Facilitating Learner Centered Teaching Module 19 26

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Facilitating Learner Centered Teaching Module 19 26
Engineering l (Virgen Milagrosa University Foundation)
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INFORMATION SHEET
Focus on Classroom Processes
Motivation
FACILITATING
LEARNER-CENTERED
TEACHING
Advance Organizer (For Module 19 - 21)
MOTIVATION
Types of Motivation Student Diversity in Motivation

Theories on Motivation
Attribution Theory
Self-Efficacy Theory
Self-Determination
Theory
Choice Theory
Goal Theory
MODULE 19
Meaning and Types of Motivation
LEARNING OUTCOMES:
At the end of this module, you must be able to:

 Make an outline of this module and give a lecturette on motivation by following your outline.
 Distinguish between extrinsic and intrinsic motivation
 Justify the role of extrinsic motivation in view of the development of intrinsic motivation.
INTRODUCTION
Studying is a hard task. However, it ceases to be a task if you have the right kind and the
right amount of motivation.
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S T. A N T H O N Y C O L L E G E
C A L A PA N C I T Y I N C .
TASK SHEET
ENGAGE
How motivated are you? Here is a test. Score yourself by checking the appropriate column.
Legend:
1 – Never
2 – Seldom
3 – Sometimes
4 – Often
5 – Always
Behavior 1 2 3 4 5
1. I study even when there is no quiz
2. I enjoy working on homework
3. I look forward to school days
4. I read for learning, not only for grades.
5. in every school task I do, I always do my best.
6. I give/do more than what is required
7. I listen intently to my teacher’s lecture and instructions.
8. I participate actively in class.
9. I like homework.
10. When something is not clear, I ask questions to clarify.
11. I do not allow myself to be discouraged by my
classmates’ unfavorable remarks.
12. my teacher’s unfavorable remarks do not turn me off,
rather they challenge me to do my best.
13. I believe that success can be reached by anyone who
works hard.
14. I always feel excited about learning.
15. I submit course requirements not only for the sake of
compliance.
16. I study not only for grades but more for learning.
17. I believe that nothing is difficult if we spend hours
learning it.
18. I believe that how much I learn from class depends
ultimately on me.
19. I believe I can cope with my teacher’s expectation.
20. I am always eager to learn new things.
21. I am very much interested to improve myself.
22. I read outside my assignments and lessons because it
helps me improve myself.
23. I love to be in the company of people who inspire me to
keep on growing.

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24. I avoid people who have no desire to improve

themselves.
25. I see the relevance of my lessons to the realization of
my dream in life.
26. I am willing to give up the satisfaction of an immediate
goal for the sake of a more important remote goal. E.g. give
up watching tv in order to study.
Total per column
Grand TOTAL
EXPLORE
Interpret your scores:
 One hundred thirty (130) is the perfect score. If you got 65, that means
you are midway but not highly or very motivated. The closer you are
to 130, the better motivated you are.
 Share with your small group your discovery about yourself. Do you
agree with your score? In what items did you score comparatively
lower? What message do you get from those items where you scored?
low?
 When can you say that a student is highly motivated to learn? What are
indicators of a student's level of motivation?
 When a person is intrinsically motivated, his motivation comes from

Within him/her or from the activity or task itself. When a person is
extrinsically motivated s/he is motivated by something or someone outside himself/herself.
 Identify examples of extrinsic motivation and intrinsic motivation based on the items of the
questionnaire checklist.
 Which type of motivation is more beneficial? Why?
 Should we do away with extrinsic motivation? Or it necessary? Justify.
EXPLAIN

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Motivation is "a process wherebya goal-directed activity is instigated and sustained.”

