THE LEARNING

ENVIRONMENT
PSTMLS – JMCFI
Presented by: Tom Anthony Tonguia, RMT
Objectives
1
Discuss the importance of the learning
environment as a factor of learning

2 Discuss several types of learning environments

3 Explain the components of an effective learning

environment

4 cite characteristics of learning environment

• No matter the audience or subject,
how we teach must be grounded in
the science of how people learn.

• Several teaching and learning

concepts have been discovered via
research, and they can help field
agents and others organize and carry
out educational initiatives.

• Furthermore, studies have

demonstrated a direct correlation
between teachers' actions (behavior)
and students' or customers' levels of
learning.
• The dynamics of the teachers must be
understood by the teachers, and
instructional methods or habits need to
be modified.

• In this regard, teachers need to

understand the needs and preferences
of the learners and construct the lesson
plan accordingly to satisfy the learning
aim of all learners rather than specific
people.

• Once again, learning needs, techniques,

or styles of the learners may differ.

• Teachers must first and foremost

promptly pinpoint the learning
impediments.
 1. When the subject matter to be
learned possesses meaning,
organization and structure that
ORGANIZATION
is clear, learning proceeds more
AND STRUCTURE rapidly and is retained longer.
OF SUBJECT
MATTER – Should have a plan for the program to be
delivered and a plan for instruction.
Students learn more and retain the
information longer when they know what
is expected and how the workshop will be
conducted.
2. Readiness is a prerequisite for learning.
Subject matter and learning
experiences must be provided that
begin where the learner is.

– Learners have varying backgrounds and

experiences. ORGANIZATION
– Must be familiar with the audience so AND STRUCTURE
that instruction draws upon those
experiences but is still within the
OF SUBJECT
ability of the participants to MATTER
comprehend the information and
apply what has been learned.
 Motivation
• Learners must be motivated to learn.
• Learning activities should be provided that
take into account the wants, needs,
interests and aspirations of the learners.
– Much like readiness, motivation is an
important characteristic of learners.
– Instructors need to address the local
situation of the participants and use the
experiences and situations in planning
and conducting workshops
 Motivation
• Motivation (interest) is strongest
when learners perceive that
learning can be useful.
– Teaching at the local level can be
highly successful when the
instructor makes clear connections
between what is being taught and
how the learners will be able to
utilize this information.
 Motivation
• Learners are motivated
through their involvement in
setting goals and planning
learning activities.
– An important part of program
planning is identifying the
needs
 Motivation

• Learners acquire new

knowledge and skills only as far
as needed to accomplish their
purpose.
 Motivation
• Success is a strong motivating
force.
– People like to feel successful.
When learners are able to apply
new information and find
success, they are highly
motivated to continue learning,
to participate in additional
workshops, and to try other new
ideas.
 Motivation
• Learners are motivated when they
attempt tasks that fall in a range of
challenge such that success is perceived
to be possible but not certain.
– In addition to readiness to learn,
participants must believe that the new
content they will learn is achievable for
them (not beyond their personal and
local possibilities) and yet will add to
their knowledge rather than being on
topics they already know.
 REWARD AND REINFORCEMENT

• When learners have

knowledge of their learning
progress, performance will be
superior to what it would have
been without such knowledge.
– Learners need to know that
they are making progress
 REWARD AND REINFORCEMENT

• Behaviors that are reinforced

(rewarded) are more likely to be
learned.
– Behavior can be rewarded in a
variety of ways. Simply
acknowledging that a learner has
responded with an appropriate
answer during a discussion is a
form of reward. Sharing success
stories also reinforces what has
been learned.
 REWARD AND REINFORCEMENT

• To be most effective, reward

(reinforcement) must follow as
immediately as possible the desired
behavior and be clearly connected
with that behavior which is quite
effective.
– Participants want and need
immediate feedback. The sooner
one can acknowledge a positive
change in behavior, the more the
learners will be willing to learn.
 REWARD AND REINFORCEMENT

• Opportunity for fresh, novel,

stimulating experience is a kind of
reward which is quite effective.
– Instructors need to vary their
presentations. A short lecture or
discussion can be followed by a
demonstration or some other
activity that “breaks the monotony”
and allows learners to engage in
their learning in different ways.
 REWARD AND REINFORCEMENT

• Threat and punishment have

variable and uncertain effects
upon learning; punishment is not,
psychologically, the reverse of
reward.
– Clearly, wrong answers must be
corrected. However, correcting
behavior should not be done in a
punishing manner.
 TEACHER BEHAVIOR AND STUDENT
ACHIEVEMENT

• Clarity – cognitive clarity of a teacher’s

presentation
– The presentation is clear to the learners

– Points the teacher makes are clear and

easy to understand

– The teacher explains concepts clearly

– Questions are answered intelligently

– Instruction is organization
 TEACHER BEHAVIOR AND STUDENT
ACHIEVEMENT

• Variability – Teacher’s use of variety or

variability
– Variety of instructional materials

– Variety of teaching strategies

– Variety of types of tests and assessments

– Variety of level of discourse (discussion,

question/answer) and of student tasks
(easier/more challenging)
 TEACHER BEHAVIOR AND STUDENT
ACHIEVEMENT

• Enthusiasm – teacher’s
enthusiasm
– Movement, gestures and voice
inflections
– Teacher questions, especially
questions calling for
interpretation of facts
• tasks (easier/more challenging)
 TEACHER BEHAVIOR AND STUDENT
ACHIEVEMENT

• Task-oriented – degree to which a

teacher is task-oriented,
achievement-oriented
– Teacher is concerned that students
learn something rather than simply
enjoy themselves (but it is okay to
have some fun on occasion)
– Teacher encourages learners to
work hard and to do independent
and creative work
 TEACHER BEHAVIOR AND STUDENT
ACHIEVEMENT

• Student Opportunity to Learn Criterion

Material
– Correlations between measures of
opportunity to learn and achievement
are positive, significant and consistent;
not “wasting time” provides more
opportunity for learning
– Relationship between the content
taught in the course and learners’
achievement on the criterion test is
positive
 Assignment
• On a 1 whole sheet yellow paper, answer the following:
1. What motivates you as a student?
2. If you are the teacher, what do you think will motivate you?
3. What reward/s do you want to receive for the accomplished
task given to you be your teacher?
• Deadline: Next week Wednesday (September 13, 2023)
 Assignment
• On a long bond paper, create an essay write-up about the
teaching – learning experiences or ideals.
• You have the free-hand to create your title and its contents.
• You are encouraged to use constructive words in creating your
piece.
• Format: Arial 12, justified
• Deadline: Next week Wednesday (September 21, 2023)