Facilitating Student-Centered

Learning Task
Prepared by: Dr. Elizabeth C. Dayal
Submitted by; Lealyn G. Dalmino

TASK:
Mid-Term Task
Individual Output- Reflection paper for
every module
MODULE 1 - METACOGNITION

As I research metacognition, learning is a process which involve many strategies to reach a

greater learning experience. Metacognition is "cognition about cognition", "thinking about
thinking", "knowing about knowing", becoming "aware of one's own awareness" and higher-
order thinking skills. The term comes from the root word meta, meaning "beyond".
(Metcalfe,1994) "Metacognition is a regulatory system that helps a person understand and
control his or her own cognitive performance". (Malamed,2016) To keep thing simple, I will
refer to it as…show more content. Through continuous research, creating a comprehensive
checklist, mapping techniques, keeping annotative notes and drawings will yield a beneficial
metacognitive experience. Among all of these methods, students can work on other strategies to
help with learning. I often use a rehearsal type method to become proficient at a particular skill.
Being proficient at reading skills is the difference between disappointing work assignments, and
being proud of your accomplished goal. The goals should be specific as possible. Knowing what
your specific goals are, means you're well organized and focused on what you want to receive
from the text. Measure your goals to see how well you're doing. Keeping track of your learning
progression by monitoring how far or how close you are to your goal. Determine how
achievable the goal is. The goal in mind should not be greater than your own limitations.
So, as a future educator we must let our self to know our own limitation, let our self to see
our goals, and we must keep ourselves track itself.

MODULE 2 - LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES (LCP)