(Schunk, Pintrich , Meece, 2008)
Meaning of Motivation
Motivation is an inner drive that causes you to do something and persevere at something. It energizes you to do
something and. It is the strength of the drive toward an action. While ability refers to what children can do, motivation
refers to what these children will do. Motivation refers to the initiation, direction, intensity and persistence of behavior.
When we get motivated to do something, it is not enough that we start working at that thing but that we get attracted
to it. Our attraction towards it becomes so intense that we persist working on it through thick and thin until its
completion. Learner’s motivation is the primary factor influencing both performance and success in school (Ryan, et
al, 2007)
Indicators of a High Level of Motivation
Your student’s level of motivation is shown in his/her choice of action, intensity and
persistence of effort. If you have a highly motivated student, you have a sudden who is excited
about learning and accomplishing things. S/he takes the initiative to undertake learning tasks,
assignments and projects without being pushed by his/her teachers and parents. S/he has goals
to accomplish and dreams to realize. S/he is convinced that accomplishing the things s/he is
asked to accomplish in class helps her/him realize the goals s/he set for him/herself and his/her
dream in life. S/he is willing to give up the satisfaction of immediate goals for the sake of more
important remote goals. An example is her willingness to give up joining his/her barkada to watch
a movie in order to prepare thoroughly for final examinations.
A student who is highly motivated to learn enjoys learning and learn much more than the
one who is not as motivated. S/he persist and perseveres in his/her studies even when things turn
to be difficult. S/he does not give up easily. As a result, his/her performance is satisfactory. In
contrast, a student who is not motivated to learn does not enjoy learning, does not study unless
“pushed”. When s/he feels the difficulty of study, s/he readily gives up. S/he lacks perseverance.
In summary, motivated students have the following characteristic traits:
 Have positive attitudes toward school and describe school as satisfying

 Persist on difficult tasks and cause few management problems.
 Process information in depth and excel in classroom learning expertise. (Stipek, 1996,
2002 cited by Wooltok, 2013)
Types of Motivation
Motivation is classified as either intrinsic or extrinsic. It is intrinsic when the source of

motivation is from within the person him/herself or the activity itself. It is motivation to engage in an
activity for its own sake (Schunck et al, 2008). An example is when a student reads pocketbooks
because s/he herself/himself wants to read them or because reading them is in itself worthwhile
and enjoyable. Motivation is extrinsic when that which motivates a person is someone or
something outside him/her. When a student studies because s/he was told by her/his teacher or
because s/he is afraid to fail and his/her parents will make her/him stop schooling or because it
will lead to a good grade, we can say that s/he is extrinsically motivated. Extrinsic motivation is

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motivation to engage in an activity as a means to an end. In our examples, the student studies to
please her/his teacher, parents or to get a good grade. He does not study for the joy of studying.
Obviously, intrinsic motivation is more beneficial than extrinsic because intrinsic
motivation comes from within the person him/herself. If that which motivates a person is
something or someone outside, the moment that person or that something is gone, the person’s
motivation is also gone. Intrinsic motivation is evident when people engage in an activity for its
own sake, without some obvious external incentive present. Reading for no reason other than the
joy of reading illustrates intrinsic motivation.
Research indicates that intrinsic motivation is preferable because of its focus on learning
and understanding (Brophy, 2004)
The Role of Extrinsic Motivation
Initially, extrinsic motivation is necessary to develop love for learning among poorly
motivated students. If good grades, rewards, praises or words of encouragements or fear of failing
grade can motivate unmotivated students to study, why not? For as long as students are hardly
motivated external motivation in the form of rewards, incentives and punishments play a
significant role in the development of motivated students. It is expected, however, that these
extrinsic motivational factors be gradually replaced by internal motivation. in the concrete, this
means that after motivating the students to study by way of reward, praise, encouragement,
punishment, hopefully the students develop the genuine love for learning and becomes
intrinsically motivated in the process. In short, we may begin employing extrinsic motivation at the
start but this should fade away as the students get intrinsically motivated themselves.

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EXTEND BY APPLYING
1. ‘Go over the 26 items questionnaire checklist. Convert them into indicators of poor/low
motivation for contrast.
2. Add to the list of 26 indicators of high motivation.
3. Reflect on your own learning experiences. Can you recall some examples of extrinsic and
intrinsic motivation in your life as a student?
4. In what instances is extrinsic motivation necessary? Give examples.
5. Critics argue that using rewards sends students the wrong message about learning and
they cite research suggesting that rewards actually decrease interest in intrinsically
motivating tasks. Explain.
EXTEND WITH SYNAPSE STRENGTHENERS
1. ACCORDING TO PSYCHOLOGIST Carol Dweck “motivation is often more important than

