Course Title: Facilitating Learner-Centered Teaching

Course Number: ED. 105

Name: Lourenz A. Golez

Course & Year: BSED Social Studies 3

MODULE 10- CONSTRUCTIVISM: KNOWLEDGE CONSTRUCTION/CONCEPT

LEARNING

EXERCISE

Directions: Study about constructivism and its application in teaching, give at least five
characteristics of a constructivist teacher. You may express your answer by writing a poem, or a
drawing or a clip art/photo essay. (10 points)

Answer: WRITING A POEM

Traditional education

Is dependent on the transmission of information

Is the receiver, however, tuned?

It is impossible to pass on culture.

Culture necessitates exploration.

Acceptance is required of a teacher.

to hear what the students have to say

Also, work with their ideas.

Day by day, I'm putting it together.

There is no discipline that succeeds.

With the truth being enforced as a set of rules.

There is a requirement for discussion.

To make a conscious thought better.

Make the decision to become constructivists!

EVALUATION

Directions: Do the following: (15 points)

1. Think of a topic related to your field specialization.

2. Indicate how you can apply constructivism for your students to construct their own
understanding of the topic. The first one is partially done for you.

CONSTRUCTIVIST IMPLICATIONS WHAT WILL DO TO TEACH THE TOPIC

1. Have few keys ideas I will emphasize the following key ideas

2. Give varied examples To Gain more knowledge to the topic

3 Provide opportunities for experimentation Experiments can be used by teachers to

introduce new ideas or to clarify unclear
elements of topics that students commonly
struggle with.
4. Provides a lot of opportunities for quality I will help student to organize their (POV),
interaction reflect on what they've learned, and identify
gaps in their reasoning.

5. Have a lots of hand on activities I will recall the last topic, I included the
recent topics to recall and test their
knowledge

6. Relate your topic to real life situations I will provide examples that suit in my
lesson to attached with my students

7. Do not depend on the explanation method I will use my knowledge to discuss the
all the time lesson.

MODULE 11- TRANSFER OF LEARNING

EXERCISE

1. “Mile-wide-inch-deep” curriculum. What are some advantages/disadvantages of this? (5

points)

Answer:

Advantages: You would ‘cover a lot of ground’ in terms of subject matter.

The students would have a superficial awareness of a lot of topics.

As you have a subject heavy curriculum it would be best to employ a formative assessment
strategy - i.e. testing little and often throughout the course.(This is an advantage and
disadvantage).

Disadvantages: You would sacrifice depth of knowledge for breadth of knowledge - so it

depends on which you want for your students

As you are covering a great deal of subject matter, you may have to buy in teachers of special
topic areas - or, again the teacher is expected to teach all things across the board.
The course may feel over-assessed from the student and teacher perspective.

2. One multidisciplinary approach is Content-Based Instruction (CBI). Another is the thematic

approach. Read about these and see how they can help the transfer of learning more effective. (5
points)

Answer:

CBI is that it integrates the learning of language with the learning of some content, often
academic subject matter. It encourage learners to learn a language by using it as a real means of
communication from the very first day in class. In other words, your students are simply learning
about something by reading about it, listening to the teacher or someone else present it, or
investigating it through discussion and research. All of the INPUT happens in the target
language, so students are interpreting target language discourse in order to learn more about the
topic. As your students are exposed to linguistic input, their brains process it and intake what
they can make sense of; in a nutshell, what they understand. That processed input is applied to
students’ mental representation of language, and poof! The seemingly magic work of language
acquisition happens subconsciously as students’ conscious focus is on the content..

EVALUATION

Directions: Do the activity below. (15 points)

1. Choose a topic related to your field of specialization.

2. Extend the table above by thinking of specific learning activities that would apply the
principle of transfer.

Topic: Parts of Speech

Implication Specific Learning

Activity/Strategy
Involve students in learning situations and tasks that are similar as Similarity between two
possible to the situations where they would apply the tasks. learning situations

The more similar the two

situations are, the greater
 the chances that learning
from one situation will be
transferred to the other
situation.
Remember to provide opportunities for learners to link new material Degree of
to what they learned in the past. meaningfulness/relevance
of learning

Meaningful learning
leads to greater transfer
than rote learning.

To ensure transfer, teach a few topics in depth rather than many Length of instructional
topics tackled in a shallow manner. time

The longer the time spent

in instruction, the greater
the probability of
transfer.
Illustrates new concepts and principles with a variety of examples. Variety of Learning
experiences

Exposure to many and

varied examples and
opportunities for practice
to encourage transfer.

Relate topic in one subject to topics in other subjects or disciplines. Context for learner‟s
experiences

Transfer of learning is
most likely to happen
when learners discover
that what they learned is
applicable to various
contexts.

