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DE VICENTE, JINKY L. BSED- ENGLISH 3B

ED 10: FACILITATING LEARNER-CENTERED

TEACHING

PART 1: INTRODUCTION

Come up with your own research or an internet access. Develop your insights as a future teacher
and explain briefly the 14 learners –centered psychological principles of learning. You can cite example
based on your observations of your teacher whom you consider effective, not only efficient facilitator of
learning.

A. COGNITIVE AND METACOGNITIVE FACTORS

1. Nature of the learning process
The learning of complex subject matter is most effective when it is an intentional process of
constructing meaning from information and experience.
 Learning is a social and active process. Social constructivist scholars perceive
learning as an effective process in which learners should learn to discover
principles, ideas and facts for themselves, therefore the importance of encouraging
guesswork and intuitive thinking in learners. The task or issue is therefore the
application between the instructor and the learner. This helps to create dynamic
interactions between the task, the instructor and the learner. This means that
learners and teachers should develop a better understanding of each other's points
of view and then look at their own beliefs, standards and values, making them both
subjective and objective at the same time.

2. Goals of the learning process

The successful learner, over time and with the support and instructional guidance can
create a meaningful, coherent representation of knowledge.
 The strategic nature of learning requires students to be goal-directed. To construct
useful representations of knowledge and to acquire the thinking and learning
strategies necessary for continued learning success across the life span, students
must generate and pursue personally relevant goals. Initially, students’ short-term
goals and learning may be sketchy in an area, but over time their understanding can
be refined and renowned. As a future teacher it is important to know the goals of
every learning process for you to be able to accomplish your learning objectives as
well as the purpose of the lesson. The best way to teach every learner is to stick
with the goals of the learning process in order to achieve variety of learning
knowledge.

3. Construction of knowledge
The successful learner can link new information with existing knowledge in meaningful
ways.
 Knowledge building takes place by establishing on people's prior knowledge and
experience. All learning is based on what the participants already recognize and bring
them to the training. This covers all kinds of learning acquired in any perspective:
cultural knowledge, personal knowledge, metacognitive knowledge and tactile
knowledge. Knowledge building is an effective process that occurs through individual or
social involvement. This means that instructors must provide opportunities for learners
to actively participate socially and individually in the process of making sense by using
interactive approaches. Students must therefore follow the plans of their educators as
well as other policy makers in education who specify what kind of knowledge and
experience is relevant to students' learning. 
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4. Strategic thinking
The successful learner can create and use a repertoire of thinking and reasoning strategies
to achieve complex learning goals.

 Successful learners use in their approach to learning reasoning, problem solving, and
concept learning. As a future teacher it can be a big help determining the differences of
your students and how will you able to cope with it, and what strategic thinking you
should done to cater their needs. The successful learner can create and use a repertoire
of thinking and reasoning strategies to achieve complex learning goals in life. It can save
them to any circumstance that pressures them or make them more scared because of
the struggles. Through strategic thinking every individual has to think and reason out
things that makes them uncomfortable and lead the life that they decided to take in. As a
future teacher, it is my obligation to help my students in reaching out their learning
approach for them to express their self and exhibit strategic thinking achieving complex
learning goals in life.

As a teacher, if you don't make your students think about what you're describing,
explaining, expressing, facilitating, guiding, or directing, then you're not doing an effective
job. You've got to be more than a distributor of information. You must create conditions and
an environment that encourages thought, deepens and broadens it, and that causes develop
a better understanding of how they perceive.

5. Thinking about thinking

Higher order strategies for selecting and monitoring mental operations facilitate creative
and critical thinking.

 Metacognition signifies "thinking about thinking." From the root words meta,
meaning "beyond" and "cogito," meaning "thinking," metacognition is the ability to
perceive and exemplify on our own cognitive processes. Descriptions of
metacognitive activities encompass planning how to address a learning task, using
relevant skills and strategies to find a solution, analyzing one's own understanding
of text, self-assessment, and self-assessment in response to self-assessment. It
enables students to choose the appropriate cognitive method for the task and plays
an important role in successful learning.

