Pio R.

Bagares
Instructor
 OPOL COMMUNITY COLLEGE Learning Activity Package
College of Education

COURSE OUTLINE
Subject Code:

Subject Title: Facilitating Learning

No. of Hours/Meeting: 3 Hours

Total No. of Hours: 80 hours

Subject Description:

Course Objectives: At the end of the course, the student should be able to:
1. Create a physical and psychological environment that facilitates for all
kinds of learners.
2. Demonstrate understanding:
a). various learning and development motivation theories
b). the 14 learner-cantered psychological principles
3. Apply the various theories of learning and motivation to help students
become highly motivated and self-directed learners.
4. Demonstrate learning skills that facilitate and maximize self-directed
learning.

Performance Learning Outcome/

Week Content Content Standard Reference
Standard Competencies
Week 1 –  Metacognition  Have the  Apply  Explain Worksheet
2  Learner-Centered basic and metacognitive metacognition in No.1 and No
Psychological higher level of strategies in your own words 2
Principles critical their own quest  Explain the 14
 Review of the thinking for for learning as principles
Theories Related to lifelong novice or an  Explain the salient
the Learners learning expert learner concepts and
 Have a deep  Advocate the use principles of the
and principled of the 14 major development
understandin principles in the theories
g of the teaching-  Apply these theories
learning learning process to teaching-learning
processes and situation
the role of the
teacher in
facilitating the
students
Week 3 –  Individual Differences  Facilitate  Demonstrate a  Come up with Worksheet
4  Learning/Thinking learning positive attitude teaching strategies No. 3 and
Styles and Multiple diverse types towards diversity that consider No. 4
Intelligences of learners, as an enriching student diversity
 Learners with learning element in  Identify the different
Exceptionalities environments, learning factors that bring

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 OPOL COMMUNITY COLLEGE Learning Activity Package
College of Education
using a wide environment about diversity in
range of  Describe the the classroom.
teaching different  Plan learning
knowledge learning/thinking activities that match
and skills styles and learner’s learning
multiple /thinking styles and
intelligences multiple
intelligences
Week 5-6  Behaviourism: Pavloc, Have a deep  Make a simple  Explain the basic Worksheet
Thorndike, Skinner understanding of plan applying the principles of No. 5 and
 Neo-Behaviourism : the learning primary laws of behaviourism. No. 6
Tolman and Bandura principles in learning  Explain Tolman’s,
 Gestalt Psychology facilitating and Bandura’s
teaching-learning purposive and social
process in the learning theory
classroom
Week 7 –  Information Have a deep and  Describe the  Cite educational Worksheet
8 Processing Have a deep processes applications of the No. 7 and
 Gagne’s Conditions of understanding of involved in theory on No. 8
Learning the learning acquiring, information
 Ausubel’s Meaningful principles in storing and processing
Verbal Learning/ facilitating retrieving  Make a simple
Subsumption Theory teaching-learning knowledge lesson outline using
process in the  Explain Gagne’s instruction
classroom Gagne’s events
conditions of  Determine the uses
learning/ of graphic organizers
Ausubel’s
subsumption
theory
Week 9 Midterm Examination
Week 10  Bruner’s Have a deep  Describe the  Explain how the Worksheet
– 11 Constructivist Theory understanding of development spiral curriculum no. 9
 Constructivism: the principles of of the child’s works, the role of
Knowledge the learning ability to constructivism in
Construction/Concept processes and the represent facilitating learning
Learning role of the knowledge,  Apply principles of
 Transfer of Learning teacher in strategies to transfer in
facilitating the promote facilitating transfer
student knowledge of learning
construction
 Identify the
factors that
affect
transfer of
learning
Week 12  Bloom’s Taxonomy of Apply wide range  Formulate  Explore the use of Worksheet
– 13 Educational of teaching learning technology apps in no. 10

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 OPOL COMMUNITY COLLEGE Learning Activity Package
College of Education
Objectives-Revised processes in outcomes applying the revised
 Sternberg’s developing the reflecting taxonomy
Successful curriculum , the different  Prepare lesson guide
Intelligence Theory lesson planning, levels of the that is based on the
and WICS Model assessment and revised WICS model
 Problem Solving teaching taxonomy  Practice creative
Creativity strategies  Demonstrate thinking
enjoyment
of working
the
intelligence
Theory and
WICS Model
 Explain the
four criteria
of creativity
by Torrance
Week 14  Meaning and Types of  Can be  Distinguish  Justify the role of Worksheet
– 15 Motivation Creative and between extrinsic motivation No. 11
 Theories on Factors innovative in extrinsic and in view of the
Affecting Motivation thinking of intrinsic development of
 Student’s Diversity in alternative motivation intrinsic motivation
Motivation teaching  Describe the  Cite the implication
 Human Environment approaches different of these theories to
Factors Affecting and evaluate theories on the the facilitating of
Motivation the factors affecting learning
effectiveness motivation  State and explain
of such  Present the the two principles
approaches in social and on social and
improving cultural cultural influences
student influences on the on motivation
learning. cognitive and
motivational
process of
learning