I
discovered the true essence of
Learner-Centered principles. As
it provides adequate
designs in emphasizing the
needs, capabilities,
perspectives, talents and
backgrounds of
individual learners. It helps
learners to develop their
knowledge and skills for their
professional
career. These principles will
guide teachers to be effective in
relating to the needs of them
students. The teacher,
moreover, needs to have a good
relationship or connection with
students,
they can be friends, playmates,
and that makes the learning
place more pleasant and fun. It
also
encourages students to pay
attention and actively
participate in the activities.
I learned that the 14 learner-
centered psychological
principles are categorized into
four
factor (1) cognitive and
metacognitive (2) motivational
and affective (3)
developmental and
social (4) individual differences.
Each principle provides
educators the opportunities to
deliver
the lesson effectively and
promote student motivation and
learning. The nature and goal of
the
learning process indicates the
teacher’s intention which is to
provide knowledge and enhance
the
capabilities of the students,
with that, the students are
expected to meet the
intention they
received from the teacher.
Also, teachers guide students to
set their goal and help them to
achieve it. Teachers are able to
use different strategies where
students can easily understand
the
lesson. And always consider the
factors affecting the students'
learning process, the differences
and uniqueness of them.
I realized that as a future
educator, we have many ways
to advocate the Learner-
centered
psychological principles. In
order for me to become an
effective teaching educator, I
need to
apply the principles first to
myself. Through these I can
help them to enhance their
capabilities to
understand my lesson easily.
We must ensure that they think
critically and encourage them to
have or apply higher order
thinking skills to relate lessons
to real life situations. For them
to be
prepared for their future
professional career. Aside from
that, we all know that the
learning
environment has a significant
impact on student learning. We
should help them to deal with it.
We should open the door for
them to view the real world and
to be aware of the challenges
that
they may encounter. And teach
them to recognize individual
differences and respect each
other
 I discovered the true essence of Learner-Centered principles. As it provides adequate designs
in emphasizing the needs, capabilities, perspectives, talents and backgrounds of
individual learners. It helps learners to develop their knowledge and skills for their professional
career. These principles will guide teachers to be effective in relating to the needs of their
students. The teacher, moreover, needs to have a good relationship or connection with students,
they can be friends, playmates, and that makes the learning place more pleasant and fun. It also
encourages students to pay attention and actively participate in the activities. I learned that the 14
learner-centered psychological principles are categorized into four factor (1) cognitive and
metacognitive (2) motivational and affective (3) developmental and social (4) individual
differences. Each principle provides educators the opportunities to deliver the lesson effectively
and promote student motivation and learning. The nature and goal of the learning process
indicates the teacher’s intention which is to provide knowledge and enhance the capabilities of
the students, with that, the students are expected to meet the intention they received from
the teacher. Also, teachers guide students to set their goal and help them to achieve it. Teachers
are able to use different strategies where students can easily understand the lesson. And always
consider the factors affecting the students' learning process, the differences and uniqueness of
them. I realized that as a future educator, we have many ways to advocate the Learner-centered
psychological principles. In order for me to become an effective teaching educator, I need to
apply the principles first to myself. Through these I can help them to enhance their capabilities to
understand my lesson easily. We must ensure that they think critically and encourage them to
have or apply higher order thinking skills to relate lessons to real life situations. For them to be
prepared for their future professional career. Aside from that, we all know that the learning
environment has a significant impact on student learning. We should help them to deal with i.e.
should open the door for them to view the real world and to be aware of the challenges that they
may encounter. And teach them to recognize individual differences and respect each other.
MODULE 3- REVI EW THEORIES RELATED TO LEARNER’S DEVELOPMENT
Learning is nothing but acquisition of a new behavior based on some conditions, which can be
environmental, physical, mental, and social so on. I believe the theory of learning I would be
inclined towards would have to be behaviorist. This theory entails linking of a new behavior to a
stimulus by providing reinforcement or support after the correct behavior is produce. Furthermore,
behaviorists explain behavior in terms of the stimuli that produce it and the event, which caused an
individual to learn to respond to the stimuli that way. Behaviorist’s uses two methods of explaining
the process, which are Classical conditioning wherein people learn to associate two stimuli when
the two of them occur together, such that the response originally produced by one stimulus transfer
to another. The person learns to produce an existing response to a new stimulus. The other one is
Operant Conditioning where people learn to perform new behaviors through the consequences of
the things they do. If a behavior they produce follows by reinforcement, then the likelihood of that
behavior likely to repeat which increases in future and will strengthen. A consequence can be
reinforcing in two ways: either the person gets something good (positive reinforcement) or they
avoid something bad negative reinforcement.
 MODULE 4- STUDENT DIVERSITY
As I search that based by Hurtado, S. 2001 defines student diversity as an understanding that each
individual is unique, and knowing our individual differences. So only in recognizing and
appreciating student’s diversity will a climate favorable to learning be fully internalized and
incorporated. Thus, a critical part of every teacher’s role is to ensure that the equal opportunity that
we hold to be central to our nationhood is translated into equal opportunity in day-to-day life in the
classroom. Throughout the years of my experience I have noticed that some teachers value the
importance of getting to know as much of each student as possible, in terms of: family,
background, interests, dislikes and learning styles. Hence, at the beginning of each school year
every teacher starts developing a student profile which they know will help provide a deeper
understanding of their students’ unique interests, styles and abilities. Being well acquainted with
students becomes an asset in providing them an opportunity to develop their fullest potentials by
focusing on the weakness and strengths of individual student when grouping them to conduct
activities or class work (teaching diverse students 1789).

MODULE 5 LEARNING/THINKING STYLES AND MULTIPLE INTELLIGENCES

  My first thought was finally they figured out that you can’t fit all students into one category. That
there is multiple categories and intelligences that determine the way students think and learn.
Multiple intelligence is a theory brought about by Dr. Howard Gardner. It is the idea that
intelligence is much more than just an IQ test and can and should be measured in different ways.
Gardner talks about his multiple intelligences that he has come up with, there are eight different
kinds of intelligence. Theirs logical-mathematical, linguistic, bodily-kinesthetic, musical, spatial,
interpersonal, intrapersonal, and naturalist. I feel that multiple intelligence is important to me as a
future educator because it helps me to one better understand that all children think and learn
differently. It also helps me to now see that as a teacher I should have more diverse lesson plans
because I will have students of many different intelligences. Another component of this chapter
that I also found to be very important is where it talked about different learning styles. It also
talked about different ways people respond to situations can show their locus of control.