initial ability in determining our success.” Do you agree? Why?
2. To what do you compare motivation to make its facilitating function in learning concrete?
Come up with metaphors. (An example of a metaphor is teaching is lighting a torch….“)
show this by completing this: Motivation is …………….)
3. Surf the internet on telic and par atelic motivational modes of Michael Ater. How do there
relate to extrinsic and intrinsic motivation?
4. Read on biographies of great men and women. Find out how they became great. Report on
one biography in class. narrate that part of the biography that you like most.
5. “Potential performance is a product of ability and motivation.” What does this mean? Do
you agree? Explain your answer.
6. “The higher the extrinsic motivation, the lower the intrinsic motivation and vice versa. Do
you agree?
7. Eric Jensen, noted author and educational consultant in the area of brain-based learning,
states. If the learner is doing the task to get the reward, it will be understood on some level,
that the task is inherently undesirable. Forget the use of rewards…Make school
meaningful, relevant and fun. Then you won’t have to bribe students. (Eric Jensen)
Do you agree?

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EXTEND BY RESEARCHING
Read a research or study related to intrinsic or extrinsic motivation. Fill out the matrix
below.
Problem Research Methodology
Title and Source:

(Complete APA bibliographical entry format)
Conclusions/Recommendations

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EVALUATE
1. Make an outline of this Module on motivation and, following your outline, give a
lecturette.
2. Distinguish between extrinsic and intrinsic motivation. Give an example for each.
3. Justify the role that extrinsic motivation plays in the development of intrinsic motivation.
5-minute non-stop writing
Your 5-minute non-stop writing begins NOW!

From the Module on Meaning and Types of Motivation, I realized that….

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INFORMATION SHEET
Module 20
Theories on Factors Affecting Motivation
LEARNING OUTCOMES:
In this Module, challenge yourself to attain the following learning outcomes:
 Explain to a learning partner the following theories on the sources of intrinsic

motivation.
- Attribution theory
- Self-efficacy theory
- Self-determination and self-regulation theory
- Goal theory
- Choice theory
- Maslow’s hierarchy of needs
 Together with a learning partner, cite the implication of these theories to the
facilitation of learning.
Introduction
In module 19, you learned that intrinsic motivation is far better than extrinsic
motivation. By all means then, let us help develop intrinsic motivation in our students.
What are the sources of intrinsic motivation?
ENGAGE
Here are some quotations. Read and explain each of them. Do you agree or
disagree?
Activity 1
“Quality does not come by accident. It is a product of intention”
“Success comes only to people who work for it.”
“Happy are those who dream dreams and are willing to pay the price for their dreams to
come true.”
“Success is that old ABC – ability, breaks and courage.”

Charles Luckman

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“Sweat plus sacrifice equals success”.

Charles O. Finley
Activity 2
Here are comments from students regarding their school performance. Find out the
factors to which these students attribute their performance.
 “How can I ever perform?” I have a very low IQ. All my brothers and sisters are as
dumb as I am.
 “I dropped out of my classes because of my failing grades. Kasi napabarkada
ako.”
 “Johann is lucky. His parents are very supportive. He has no problem with money.
Plus, he is really intelligent because his parents are also intelligent”
 “How can you be encouraged to study? Our teachers are of the terror type. They
demand so much yet they do not teach well. We don’t understand what they are
teaching. Worse, there are no books.”
 “How can I be motivated to study when and what my parents want me to be is not
what I want to be.”
 “I have to perform in class. my parents and teachers expect me to perform. All my
brothers and sisters are performing. Nakakahiya naman kung ‘di ako
magperform.”
Discuss your answers to the following:
EXPLORE
Analysis for Activity 1
 To which are the quality, success and happiness attributed? Di you agree? Why or why
not?
 Based on the quotations, are success and quality traced to factors within or outside a
person’s control?
 What is the effect on one’s motivation if success or quality is attributed to something within
a person’s control? To something outside a person’s control?
 Does a goal or dream have something to do with a person’s motivations? Explain your
answer.
Analysis for Activity 2
Go over the comments one by one to be able to do the following:
 Based on the comments, to which is poor/good performance attributed? What are the
factors within and without the control of the student?
 What is the effect on one’s motivation if success or quality is attributed to something
within a person’s control? To something outside a person’s control?
 Do you agree with the comments? Explain your answer.

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Is there an instance where performance is traced to feelings of self-competence?