Zero in on principles related to each topic together with strategies Focus on principles rather
based on those principles. than tasks

Principles transfer is
easier than facts
Encourage students to take responsibility for their own learning and Emphasis on
to reflect on what they learned. metacognition

Student reflection
improves transfer of
learning

MODULE 12- BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES

EXERCISE

1. Make a Venn diagram to show the similarities and differences between the original and the
revised taxonomy. (10 points)

Original Bloom’s Taxonomy Revised Taxonomy

Differences Differences

Similarities
- Noun - Verb
- Evaluation - Create
- Synthesis - Analyze - Evaluate
- Comprehension - Apply - Understand
- Knowledge - Remember
EVALUATION

1. Think of a topic you are really interested to teach. Let’s say that you are tasked to formulate
learning objectives for a unit on this topic. (10 points)

Topic: Human Reproductive System Year/Level: Grade 5

A. Write at least 10 objectives:

Objective Objectives
Number
1 To identify the parts of female reproductive system
2 To describe the functions of each part of the female reproductive system
3 To identify the parts of male reproductive system
4 To describe the functions of each part of the male reproductive system
5 To compare the functions of each part of the male and female reproductive
system
6 To define puberty and adolescent stage
7 To identify the physical and socio-emotional changes that occur during
puberty for female
8 To list ways on taking care of reproductive system
9 To create a diagram showing the changes that occur during puberty for male
and female
10 To assess changes that occurs in one’s body

B. Analyze the objectives you formulated. Write the numeral corresponding to your objectives in
the appropriate blank space in the matrix below. (10 points)

Knowledge Dimension
Cognitive Factual Conceptual Procedural Metacognitive
Dimension
1. Remember 1,3,7 10
2. Understand 2,4
3. Apply 8
4. Analyze 7
5. Evaluate 10
6. Create 9

C. Up to what cognitive level where you able to formulate objectives? ( 3 points)

Answer: Up to create level I able to formulate objectives

D. Which knowledge dimension where you able to include? (3 points)

Answer: Factual, Coceptual, Procedural and metacognitive of knowledge dimension I

include

E. Try adding five more appropriate objectives to target the spaces which were left bank.( 3
points)

F. Explore one app for each category or level of thinking and share about how you can use each
in the teaching-learning process. (10 points)

Application How it can be used in teaching and learning

Level: Create Framework, model, story, multimedia presentation, poem, haiku, song,
App: powerpoint essay
Level: Evaluate Opinion, judgement, recommendation, report, self-evaluation, position
App: powerpoint paper, critique.
Level: Analyze Chart, plan, questionnaire, spread sheet, summary, survey
App: powerpoint
Level: Apply Presentation, role-playing, simulation, collection, model, scrapbook,
App: powerpoint product
Level: Understand Story problems Drawing Show and tell Summary Paraphrasing
App: powerpoint
Level: Remember Recitation, worksheets, definitions, fact charts, lists
App: powerpoint

MODULE 13- PROBLEM SOLVING AND CREATIVITY

EXERCISE

1. Make a collection of puzzles, riddles, and other materials that promote creativity and problem
solving. (20 points)
Puzzle: Jhon gave his brother James a box: about it there were many locks.

James woke and said it gave him pain;

So gave it back to Jhon again.

The box was not with lid supplied

Yet cause two lids to open wide;

And all theses locks had never a key

What kind of box, then, could it be?

Answer: as curly haired james was sleeping in bed, his brother jhon gave him a blow on the
head. James opened his eyelids, and spying his brother, doubled his fists, and gave him another.
This kind of a box then is not so rare. The lids are the eyelids, the locks are the hair.

EVALUATION

1. Choose a topic from your field of specialization. Think of an activity to introduce the topic
which will provide an opportunity for your learners to practice creative thinking and problem
solving skills.

 Formulate questions under the four aspects of creative thinking – fluency, flexibility,
elaboration and originality.

Answer:

Fluency- List down the effect of climate change.

Flexibility- What do you think is the most dangerous effect of climate change.

Elaboration- What could be the cause of these climate change.

Originality- Compose a poem/song or any method you want to express your ideas.
 MODULE 14- THEORIES ON FACTORS AFFECTING MOTIVATION

EXERCISE

Directions: Answer the following questions. (5 points each)

1. Construct a 1-5 True-False type of test to evaluate the first objective of this Module.

Answer:

Write T if the statement is true F if the statement is false

1. Attribution Theory explains that we attribute our successes or failures or other events to
several factors.

2. Self-efficacy is the belief that one has the necessary capabilities to perform a task, fulfill role
expectations, or meet a challenging situation successfully.

