning/ Education

IV. Teaching and Learning Materials and Resources

V. Learning Tasks (Online/ Blended)

Title: Learner-Centered Psychological Principles

Behaviorism was the predominant school of experimental psychology in the early 20 th

II. Learning Objectives

1. Review some related learner-centered psychological principles vis-a-vis varied

III. Topics and Key Concepts

B. Watson’s Behaviorism Theory

 Everything from speech to emotional responses was simply patterns of

C. Skinner’s Operant Conditioning Theory

D. Thorndike’s Connectionism Theory-

IV. Teaching and Learning Materials and Resources

Chacon, J. (2012) Theories of Learning. EDCI 3320.60 (PPT)

Title: Focus on the Learner: Review of the Developmental Theories

In general, developmental theories view development as progress from simple to more

II. Learning Objectives

1. Draw implications of developmental theories on the teaching learning process,

II. Topics and Key Concepts

2. Erikson’s Psycho Social Theory of Development

3. Vygotsky’s Socio-Cultural TheoryVygotsky has developed a sociocultural approach

4. Kohlberg’s Theory of Moral Development

5. Bronfenbenner’s Ecological Theory

III. Teaching and Learning Materials and Resources

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