Point it out.
EXPLAIN
There is currently no unified theory to explain the origin or elements of intrinsic

motivation. Most explanation combine elements of Bernard Weiner’s attribution theory,
Bandura’s work on self-efficacy, Maslow’s hierarchy of needs, William Glasser’s
choice theory, and other studies relating to goal orientation.
Attribution theory
What is the attribution theory? This theory explains that we attribute our success or
failures or other events to several factors. For instance, you attribute your popularity to
your popular parents or to your own sterling academic performance. Or you attribute
to the poor economic condition you are in to the Land Reform of the Philippine
government (your lands were subjected to land reform) or to the vices of your father.
These attributions differ from one another in three ways- locus, stability and
controllability (Omrod, 2004)
1. Locus (place): Internal versus external. If your student traces his good grade
to his ability and to his hard work, he attributes his good grade to internal
factors. If your student, however, claims that his good grade is due to the
effective teaching of his teacher or to the adequate library facilities, he
attributes his good grades to factors external to himself.
2. Stability: Stable versus unstable. If you attribute your poor performance to
what you have inherited form 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 unstable factor,
something that can change. (You can prolong or shorten your period of
watching tv.)
3. Controllability: Controllable versus uncontrollable. If your student claims his
poor academic performance is due to his teacher’s ineffective teaching
strategy, he attributes his poor performance a factor beyond his control. If,
however, your student admits that his poor class performance is due to his
poor study habits and low motivation, he attributes the event to factors which
are very much within his control.
How does attribution affect motivation?
If your students attribute his/her successor failure to something within him/her and
therefore is within his/her control or to something unstable and, therefore, can be changed s/he is
more likely to be motivated. If, however, your student traces his/her success to something outside
him/her and therefore beyond his/her control, s/he is likely to be les motivated.

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Motivation tends to increase when students attribute failure to lack of effort because effort
can be controlled. It tends to decrease when students attribute failure to uncontrollable causes.
(e.g., luck, or ability if viewed as stable (Weinstock, 2007)
This is something interesting. “People tend to attribute their successes to internal causes
(e.g., high ability, hard work) and their failures to external causes (e.g., luck, behaviors of others.
March, 1990). When students do poorly, for example, they commonly attribute their failure to poor
teaching, boring topics, poor tests. Poor academic performance is everyone’s fault except the
student.”
Table 1 Relationships Among the Dimensions of Attributions
Attributions Locus (location of cause) Stable (of cause) Control (of learning situation)
Ability Inside the learner Stable (cannot change) Learner out of control
Effort Inside the learner Stable (cannot change) Learner in control
Luck Outside the learner Unstable (can change) Learner out of control
Task difficulty Outside the learner Unstable (can change) Learner out of control
Self-efficacy theory
A sense of high self-efficacy means a high sense of competence. Self-efficacy I the belief
that one has the necessary capabilities to perform a task, fulfill role expectations, or meet a
challenging situation successfully. When your students believe that they have the ability to perform
learning activities successfully, they are more likely to be intrinsically motivated to do such
learning activities. The secret, therefore, to enhancing intrinsic motivation is enhancing our
students’ sense of self-efficacy. Social cognitive theorists identified several self-efficacy-enhancing
strategies:
 Make sure students master the basic skills. Mastery of the basic skills like reading, writing,
‘rithmetic will enable the child to tackle higher level activities. Imagine how miserable it is
for a student who has not mastered the basic skills! Unable to perform higher-level learning
tasks that require display and use of basic skills, your student will feel he is a failure in his
school life. The move of the Department of Education to focus on the Most Essential
Learning Competencies (MELC) in this COVID crisis supports students’ mastery of the
basic skills and so enhances students’ sense of self-efficacy.
 Help them make noticeable progress on difficult tasks. You like to give up climbing a
mountain when you feel that you are not making progress at all. When you have spent