Week 16  The Classroom  Apply  Describe the  Create a conducive Worksheet

– 17 Climate concepts and classroom classroom climate in No. 12
 The Physical Learning principles in climate that is a simulation
Environment improving conducive for  Cite ways to make
 Assessment learning learning by the assessment more
Strategies that can environment use of simile or motivating for
Increase Motivation thus to attain metaphor students
 Revisiting the 14 conducive  Design a  Demonstrate
Learner—entered learning favorable appreciation of
Psychological atmosphere physical learning assessment as a
Principles environment process to evaluate

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 OPOL COMMUNITY COLLEGE Learning Activity Package
College of Education
 Describe how and facilitate
the 14 principles learning
are connected to  Demonstrate
each other of the appreciation of the
modules 14 principles as a
sound framework
for effective
facilitating of
learning
Week 18 Final Examination

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 OPOL COMMUNITY COLLEGE Learning Activity Package
College of Education

RUBRICS
Visual Arts
INDICATORS (LOWEST) 2 3 4 (HIGHEST) TOTAL
1 5
Artwork
Presentation
(15)
Materials
&Technique
(30)
Concept &
Originality
(40)
Oral
Presentation &
Written
Discussion
(15)

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 OPOL COMMUNITY COLLEGE Learning Activity Package
College of Education

Essay Writing
CRITERIA / SCALE EXCEEDS MEETS NEEDS IMPROVEMENT INADEQUATE
EXPECTATIONS EXPECTATIONS 3 points 2 points
5 points 4 points
Focus  Purpose is clear  Shows awareness of  Shows limited awareness of  No awareness
 Purpose purpose purpose
Main Idea  Clearly presents a main  There is a main idea  Vague sense of a main idea,  No main idea
idea and supports it supported throughout weakly supported
throughout the paper most of the paper throughout the paper
Structure  Paper is logically  Paper has a clear  There is some level of  There is no apparent
 Organization organized organizational organization though organization to the
 Flow of Thought  Easily followed structure with some digressions, ambiguities, paper.
 Transitions  Effective, smooth, and digressions, irrelevances are too many  Difficult to follow
 Format logical transitions ambiguities or  Difficult to follow  No or poor
 Professional format irrelevances  Ineffective transitions transitions
 Easily followed  Rambling format  No forma
 Basic transitions
 Structured format
Grammar/mechanics  Manipulates complex  Uses complex  Uses compound sentences  Uses simple
 Sentence Structure sentences for sentences  Too many punctuation sentences
 Punctuation/ effect/impact  Few punctuation or and/or mechanical errors
Mechanics  No punctuation or mechanical errors
mechanical errors
Language  Vocabulary is  Vocabulary is varied,  Vocabulary is used properly  Vocabulary is
 Vocabulary; use of sophisticated and specific and though sentences may be unsophisticated, not
vocabulary correct as are appropriate simple used properly in very
 Tone sentences which vary  Frequently uses subj  Infrequently uses subject simple sentences.
in structure and length specific vocabulary specific vocabulary correctly  Uses subject specific
 Uses and manipulates correctly  Writer’s tone exhibits some vocabulary too
subject specific  Writer’s tone emerges level of audience sensitivity sparingly
vocabulary for effect and is generally
 Writer’s tone is clear, appropriate to
consistent and audience
appropriate for
intended audience
Content/Information  Central idea is well  Central idea and clarity  The central idea is expressed  Central idea and
 Clarity of Purpose developed and clarity purpose are generally though it may be vague or clarity purpose are
 Critical and Origin of purpose is exhibited evident throughout the too broad; Some sense of absent or
Thought throughout the paper essay purpose is maintained incompletely
 Use of Examples  Abundance of evidence  Evidence of critical, throughout the essay expressed and
of critical, careful careful thought and  Some evidence of critical, maintained
thought and analysis analysis and/or insight careful thought and analysis  Little or no evidence
and/or insight  There are good, and/or insight of critical, careful
 Evidence and examples relevant supporting  There are some examples thought analysis
are vivid and specific, examples and evidence and evidence, though and/or insight
while focus remains general  There are too few, no
tight example and
evidence or they are
mostly irrelevant

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 OPOL COMMUNITY COLLEGE Learning Activity Package
College of Education

REFERENCES:

Maria Rita D. Lucas, PhD and Brenda B. Corpuz, PhD., (2014). FACILITATING LEARNING: A
Metacognitive Process, Published by Lorimar Publishing Inc..

www.@Google.com