6. Context of learning
Learning is influenced by environmental factor; including culture, technology and
instructional practices.

 Here learning is influenced by environmental factor; including culture, technology

and instructional practices.it is broad context to discuss because of the scope of
influence affecting the learning of every individual especially a child. Therefore,
culture, practices and technology brought many changes in the lives of every learner
on how they viewed life and how they sees every learning opportunity as a good
intervention of life. As a future teacher, it is a must that we learn how to speak
politely with all of our students because sometimes, we don’t even know their
cultural affairs and practices. In instructional practices, everyone should learn the
same thing in the same time whether they good or not. The impact of culture,
technology and instructional practices brought the context of learning into a new
world of exploration among learning and knowledge
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B. MOTIVATIONAL AND AFFECTIVE FACTORS

7. Motivational and emotional influence in learning.
What and how much is learned is influence by learner’s motivation. Motivation to learn, in
turn, is influenced by the individual’s emotional states, beliefs, interests, and goals, and habits of
thinking.
 The rich internal world of thoughts, beliefs, goals, and expectation for success or failure
can enhance or interfere with the learner’s quality of thinking and information
processing. What and how much is learned is influence by learner’s motivation.
Motivation to learn, in turn, is influenced by the individual’s emotional states, beliefs,
interests, and goals, and habits of thinking. As a future teacher, we should understand
every student’s resentment in life and let them express it through emotions by that we
can find now a solution on how he/she can overcome that struggle and let that as a
principle of learning.

8. Intrinsic motivation (IM) to learn.

The learner’s creativity, higher order thinking, and natural curiosity all contribute to
motivation to learn, IM is stimulated by tasks of optional novelty and difficulty, relevant to
personal interests, and providing for personal choice and control.
 This included necessity competence, autonomy and connectedness. In addition to
meeting these underlying psychological needs, there is also an inherent motivation to
seek out and engage in activities that we find challenging, interesting, and internally
rewarding without the possibility of any external reward. An illustration of an intrinsic
motivation would be to read a book since you enjoy reading it and have an interest in
the story or the topic, rather than reading it because you have to write a report about it
in order to pass a class. Intrinsically motivated from within, while extrinsic motivation
comes from outside. When you are intrinsically motivated, you engage in an activity
purely because you appreciate it and get personal benefit from it.

9. Effects of motivation on effort.

Acquisition of complex knowledge and skills requires extended learners’ effort and guided
practice. Without learners’ motivation to learn, the willingness to exert this effort is unlikely
without coercion.
 Motivation has a variety of effects on learners learning and behavior. Motivation
also leads to greater energy and effort. Motivation determines if a student will carry
out an activity even a tough one with enthusiasm or a lackluster attitude. Motivation
is increasing the initiation and perseverance in the face of activities. Motivation is
not only essential on its own; it is also a powerful determinant of academic
achievement. Students who are more eager to learn persist longer, make higher
quality efforts, learn more profoundly, and perform much better in classes and in
standardized tests. Motivation is the driving force behind the supervision, control
and perseverance of human behavior.

C. DEVELOPMENTAL AND SOCIAL FACTORS

10. Developmental influences on learning.
As individuals develop, there are different opportunities, and constraints for learning. Learning
is most effective when differential development within and across physical, intellectual,
emotional and social domains is taken into account.
 Developing influences on learning. As a person develops, he or she will encounter
different perspectives and limitations in his or her learning. In teaching, we need to
take into consideration different forms of development, including physical, cognitive
and social, in order to ensure that our students understand as much as possible.
Collaborative work is, of course, the best way to promote learning through social
activities, but it is essential, as teachers, to go further than simple group work.
Students can carry more than we think so it's fine to have them work on a larger and
broader unit plan, which will enable them to think out of box.
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11. Social influences in learning

Learning is influence by social interactions, interpersonal relations and communication
with others.
 Learning can be enhanced when the learner has an opportunity to interact and to
collaborate with others on instructional tasks. Learning is influence by social
interactions, interpersonal relations and communication with others. The social
interaction is very important because the learners are able to perceive new things
and ideas through communication and interaction. The relationship among other
people is essential building other’s social factor of learning.

