College of Teacher Education
Matina Campus, Davao City
Telefax: (082) 300-5456/300-0647 Local 102
Name: Kristine Nicolle E. Dana
Course/Section: BSED-Filipino
EXECUTION
Task 1:
Principle T1
Principle 1: The nature consider learning to be a
of the learning process where students
process should learn to find out
information for themselves,
such as principles, concepts,
and facts
Principle 2: Goals of allow students to focus on
the learning what they are supposed to
process learn according to what is
stated prior to the discussion
Principle 3: give students the chance to
Construction of participate in the process of
knowledge meaning-making both socially
and individually
Principle 4: Strategic empower students to
thinking overcome complicated
challenges through critical
thinking and make future plans
Principle 5: Thinking aids students in recognizing
about thinking how they approach situations
most especially in dealing with
problem solving
Principle 6: Context of present instructional material
learning in a way that enables students
to make sense of it using their
own experiences
Principle 7: Motivation engage students to various
and emotional learning activities according to
influences on their multiple intelligences and
learning let them experience a positive
emotion towards it
Score:
Date: October 23, 2022
T2
value the significance of
encouraging learners to use
intuition and guesswork
assist learners in creating a
meaningful learning goal
and how to achieve it at the
end of the lesson
utilize class participation by
integrating new information
with prior information and
concepts
encourage students to think
about the steps they intend
to take and the effects those
steps might have
helps students understand
challenging subjects
thoroughly and better
manage their own learning
examines how to apply
learning in a real-world
context
make them feel capable of
carrying out expectations,
and they see consistent
relationships between their
behaviors and success
 College of Teacher Education
Telefax: (082) 300-5456/300-0647 Local 102
Principle 8: Intrinsic teach students to value their
motivation to own learning regardless of any
learn external factors such as
rewards and reinforcements
Principle 9: Effects of invest time in pursuit that are
motivation on clear fit with the needs and
effort objectives of learning and offer
rewards that boost student’s
enthusiasm to pursue a certain
task or activity
Principle 10: align learning outcomes
Developmental across learner’s changes over
influences in the course of human
learning development
Principle 11: Social develop a linguistic
influences on environment and an
learning experience environment that
stimulate the mind to flourish
through communication and
collaboration
Principle 12: Individual emphasize that every learner
differences in is unique and has their own
learning different intelligences
Principle 13: Learning enrich student’s identities and
and Diversity abilities through engaging
them in an interactive and
creative way possible
Principle 14: Standards offer students feedback and
and assessment comments so they can
enhance their academic
performance and skills
Matina Campus, Davao City
foster student’s sense of
dedication to learn
(passion), sense of control
to learn (autonomy), sense
of mastery and purpose
use varied motivational
strategies that increases
effort and perseverance of
learners and uplifts
students' interest in the
activities offered to them
deliver instruction based on
student’s developmental
capacity and their coping
strategy to process
information
build a harmonious
relationship between
teacher and student as
learning is greatly
influenced by our interaction
with peers
identify individual
differences among learners
to facilitate a productive
teaching-learning process
enable learners to interact
in a larger range of social
group and feel more self-
assured in both their
relationships with other
people
set attainable standards that
students may feel confident
to achieve it
 College of Teacher Education
Matina Campus, Davao City
Telefax: (082) 300-5456/300-0647 Local 102

Task 2: Four Factors of Facilitating

Teaching-Learning Principles

Cognitive and Motivational and Developmental and Individual

Metacognitive Factors Affective Factors Social Factors Differences Factors
The goals of the
The nature
learning of the
process Motivational and Individual
learning process Intrinsic motivation
emotional influences Developmental Learning and
differences in
Construction of to learn
on learning Social influences
influences on
on learning diversity
learning
knowledge learning

Strategic thinking Standards and

Effects of motivation
on effort assessment
Thinking about
thinking

The context of
learning

1. Cognitive and Metacognitive Factors

https://www.researchgate.net/publication/
321482588_The_effect_of_cognitive_and_metacognitive_strategies_in_academic_a
chievement_A_systematic_review
The findings of the many studies show that both cognitive and metacognitive
methods have a significant impact on academic attainment. The findings of studies
by Maroofi (2014) and Karami (2013) showed that cognitive and metacognitive
methods had the greatest effects on academic achievement in students taking
experimental science courses, and that students who utilize these strategies typically
outperform those who do not. Additionally, Salehi's (2013) research found that
nursing students rely more on repetition, rehearsal, and semantic expansion than
they do on organizing and critical thinking techniques. It can be argued that because
these techniques stimulate readers' minds and encourage active information
processing. Training cognitive techniques,
 College of Teacher Education
Matina Campus, Davao City
Telefax: (082) 300-5456/300-0647 Local 102

such as mental rehearsal, enables students to choose the points first things are
significant and deserving of being recalled.