And as a future educator I can make my students more versatile because now that I know that there
are different learning styles I can make my lesson plans as more informative and diverse.

MODULE 6 - LEARNERS WITH EXCEPTIONALITIES

As a student that has a younger brother that has a disability I always told him that that people
with disabilities is not a hindrance to reach an education. These kinds of persons need our
supports and compassion. Teachers should be building good relationship between them. There
are some people with disabilities that are successful in their field with the supports of their
parents and relatives.
 When I’m become a teacher someday I will give courage and positive insight to them so that
they will continue their ambition whatever happen because this is the only way they can get
better future in spite their disabilities.  

MODULE 7 BEHAVIORISM: PAVLOV, THORNDIKE, WATSON, SKINNER  

Leaders seek to influence the actions, beliefs and the feelings of others or the ability to influence
a group toward the achievement of goals. Management use of authority inherent in designed
formal rank to obtain compliance from organizational members. There some approaches used in
leadership and these are the contingency approach or the situational approach and behavioral
approach. Contingency approach states that there is “no one best way” to manage an
organization in planning, organizing, leading, and controlling and it must be tailored to the
particular circumstances faced by an organization. Behavioral Approach is a theory of learning
based on the idea that all behaviors are acquired through conditioning. Conditioning occurs through
interaction Behaviorists believe that our responses to environmental stimuli shape our actions. Meaning
Behaviorist also believe that all behaviors are the result of experience. Effective leadership is essential to an
organization's success. Leaders communicate the company message, delegate work assignments and motivate
workers. Leadership styles depend on a manager’s personality. Companies can select leader with a personal style
that coordinates with the needs of the group or employ manager who uses the situational leadership style, which
changes according to employee needs. Behavioral approach is a positive reinforcement so that the positive action
of a certain employee will repeat and maintain always. It is also the strategy so that the productivity will increase
and the working environment is very good. For example, the principal will implement or will give 1,000p every
month to those employees who will not be late even once. 

MODULE 8- INFORMATION PROCESSING

Information Processing Theory seeks to understand how people acquire new information, how
they store information and recall it from memory,
The first thing that jumped off the page at me was the information on retroactive inhibition. I use
a lot of different techniques to help prevent this forgetting of information in my classroom. The
different techniques I use are not ones that I learned to use from the get go, but ones that I have
learned over the last few years of teaching the same fourth grade curriculum over and over again.
Not only do my students need to see the information presented in a variety of ways, I also need
to present it in different ways to help me not go crazy. In my fourth grade classroom we learn
about five different European explorers. When learning about the different explorers, the
students must be able to identify their sponsor country, the year they sailed, their reason for
exploring, the obstacles they faced, and their accomplishments. It is difficult for my students to
learn all of this information, because some of the explorers have facts that are very similar to one
another. So that my students are able to process and remember all of this information without
forgetting it or having an interference like retroactive inhibition, I make sure to teach the
information in a variety of different ways. When learning about Christopher Columbus, the
students may create a drama about his travels, making sure to include the required facts they
must learn about him. For the European explorer, Jacques Cartier, the students may learn the
material in a different way, such as creating journal entries as if they were Cartier on his voyage.
The students would still be learning the required information about the five European explorers,
but they would be learning it in different ways so that the information that is similar isn’t lost and
forgotten.
MODULE 9- BRUNER’S CONSTRUCTIVIST THEORY
The very first thing one must know about the constructivist theory of learning is the premise that
learners arrive at learning situations with prior knowledge and proceed to take an active part in
building new knowledge upon that prior knowledge as they experience new things and reflect on
those collected experiences (Learning Theories Knowledgebase, 2012). This theory directly
contradicts the behaviorist learning theory in which learners are believed to arrive at learning
situations with “clean slates” of understanding. From a behaviorist’s perspective, people learn
because as they respond to negative and positive stimuli in their environment (Learning Theories
Knowledgebase, 2012). The educational emphasis is not on delivering knowledge nor organizing
that knowledge in a prescriptive system, but rather on teaching students how to build their own
understanding within meaningful contexts for lasting effect (Learning Theories Knowledge.
MODULE 10- CONSTRUCTIVISM: KNOWLEDGE CONSTRUCTION/CONCEPT