D. INDIVIDUAL DIFFERENCES FACTORS

12. Individual differences in learning
Learners have different strategies, approaches and capabilities for learning that are a
function of prior experience and heredity.
 Intelligence, personality traits, and values are among the most important types of
individual differences. Learners may differ in their personalities, motivations, and
inferences to their successes and failures in learning all of which may impact how
and why they learn. Personality traits, learning disabilities, genetics, the
environment, and gender from which play a role in the making up of the individual.
The level of intelligence and IQ does not mean that a student has the same ability to
learn as other. Learners   can only reach their full potential if those who educate
them recognize how to learn and use all available tools to enhance experience
learning.
13. Learning and diversity
Learning is most effective when differences in learners’ linguistics, cultural and social
background are taken into account.
 The same basic principles of learning, motivation, and effective instruction apply to
all learners. Learning is most effective when differences in learners’ linguistics,
cultural and social background are taken into account.

14. Standards and assessment

Setting appropriately high and challenging standard and assessing the learner as well as
learning progress- including diagnostic, process and outcome assessment- are integral parts of
the learning process.
 Assessment standards contains a set of standards and related guidelines
acknowledged by academic institutions as indicative of consistent and accurate
practice in classroom assessment. Standards or goals are set for teachers to follow
and for students to achieve. In the evaluation process, assessments are used to
ensure that standards are met.

PART 2: FOCUS ON THE LEARNER

Give your own views on the use and implications of the following theories that concern the learner
and the teacher must provide attention in facilitating learning.

A. Development Theories
1. Piaget’s Stage of Cognitive Development
A classic in the field of educational psychology. This theory leveled other researcher and
theories of development and learning. Its focus is on how individuals construct knowledge.
“The principal goal of education is create men who are capable of doing new things; not –simply
repeating what other generations have done- men who are creative, inventive, and discoverers.”
Use and Implications to Learning:
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 In Piaget's view, cognitive development was a gradual restructuring of mental

activities as a result of biological maturation and environmental experience.
Learners develop a knowledge of the world mostly around them, then learn the
differences between what they already recognize and what they uncover in their
surroundings. Cognitive development is how an individual’s perceive, appears to
think, and comprehends his or her world through the ties of genetic and learning
aspects. There are four stages to the development of cognitive information. They're
reasoning, intelligence, language, and memory. Piaget claimed that our thought
patterns were changing from birth to maturity, since we’re always attempting to
make sense of our world. These changes are progressive but slow, and they are
influenced by four factors: biological maturation, activity, social experience, and
balancing.

2. Erikson’s Psycho-Social Theory of Development

Psychosocial development is very relevant, highly regarded and meaningful theory. Life is a
continuous process involving learning and trials which help us to grow. An enlightening theory
that guides and helps to tell us why. “Healthy children will not fear life if their elders have
integrity enough not to fear death.”
Use and Implications to Learning:

 One of the qualities of psychosocial theory is that it presents a holistic foundation

for viewing progress over a lifetime. It also enables us to highlight the social nature
of human beings and the obvious impact that social relations have on improvement.
Erikson argued that personality develops order through eight stages of psychosocial
development, from childhood to adulthood. During each stage, an individual’s
experience a depressive episode that could have a favourable or unfavorable
influence on the development of his or her individuality. Educating Erikson's theory
at various grade levels is essential to ensure that learners acquire each phase of
Erikson's theory without conflict.   This will reveal teacher recognition for the areas
of interest of the students as well as confidence in their qualities