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hours and hours on difficult task and you seem not to be progressing, you are made to
think that your efforts are leading you nowhere and you want to give up. That’s why it is
good that you are helped to see progress while you are working on your difficult task. The
knowledge that you are progressing inspires you to keep on.
 Communicate confidence in students’ abilities through 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.
 Expose them to successful peers. Being with successful peers, your students will inhale
success and get energized to success as well. Success is infectious in the same way that
failure is also contagious. (Omrod, 2004)
Other recommendations from motivation theorists are:
 Provide competence-promoting feedback. Communicate to your students that they can do

the job. They have the ability to succeed.
 Promote mastery on challenging tasks. Don’t give your students extremely difficult nor
extremely easy task. If the task you give is extremely easy, they do not get challenged and
you do not draw back the best from them; if it is extremely difficult, they get frustrated. Then
it is best to strike the golden mean between the two extremes. A challenging task is one
that encourages your students to stretch themselves to their limits.
 Promote self-comparison rather than comparison with others. Desiderata says: if you
compare yourself with others, you will become vain and bitter. For always there will be
greater and lesser person than yourself.” After encouraging your students to set their goals,
ask them to evaluate their progress against their own goals.
 Be sure errors occur with an overall context of success. (Omrod. 2004). There will always
be errors or mistakes as we learn, as we go through life. But they cease to be mistakes
once we learn from them. But if it is all errors that come one after another without a taste of
success, chances are your students will feel so down that they are robbed of the courage to
proceed. “The learning process requires the challenge of new and different experiences,
the trying of the unknown, and therefore, necessarily must involve the making of mistakes.
In order for people to learn, they need the opportunity to explore new situations and ideas
without being penalized or punished for mistakes which are integral to the activity of
learning.” (Ortigas, 1990)

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Table 2 The Influence of Self-Efficacy on Motivation
High Self-Efficacy Learners Low Self-Efficacy Learners
Task Orientation Accept challenging tasks Avoid challenging tasks
Effort Expend high effort when faced with Expend low effort when faced with
challenging tasks challenging tasks
Persistence Persist when goals aren’t initially reached Give up when goals aren’t initially reached
Beliefs Believe they will succeed Focus on feelings on incompetence

Control stress and anxiety when goals Experience anxiety and depression when
aren’t met goals aren’t met
Strategy use Discard unproductive strategies Persist with unproductive strategies

performance Perform higher than low-efficacy students of Perform lower than high-efficacy students of
equal ability equal ability
Source: Eggen and Don Kauchak, 2008. Educational Psychology. Windows on Classrooms. 8 th
Oh Pearson Co.
Self-determination and self-regulation theories
Students are intrinsically motivated when they have a sense of self-determination – when
they believe that they have some choice and control regarding the things they do and directions
their lives take. A student’s sense of self-determination is demonstrated in his capacity for self-
regulation. Self-regulation refers to a person’s ability to master himself. He is the “I am the
captain of my soul” type of person. He is not a victim of circumstances. He is capable of directing
himself.
What are the indicators of self-regulation? They are the abilities to:
 Set standards for oneself
 Monitor and evaluate one’s own behavior against such standards, and
 Impose consequences on oneself for one’s success or failures. (Omrod, 2004)
How does elf-regulation relate to motivation?
A student who is capable of self-regulation is more likely to be more intrinsically motivated

because he sets his goals and standards, he monitors his progress, and evaluates his own
performance.
A student who is capable of self-regulation, is not only capable of regulating his behavior
but he is also capable of regulating his own learning. (Omrod, 2004) cites the following processes
involved in self-regulated learning:

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 Goal-setting. Self-regulated learners know what they want to accomplish when they read or
study.
 Planning. Self-regulated learners determine ahead of time how best to use the time
they have available for learning.
 Attention control. Self-regulated learners try to focus their attention on the subject
matter at hand and clear their minds of distracting thoughts and emotions.
 Application of learning strategies. Self-regulated learners choose different learning
strategies depending on the specific goal they want to accomplish.
 Self-monitoring. Self-regulated learners continually monitor their progress toward
their goals and they change their learning strategies or modify their goals, if
necessary.
 Self-evaluation. Self-regulated learners determine whether what they have learned is
sufficient for the goals they have set.
A student who has self-determination and self-regulation is more likely to be intrinsically