MODULE 11- TRANSFER OF LEARNING  

Transfer is the process of applying one’s knowledge and skills to new situations, a central goal of
education. Even though all learning involves some degree of transfer, research shows that
applying knowledge effectively and flexibly is difficult. Students may be able to demonstrate
knowledge in class and on exams but not be able to apply their knowledge in other contexts
where it is appropriate. Transfer tends to fail when students have poor understanding of acquired
knowledge, and are not aware of how, where and when their acquired knowledge is appropriate.
As a student I may suggest that in order to have the knowledge you need, you need to take your
learning seriously, have some time to understand the lesson being discuss to have a better
education.
MODULE 12- BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES

As a student BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES specially that I will become

a future educator. In discussion it is important to have Comprehension, Application, Analysis, Synthesis,
and Evaluation to identify the Knowledge of the students. And as a future educator it is a great strategy
to apply this BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES in every lesson plan.

MODULE 13- PROBLEM SOLVING AND CREATIVITY

A compilation of how Creative Problem Solving is best designed for teachers to experience their
own journey of facilitating for creativity in the classroom with different thinking tools to enhance
Creativity. Creative Problem Solving offer me any useful insights into the problem of student-led
engagement in online learning – some. The tasks were interesting, and being able to respond to
other people’s interpretation of these tasks in a couple of different ways was useful.
MODULE 14- THEORIES ON FACTORS AFFECTING MOTIVATION
This theory is described as an approach-avoidance model because an individual will be
motivated either (a) to take part in (approach) or (b) to withdraw from (avoid) a situation, based
on the strength of the two forces in relation to each other. If an individual’s intrinsic motivation
to take part is stronger than their fear of failure, they will engage in a task. However, if their fear
of failure is stronger than their intrinsic motivation to take part, they will either avoid or
withdraw from the task. This theory can be said to be a trait-centered approach because
achievement motivation is a personality trait (a relatively consistent way of behaving). However,
this personality trait may not be the only factor affecting motivation. Another important factor is
the role the situation plays in terms of the ‘probability of success’ and the ‘incentive for success’.
An individual who has low intrinsic motivation may become motivated to be successful if the
probability of success is high and the reward on offer for success is great.
This theory is able to explain why individuals who are ‘high achievers’ choose difficult or
challenging tasks (they will see value in their success in difficult challenges). It also explains that
a ‘low achiever’ will choose easier tasks because they are less likely to fail and are therefore
usually guaranteed success. For example, a high achiever may choose a task such as assessing
the success of their organization’s marketing and then developing a new strategy to increase
income by 10 per cent. A low achiever would avoid a high-risk activity like this and might just
settle for leaving things as they are.

MODULE 15- HUMAN ENVIRONMENTAL FACTORS AFFECTING MOTIVATION

Teacher’s Affective Traits Studies suggest that management and instructional processes are
key to facilitating learning but many interview responses, like the letter at the beginning
of this module, emphasize the teacher’s Affective characteristics or social and emotional
behaviors, more than pedagogical practice. Some of your teachers were motivating and
inspiring. Others were not. You are grateful to those motivated and inspired you. You
must also be grateful to those who were not motivating and inspiring. In a way, they also
helped you become better persons in the sense that you strived to become better than
them. Researchers cite the following Affective characteristics of effective teachers
(James H. Stronger,2002) Caring- Specific attributed that show caring are: - sympathetic
 listening to students not only about life inside the classroom but more about student’s
lives in general.
Understanding of students’ questions and concerns – Knowing students individually, their
likes and dislikes, and personal situation affecting behavior and performance. Fairness
and respect- These are shown in specific behaviors like.
Treating students as people –Avoiding the use of ridicule and preventing situations in which
students lose respect in front of their peers
Practicing gender, racial and ethnic fairness, providing students with opportunities for them to
participate and to succeed. Social interactions with students- the specific behaviors a facilitative
social interaction are consistently behaving in a friendly, personal manner while maintaining
professional distance with students, working with students not for the students, interacting
productively by giving students responsibility and respect , allowing students to participate in
decision making, having a sense of humor and is willing to share jokes, willing to participate in
class activities and demonstrating a sense of fun. Enthusiasm and motivation for learning shown
in, encouraging students to be responsible for their own learning – Maintain an organized
classroom.
MODULE 16- THE CLASSROOM CLIMATE