3. Vygot’sky Socio-Cultural Theory

Social interactional play a very important role in cognitive development. Individual
development could not be understood without looking into the social and cultural context
within which development happen.
“SCAFFOLDING is the appropriate assistance given by the teacher to assist the learner
accomplishes a task. A judicious assistance by the adult or peer so that the child can move from
the zone of actual to the zone of proximal development.”
Use and Implications to Learning:

 Vygotsky's socio-cultural theory of human teaching defines learning as a social

phenomenon and the origin of human intelligence in society or culture. The key idea
of Vygotsky’s theoretical framework is that socialization performs a major role in
the development of cognition. For instance, when learning the language, our first
utterances with parents and peers are for communication purposes, but once
implemented, they become absorbed and enable "inner speech." Learners obtain
small, manageable steps needed to achieve the goal. Interaction with a qualified
teacher or more knowledgeable peers allows students to make connections between
the ideas.
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Kohlberg’s moral development theory

“Individuals when confronted by situations where they need to make moral decisions,
exercise their own ability to use moral reasoning. The ability to choose right from wrong is tied
with our ability to understand and reason logically.”
Use and Implications to Learning:

 Moral development is an important factor to consider of socialization. .   Moral

development prevents people from behaving on uncontrolled emotions, instead of
contemplating what is right for society and better for others. Lawrence Kohlberg
(1927–1987) was concerned with how individuals learn to determine what's right and
what's wrong. Kohlberg argued that moral growth, like cognitive development,
supported a series of stages. He used the notion of moral dilemmas of stories that
introduce contradictory opinions about two moral values to educate morals and values
of teens. Like Piaget, subjects were uncommon to regress in their moral development,
but rather moved forward through following stages: pre-conventional, conventional,
and finally post-conventional. Each stage provides a different perspective, but not
everyone appears to work at the maximum level all the time.

B. Student’s Diversity
1. Individual inferences
Clyde Kluckloln, an early American anthropologist had spent his lifetime studying human
diversity across different cultures. His extensive research concluded that “every human is, like
some humans, and like no other humans. Hence, human are all the same in different ways.”
Use and Implications to Learning:
 In the most general sense, inferences are transformations of information available and
explicit to a person or to some cognitive process. These transformations use available
and explicit information to create new available and explicit information. Inference can
be defined as the process of drawing of a conclusion based on the available evidence
plus previous knowledge and experience. Students must use clues from the text, coupled
with their own experiences, to draw a logical conclusion. Students begin the process of
learning to read with simple decoding.

2. Learning /thinking styles and multiple intelligences(MI)

Individuals think and learn indistinct ways. Different learning characteristics, especially on
manner of processing information. There are preferred ways of expressing their thoughts;
feeling and ideas.
Use and Implications to Learning:

 Though associated to learning styles, multiple intelligence focus mostly on

intellectual abilities. On the other hand, learning styles reinforce perceptions or how
a person likes to learn. Learning styles highlight the different ways people think and
feel when they resolve issues, produce things, and connect. Multiple intelligence
theory is an effort to appreciate how cultures and aspects of life define human
potential. Simply put, multiple intelligences indicate that we all learn holistically, but
take on different capacities and intelligences that customized learning through
schooling can further attract and nurture in each individual.

3. Exceptional learners
Learners with exceptionalities, different in some way from the normal leverage. Those with
special needs related to cognitive abilities, behaviors, social functioning, physical and sensory
impairments, emotional disturbance and giftedness.
Use and Implications to Learning:

 In some way, the exceptional learner varies from the average. In very simplified
way, such an individual may have concerns or special talents in thinking, seeing,
hearing, speaking, socializing, or moving. More often than not, it has a blend of
special abilities or disabilities. Exceptional development, they portray different sort
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of complexities their behavior, in a normal way, is not able to communicate with

other individuals. Cases due to problems such as autism, hearing impairment,
language impairment, speech. Impairment and learning disabilities. The Institution
may declare this status for the purpose of providing benefits and assistance for the
well-being and development of the child.