3. Communicate confidence in students’ abilities through both words and actions.

4. Teachers are more likely intrinsically motivated when they have a sense of self-determination
–when they believe that they have some choice and control regarding the things they does and
the directions their lives take.

5. Choice theory is a biological theory that suggests we are born with specific needs that we are
genetically instructed to satisfy.

2. Between learning goal and performance goal, with which type do you identify? Explain
your answer.

Answer: I’ll go with the performance goal because it focuses on increasing motivation to apply
new information and increasing effectiveness.

3. To what factors do great men and women attribute their success? It is to personal factors
like ability and effort or to situational factors such as difficulty of the task and impact of
luck?

Answer: I suppose great men and women credit their success to personal work because they are
extremely motivated and believe in their talents to win something for their own reasons.
3. “Success has many fathers; failures or defeat is an orphan.” How does this general
behavior relate to self-esteem?

Answer: Many individuals will take credit their accomplishments, but few will take
responsibility for their failures. The same can be said about one’s self-esteem; everyone wants to
have this attitude, no one dares to attempt since they are terrified of taking a chance.

4. Do attributions always reflect the true state of affairs? Or can we have something like
false attributions? Explain your answer.

Answer: Yes, it represents the real condition of circumstances because there is a difficulty, or it
maybe tricky, or it may involved a conflict of interest.

5. How does Maslow‟s need theory compare with Glasser‟s choice theory and that of
Alderfer‟s E-R-G need theory? Do research on these.

Answer: Another difference is that maslow believes that each need is met one at a time in
increasing sequence, whereas Alderfer believes that multiple needs can be met simultaneously.

6. Authors warn us to avoid simple attributions, meaning not to attribute success or failure
just to one factor only. Why so?

Answer: According to the attribution theory, it is natural for people to seek reasons or causes for
their own success or failure, and the attribution theory also assumes that people would interpret
their surroundings in order to preserve a positive self-image.

7. Why do people tend to attribute their successes to internal causes and their failures to
external causes?

Answer: Individuals tend to blame internal reasons more than external factors in order to
maintain their self esteem. They also tend to blame success on internal sources. As a result,
individuals may ascribe failure to internal issues more than they do in public situations.

EVALUATION
Directions: Follow the instructions below. (30 points)

 Interview your learning partner (classmate) on factors that affect his/her performance.
Together, analyze if these factors are within or outside his/her control. Analyze also the effects
of these factors on your learning partner’s motivation.

 Reflect on your own performance and the factors to which you attribute the quality of your
performance. How do these factors influence your motivation for learning?

 Give one teaching application for each motivation theory.

Answer: My classmate said that, the factors that affect his performance is the lack of self
confidence, which these factor is outside on his control. Because of the lack of self
confidence it affect very much on his performance in school. He cant participate well on the
activities held during school program. The learner cannot be change if he cannot cope up/
conquer this lack of self confidence and also it will lead into low academic performance.

One of the factors that can attribute the quality of performance is to support and boost his
confidence inorder to conquer and step by step wipe out, to those factors that can be lead to
his low academic performance.

Attribution Theory. Stability: Stable versus unstable. If you attribute your poor performance to
what you have inherited from your parents, then you are attributing the cause of your
performance to something stable, something that cannot change because it is in your genes. If
you attribute it to excessive watching of tv, then you are claiming that your poor eyesight is
caused by an unstable factor, something that can change.

Self-Efficacy Theory. Communicate confidence in students’ abilities through both words and
actions. Express confidence that your students, with all their abilities, can easily tackle the
learning task. Words like, “if you were able to do a more difficult task yesterday. What you are
asked to do today is much easier than that of yesterday. Needless to say that your body language
and your words expressing your belief in their abilities must match.

Self-determination and Self-regulation theories. Present rules and instructions in an

informational manner rather than controlling manner. Here are some examples on how to present
rules in an informational manner. “We can make sure everyone has an equal chance to speak and
be heard if we listen without interrupting and if we raise our hands when we want to contribute
to the discussion.” “I‟m giving you a particular format to follow when you do your Math
homework. If you use this format, it will be easier for me to find your answers and to figure out
how I can help you improve.
Choice Theory. To satisfy our students‟ need for power, let us help them acquire it by making
them achieve, by making them master their lessons and end up very competent. As a result of
their competence and excellent achievement, they get recognized and experience genuine power.
Let us teach our students that the source of authentic power is competence, not bullying and
other irresponsible behaviors. This way, they will learn the true road to real power.

Goal Theory. Teach them to Mastery, improvement for High grades, doing better and Meeting
challenges, hard work Doing better that others, effort. Also, Student learning to Student
performance.