motivated and so is more capable of self-regulated learning.
Here are some suggestions from motivation and theorists to enhance students’ sense of
self-determination about school activities and assignments.
 Present rules and instructions in an informational manner rather than controlling manner.
Here are examples on how to present rules in an informational manner:
“We can make sure everyone has an equal chance to speak and be heard I 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 figure out how I can help you
improve.”
 Provide opportunities for students to make choices. A particular lesson objective can be
reached by the use of varied strategies. Students will be more likely to be intrinsically
motivated to attain the objective when they are given the freedom to choose how to
attain the objective when they are given the freedom to choose how to attain it, of
course, within the stet parameters. An example is when we allow our students to choose
their manner of group work presentation to the class after the group activity.
 Evaluate student performance in a non-controlling fashion. Communicate evaluation
results to inform your students of their progress without passing judgment of some sort
bu to make them see that they are strong in some points but not so in other items. The
practice of self-evaluation especially with the use of scoring rubrics will be of great help.
Says renowned author, consultant and speaker Alfie Kohn, “rewards for learning
undermines intrinsic motivation.” (Kohn Alfie,1993)
Choice theory
Bob Sullo (2007) writes:

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The choice theory is a biological theory that suggests that we are born with specific needs
that we are generically instructed to satisfy. All of our behavior represents our best attempt at any
moment to satisfy our basic needs or generic instructions. In addition to the physical need for
survival, we have four basic psychological needs that must be satisfied to be emotionally healthy:
 Belonging or connecting
 Power or competence
 Freedom
 Fun
The need for belonging or connecting motivates us to develop relationship and cooperate
with others. Without the need for belonging and cooperating, we would only strive to be
independent.
The need for power is more that just a drive to dominate. Power is gained through
competence, achievement and mastery. Our genetic instruction is to achieve, master new skills
and to be recognized for our accomplishments….
As humans, we are also motivated to be free, to choose. Having choice is part of what it
means to be human and is one reason our species has been able to evolve, adapt and thrive….
Each time we learn something new, we are having fun, another universal human motivator.
It is our playfulness and our sense of discovery that allow us to learn as much as we do.
What do these imply to our task to facilitate learning? We have to come up with a need-
satisfying environment. To motivate our students for learning, we should satisfy their need to
belong, their need to have power by being competent, the need to have a free choice, and the
need to enjoy learning and have fun.
How can these be done? If we create a sense of community in the classroom and make
every student feel s/he belongs to that classroom community, s/he will more likely love to go to
school. If we make use of cooperative learning structures, we strengthen the spirit of cooperation
and collaboration and reduce, if not eliminate, the spirit of cut-throat competition. (For example, of
cooperative learning structure, please refer to Principles of Teaching I, written by Brenda D.
Corpuz and Gloria G. Salandanan.) in a non-threatening atmosphere, students are more likely to
perform.
To satisfy our students’ need for power, let us help them acquire it by making them achieve,
by making them answer their lessons and end up very competent. As a result of their competence
and excellent achievement, they get recognized and experience genuine power.
To motivate our students for learning, let us give them ample freedom to choose within
parameter that are safe and responsible, developmentally appropriate, and supportive of learning
for that is the ultimate purpose of freedom: to help our students learn and grow into the
responsible persons they are called to be. When our students are made to feel that they have a lot
of free choices, they are driven to satisfy this need for freedom. On the other hand, when our
students perceive themselves to be suffocated by our impositions and limits, they are most likely
to behave in ways, even irresponsible ways, to get them the freedom they believe is not satisfied.
Develop in the students a sense of ownership of their learning. Make students own their
learning, give them the opportunity to assess their own progress. You will learn more of these in
Module 25, Assessment Strategies that Can Increase Motivation.
Fun is a universal human motivator. If our students’ need for fun is satisfied, they are most
likely to learn much. Glasser (1990) claims “fun is the genetic payoff for learning.” a joyless