PART 3: FOCUS ON LEARNING

A. BEHAVIORIST PERSPECTIVE
1. BEHAVIORISM
The theory of behaviorism focuses on the study of observable and measurable behavior. It is
mostly learned through conditioning and reinforcement (reward or punishment). It does not
give much attention to the minds, and the possibility of thought process occurring in the mind.
A. IVAN PAVLOV – classical conditioning or stimulation substitution.
B. EDWARD THORNDIKE’S – connectionism theory or the original S-R framework of
behavioral psychology. Learning takes place when strong connection or bond between
stimulation and response is formed as characterized by the three (3) laws:
 Law of readiness – the more readiness the learner has to respond to the stimulus,
the stronger will be the bond between them.
 Law of effect – the connection between a stimulus and response is strengthened
when the consequence is positive (reward). The stimulus and the response is
weakened if the consequence is negative.
 Law of exercise – the moreS-R bond is practiced the stronger it will become.
“Practice makes perfect.”
C. JOHN B. WATSON- human are born with a few reflexes and the emotional reactions of love
and rage. He believed in the power of conditioning and his work clearly shows the role of
the conditioning in the development of emotional responses to certain stimuli that will help
understand fears, phobias and prejudices people may develop.
D. BURRBUS FREDERICK SKINNER – his Operant Conditioning Theory is based upon the
motion that learning is a result of change in overt behavior. Changes in behavior are the
result of an individual’s response to events (stimuli) that occur in the environment.

Reinforcement is skinners key element of S-R theory.

 POSITIVE Reinforcement – given or added.
 NEGATIVE Reinforcement - withdrawn or removed.

Activity:

Select only 2 out of 4 theories which you think very useful and relevant to your major field citing
among others its use and implications to learning.

Cite example to clearly justify your answers. Present your views in a specific and sequential
manner.

BURRBUS FREDERICK SKINNER – his Operant Conditioning Theory is based upon the motion that
learning is a result of change in overt behavior. Changes in behavior are the result of an individual’s
response to events (stimuli) that occur in the environment. The use of this theory is to make sure
that a stimulus (Antecedent) leads to behavior (Behavior), which then leads to consequence
(Consequence). Thus, this forming of conditioning involves reinforcers, both positive and negative,
as well as primary, secondary, and generalized.
 For example, I a student is scolded by the teacher and the parents take
certain action like reducing his allowance, the student, even though
reluctantly, will be forced to study to avoid the same consequences again.
This is a perfect example of punishment induced conditioning learning
commonly, positive punishment.
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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. As an English Teacher, we are always concern on the learners
reading process. We may think of such method which suits the learner’s capability. For instance, the
specific instruction in the major parts of reading (phonemic awareness, phonics, fluency, vocabulary, and
comprehension) is the best approach to teaching most children to read. Instruction should also be
systematic, well-planned and consistent and clear. For years, the field of reading education has been
engaged in thinking about best practices. The term “best practice” is generally used to describe those
instructional approaches and techniques that improve children's reading development. In short, these
practices have acquired evidence over time that if used with fidelity, children are likely to become
proficient in reading. Best practices, as most of us recognize, however, are not necessarily easy to
implement in day-to-day instruction. Consider for a moment the best practice of explicit phonics
instruction.

Effective implementation of this, best practice can get complicated pretty quickly on several levels: It
requires teachers to know a good deal about the sound structure of our language, about students' abilities
to segment and blend a word's phonemes beyond the first sound. It also requires access to high-quality
instructional materials and the ability to differentiate instruction to those children who may need it.
Finally, it demands good pacing and classroom organization carefully calibrated to maximize the use of
instructional time. 