2. Motivational and Affective Factors

https://www.sciencedirect.com/science/article/pii/S1877042813018090/pdf?
md5=27eb266a5745be3f4f963e32d53391d5&pid=1-s2.0-S1877042813018090-
main.pdf
Anxiety, dullness, despondency, and poor self-confidence are the most typical ones.
The importance of students must be prioritized in education as part of the system's
transformation. Teachers should make it very evident to pupils that they are not
merely the recipients of the information being imparted, and that the development of
their affects is crucial to learning. Therefore, it’s very necessary and urgent for
teachers to help students form positive affect. By attending to their basic needs,
piquing their curiosity, or developing their self-efficacy, teachers can increase
students' learning motivation. They can also lower students' anxiety with the aid of
cooperative learning and the appropriate use of body language. Both teachers and
students will like teaching and learning English if there is interest among the
students.

3. Developmental and Social Factors

https://www.researchgate.net/publication/
225961446_Developmental_Factors_Related_to_the_Assessment_of_Social_Skills
When compared to a population of students who hadn't attended school, those who
did demonstrated a higher level of moral development. The school setting appears to
support a child's growth in attention, the ability to provide explanations for actions,
and social awareness. It also depicts an environment that promotes interaction. The
age of the child at the start of school, the parents' stance on the child's socialization,
and the child's standing among his siblings did not seem to be major factors. When
two students were challenged to generate a dynamic exchange during an interaction
sequence, the most potent agent of change was revealed. Gains may be attributed
to the modeling effect theorized by social learning theorists (Bandura and Walters,
1963) or by researchers who have used movies to help people learn conservation
techniques (Botvin and Murray, 1975; Waghorn and Sullivan, 1970).
 College of Teacher Education
Matina Campus, Davao City
Telefax: (082) 300-5456/300-0647 Local 102

4. Individual Differences Factors

https://www.shsconferences.org/articles/shsconf/pdf/2015/04/
shsconf_icmetm2015_02012.pdf
This research is important for both students and teachers. It supports the practice of
second language acquisition and aids learners in maximizing their individual
language learning capacity. The secret to increasing the effectiveness of second
language acquisition is to design a customized learning environment to pique
learners' interest. This calls for students to find a suitable learning method on their
own and transform "teaching" into "mobilizing" students' initiative. By doing this,
students will be able to transcend the constraints of short-term utilitarian goals and
achieve a true sustainable state of second language acquisition. This study will aid
educators in understanding the unique learning styles of their students and assist
them choose the best teaching strategies to get the best results. The study has
ultimately offered creative suggestions for conducting additional research in second
language learning.

Task 3:

To facilitate an effective teaching-learning process, we must consider the

different factors that contribute to it. First are the cognitive and metacognitive factors,
which refer to the mental processes involved in understanding and gaining
information. Cognitive factors include various cognitive components like perception,
attention, and reasoning. Secondly, motivational, and affective factors, which include
motivation for a task or subject matter, and feelings connected to an interest or
situation. The intrinsic motivation to perform this work or engage in this scenario
might therefore be the value associated with or attributed to a subject or task, the
experienced enjoyment, or both. Next are the developmental and social factors;
these include things like parental attitudes, peer relationships, and educational
opportunities. On the other hand, social elements are those that relate to social
positions, such as family history, wealth, income, and education. It has an impact on
 College of Teacher Education
Matina Campus, Davao City
Telefax: (082) 300-5456/300-0647 Local 102

students by stimulating their minds to flourish. Lastly, individual differences, or the

idea that numerous personal traits of a student can influence how that individual
learns. Learning and performance variations between students are frequently
explained by individual variances.