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classroom does not motivate student to perform. Let’s have fun while we teach. Without our
knowing, our students are learning and mastering what we are teaching while we are having fun.
“What happens outside event does not cause our behavior. What we get, and all we ever
get from the outside is information; how we choose to act on that information is up to us. (William
Glasser, 1990 quoted by Bob Sullo, p.6)
Maslow’s Hierarchy of Needs
A student lower-order needs must first be met before s/he works for the satisfaction of
his/her higher-order needs. The lower-order needs include the first-level needs and second-level
needs. The first-level needs are basic survival and physiological needs for food, air, water and
sleep. The second-level needs are bodily safety and economic security.
There are three (3) levels in the higher-order needs. The first (which is now the third level in
Maslow’s need hierarchy) is the need for love and belonging. The needs at the fourth level include
those for esteem and status, including one’s feelings of self-worth and of competence. The fifth
level need is self-actualization, which means becoming all that one is capable of becoming, using
one’s skills tot eh fullest, and stretching talents to the maximum.
Based on Maslow’s theory, a satisfied need is not a strong motivator but an unsatisfied
need is. Research proves that “unless the two lower-order needs (physiological and security) are
basically satisfied, employees or our students Iin our teaching-learning context will not be greatly
concerned with higher-order needs.” (Newstrom, 1997)
For us teachers, this means that we cannot teach students with hungry stomachs. We
cannot teach students when they feel afraid and insecure. While it is not our obligation to feed
them, working with parents, the school nurse and all others who can help address the problem of
student’s hunger, lack of sleep and the like.
Our students’ need for love and belonging is satisfied in a class where they feel they belong
and are accepted regardless of their academic standing in class, economic status or ethnic
background. Theor need for self-esteem is satisfied when we help them succeed, recognize their
effort and contribution no matter how insignificant and praise their achievement. Doing so actually
propels them to self-actualization.
Goal theory
Learning goals versus performance goals. The goals we set for ourselves affect our
level of motivation. There are several types of goals. In relation to learning we can speak of
learning goals and performance goals. How do they differ?
A learning goal is a “desire to acquire additional knowledge or master new skills” while a
performance goal is a “desire to look good and receive favorable judgments from others or else
look bad and receive unfavorable judgments.” (Omrod, 2004). Between these two goals, with
which type of goal is the intrinsically-motivated student occupied? Obviously, the ideal student is
the student with a learning goal. The student with a learning goal is mastery-focused while the
student with a performance goal is performance focused.
Table 3 shows a comparison of learning mastery-focused and performance-focused classrooms.

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Table 3 Comparison of Mastery-Focused and Performance-Focused Classrooms
Mastery-Focused Performance-Focused
Success defined Mastery, improvement High grades, doing better than others
as…
Value placed on.. Effort, improvement High grades, demonstration of high ability
Reasons for Meeting challenges, hard work Doing better than others, success with
satisfaction minimum effort
Teacher oriented Student learning Student performance

towards…
View of errors… A normal part of learning A basis for concern and anxiety
Reasons for Increased understanding High grades, doing better than others
effort..
Ability viewed Incremental, alterable An entity, fixed
as…
Reasons for Measure progress toward preset criteria, Determine grades, compare students to one
assessment… provide feedback another
Source: Eggen and Don Kauchak, 2008. Educational Psychology. Windows on Classrooms. 8 th
Oh Pearson Co.
Self-determined goals. Personally-relevant and self-determined goals enhance a

student’s motivation. When lesson objectives are relevant to the life of students, then they turn out
to be more motivated to learn. When the lesson objectives are owned by the students because
they find them relevant to their life, most likely they become highly motivated for learning. this
departs from de-contextualized teaching that happens when all we do is deposit information into
the minds of our students, students memorize, and we withdraw what we taught every periodic
examination.
Goal setting. As a motivational tool, goal setting is effective when the following major
elements are present: 1.) goal acceptance, 2.) specificity, 3.) challenge, 4.) performance
monitoring, and 5.) performance feedback. Thus, it is necessary that our students accept and own
our lesson objectives (see self-determined goals in the foregoing paragraph) and that our lesson
objectives must be SMART (specific, measurable, attainable, result-oriented and time-bound) and
challenging. It is equally important that we monitor our students’ learning. however, simply
monitoring results is not enough. We have to give our students feedback about their performance.

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1. Construct a True or False type of test to evaluate the evaluate the first objective of this
Module the exchange tests with your learning partner for you to answer. Discuss your
answers and scores with your learning partner.
2. Between learning goal and performance goal, with which type do you identify yourself?
Explain your answer.
3. To what factors do great men and women attribute their Success? Is it to personal factors
like ability and or to situational factors such as difficulty of task and impact of luck?
4. “Success has many fathers; failure or defeat is an orphan.” How does this general
behavior relate to self-esteem?
5. Do attributions always reflect the true state of affairs? Or can we have something like false
attributions? Explain your answer.
6. 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.
7. Authors warn us to avoid simple attributions, meaning not to attribute success or failure
just to one factor only. Why so?
8. Why do people tend to attribute their successes to internal causes and their failures to
external causes?
9. Surf the Internet on the expectancy model of motivation. Find out how this relates to the
other theories on motivation such as self-efficacy.
10. Research on teacher qualities that increase motivation to learn.