I have learned a lot in this unit and have enjoyed going through it. I think it is partly because
everything I learned and read about are things that I think about often when in the classroom, and
it was pleasant to review it in a more academic environment. Likewise, it was definitely
connected to our unit on brain-based learning, which talked about the environment and
circumstances that allow for effective learning. I think this might be one of the most important
topics on education, and thus one of the biggest issues when we look at ineffective schools. As
Ken Robinson effectively states on his TED talk How to escape educations Death Valley, our
current culture of education seems to have lost its main purpose: learning, and instead focuses
excessively on less important aspects such as testing which often obstructs learning results.
Developing a positive climate in the classroom is not easy and has multiple components.
Something that stuck when I was researching through this unit is Wobbles’ key dynamics of
interactions: dominance and cooperation (Marsan, 2007). I liked looking at classroom
interactions in Wobbles format because it made sense to me to divide those two spectrums:
firstly, how I present myself to the class as the teacher and how I make myself respected.
Secondly, how I portray to my class that I care about their progress as a whole as well as about
every individual student. Within these two categories, there are a million things I can now think
about to improve my relationships with students.

One thing that I find highly important is the setting of rules and the teacher’s attitude. Specially
for new teachers, like I will be soon, standing up in front of the class and showing them you
mean business can be the make it or break it point in your relationship with your students.
Firstly, no learning can take place if you are constantly battling behavioral issues. Those students
who do not want to learn will consume all your time and make those who do want to learn feel
bored and tired of the class situation. Secondly, if you can’t show your students that you are on
their side and manage to create a positive relationship with them, any intent of learning will not
be as successful as if they felt more comfortably in your class. This is why the class environment
 is so important and why making an effort with setting smart rules and being constant in
reinforcing them will be one of the most important things a teacher will do.

MODULE 17- THE PHYSICAL LEARNING ENVIRONMENT

As I search this topic I may say that if the learning environment  is well-maintained and safe
physical environment of high quality fosters positive attitudes and motivations related to
students' ability to learn, academic achievement, and prosocial behavior the students will
definitely have an outstanding knowledge.

MODULE 18- ASSESSMENT STRATEGIES THAT CAN INCREASE MOTIVATION

As I do my research I learned that there are tips, and some tips are being listed

Create Student-Centered Classroom Assessments

For many students who struggle with motivation, giving them more ownership and opportunity
to offer their own opinions can be helpful. Take advantage of this fact, and work to make your
assessments more student-driven. For instance, if your assessment involves a writing assignment,
start by having each student or groups of students analyze both an excellent writing assignment
and a poor one. Then, instead of telling them yourself, ask your students to identify what makes
the good example strong and the poor example weak. This encourages them to practice analytical
skills and form arguments rather than simply taking in and repeating back information. It also
helps your students prepare for their own future writing assignments in an active manner.

Tap into Intrinsic Motivation

Interest and motivation go hand in hand. So, when creating your classroom exams, try to make
questions as relevant to your students’ personal interests as possible. Brainstorm things that your
students care about and get excited about – the topics that they discuss in casual conversations
with their classmates and friends. Maybe this includes box-office movie hits, popular singers,
favorite sports teams, or the latest tech trends. Integrate these topics into your lessons and
eventual assessments to pique your students’ interest and get them to engage with the underlying
concepts and material.