2. NEO-BEHAVIORISM
a. ALBERT BANDURA’S SOCIAL LEARNING
Theory focuses on the learning within a social context. People learn from one another, through
observation, imitation and modeling. It is relevant in facilitating learning because it emphasizes the
importance of observing, modeling, and imitating the behaviors, attitudes, and emotional reactions of
others. Social learning theory considers how both environmental and cognitive factors interact to influence
human being and behavior. The following are the general principles: Learn by observation, Learning can
occur without a change, Cognition plays a role in learning, Social Learning Theory (SLT) is a bridge or a
transition between Behaviorist Learning Theories (BCT) and Cognitive Learning Theories (CLT). As an
English major, it is relevant and applicable to our course because it gives importance to the strategies that
we should have within ourselves in order for us to become an effective English teacher, the most prominent
thing about social learning is we tend to learn from imitating others specifically our teachers by their
expression and how they deliver the topic smoothly so that we can understand it better. Good thing is that I
have a good social atmosphere or let say context in learning other things and formulating meaningful ideas
as well. It is very helpful in teaching and equipping yourself in becoming a good educator. For example,
children and adults often exhibit learning for things with which they have no direct experience. Arguing
that people can learn new information and behaviors by watching other people.

B. COGNITIVE PERSPECTIVE

BRUNER’S CONSTRUCTIVIST THEORY

Jerome Bruner’s Constructivism Theory considered learning as an active process in which learner
constructs new ideas or concepts based upon their current/past knowledge. They are encouraged to
discover facts and relationships for themselves. It says that learners construct knowledge rather tha just
passively take in information. As people experience the world and reflect upon those experiences, they
build their own representations and incorporate new information into their pre-existing knowledge
(schemas). It is important for us a future English educator learning this theory to help our future students
to learn. Constructivism is based on the idea that people actively construct or make their own knowledge
and that reality is determined by your experiences as a learner. The main concepts are the following:

Representation - ability to represent knowledge develops three stages such as enactive (actions on
physical objects; iconic (use of models and pictures) and symbolic (ability to think in abstract form).

Spiral –anchored on learner’s cognitive abilities, appropriate to their current state of

understanding, learning’s must be organize in spiral manner so that the student continually builds upon
what they have already learned.
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Discovering learning – obtaining knowledge for oneself. Plan and arranges activities in such a way
that learners search, manipulate explore and investigate.

Categorization – information must be categorized into the construction of internal cognitive maps.

GAGNE’S conditions of learning.

The theory has been utilized to design instruction in all domains; however the focus is on
Intellectual skills. Intellectual skills, learning and application of chemical knowledge, problem solving.
Many types of intellectual skills and strategies are needed for the effective learning of any topic. Intellectual
skills are the ‘building blocks’ of thinking and they are involved in all types of thinking that is why every
future educators must realize this and practiced as well. Memory, comprehension, reasoning, analyzing,
and problem solving are examples of intellectual skills that companies desire for their workers. Strength,
stamina, coordination, psychomotor, and sensory are the top elements needed for physical work.
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PART 5: INTEGRATION - Application of Theories / Principles Etc.

TOPIC OUTLINE

Ed 101-The Child and Adolescent Learners and Learning Principles

Date Enhanced: November 5, 2018
TOPIC/S IL SL TIME REMARKS
ALLOTMENT
1. General Orientation / 1 week FINISHED

2. Learners-Centered Psychological / / 1 week FINISHED

Principles
3. Basic Concepts and Issues on Human / 1 week FINISHED
Development
4. Developmental Theories and other / 2 weeks FINISHED
Relevant Theories
5. Pre-natal Development / 1 week FINISHED

6. Infancy and Toddlerhood / 1 week FINISHED

7. Early Childhood (The Preschooler) / 1 week FINISHED

8. Middle Childhood (The Primary / 1 week FINISHED

Schooler)
9. Late Childhood (The Intermediate / 1 week FINISHED
Schooler)
10. Adolescence (The High School / 1 week FINISHED
Learner)
11. Synthesis of Physical, Cognitive and / 1 week FINISHED
Socio-emotional Development
12. Teaching and Learning strategies / 1 week FINISHED
among child and adolescent learners
Micro-demonstration Teaching / 5 weeks FINISHED