11. Ther are many testimonies from people with very humble beginnings who grew up
deprived environments (so their lower – order needs were not satisfied according to
Maslow’s theory) but ended up as achievers. Do these prove that Maslow’s hierarchy of
needs is not always true? Explain your answer.

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Read a research or study related to one of the motivation theories in this Module. Fill out
the matrix below
Title and Source:

Findings Conclusions/Recommendation

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INFORMATION SHEET
Module 21
Students Diversity in Motivation
Learning objectives
In this module, challenge yourself to attain the following learning outcomes:
 Reflect on your own experiences as you read through situations given in this Modul.
 Present the social and cultural influences on the cognitive and motivational
processes of learning by means of graphic organizer.
 State and explain two principles on the social and cultural influences of motivation.
Introduction
Students who, by themselves are already as diverse, also differ in motivation. This diversity
in motivation may be traced to differences in age, developmental stage, gender, socio-economic
and cultural background. How these factors influence students’ motivation is the concern of this
Module.
ENGAGE
Read the following research findings then reflect on your very own
experiences.
A.
 Young children often want to gain teachers’ approval to be motivated
while the older ones are typically more interested in gaining the
approval of peers. (Juvonen and Weiner, 993 quoted by Omrod, 2004)
 …Students often become less intrinsically motivated as they progress
through the school years. (Harter, 1992 quoted by Omrod, p.507)
Learning goals may go by the wayside as performance goals become
more prevalent and as a result, students will begin to exhibit preference
for easy rather than challenging tasks. (Harter, 1992; Igoe and Sullivan,
1991 quoted by Omrod, 2004)
 Increasingly, students will value activities that will have usefulness for
them in their personal and professional lives, and subjects that are not

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directly applicable will decrease in popularity. (Wigfield, 1994 quoted by

Omrod, 2004)
B.
 …Elementary students tend to attribute their successes to effort and
hard work.
 ..By adolescence, however, students attribute success and failure
more to an ability that is fairly stable and uncontrollable. Effort
becomes a sign of low ability… (Nichols, 1990; Paris & Cunningham,
1996 quoted by Omrod, 2004).
C.
 There are different motivational patterns for students belonging to
ethnic communities. Students from Asian-American families may feel
more pressured to perform well in school…
 …Students’ cultural background can influence their attribution... for
instance, students of Asian background are more likely to attribute
academic achievement to unstable factors like effort and attribute
appropriate or inappropriate behaviors to temporary situational factors
than students brought up in mainstream Western culture. (Lillard,
1997; Peak, 1993 quoted by Omrod, 2004)
D.
 ….Females are more likely than males to have a high need for
affiliation. (Block,1983 quoted by Omrod, p. 508)
 Females are also more concerned about doing well in school. They
work harder on assignments, earn higher grades and are more likely
to graduate from high school. (Helpern, 1992; McCall, 1994 quoted by
Omrod, 2004)
 We typically find more boys than girls among our “underachieving”
students.
E.
 Students from low-income families are among those most likely to be
at risk of failing and dropping out of school. A pattern of failure may
start quite early for many lower-income students especially if they
have not had the early experiences upon which school learning often
builds.
F.

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 Students who have difficulty getting along with their classmates (e.g.,
those with emotional and behavioral disorders) may inappropriately
attribute their social failures to factors beyond their control. (Heward,
1996 quoted by Omrod, 2004
EXPLORE
 Do your experiences and observations support or contradict the research findings?

Share your answers with your small group.
 What are the implications of these research findings to facilitating learning? To be
sure that no research finding is missed, do this with the help of a Table like the one
given below. Feel free to add more rows.
Research Finding Learning Application
1.
2.
3.
4.
5.
EXPLAIN
Our students’ motivation may vary on account of age, gender, cultural, socioeconomic
background and special education needs. Our class is a conglomerate of students with varying
ages and gender and most especially cultural background and socioeconomic status. Our
students’ motivational drives reflect the elements of the culture in which they grow up – their
family, their friends, school, church and books. To motivated all of them for learning, it is best to
employ differentiated approaches. “Different folks, different strokes.” What is medicine for one may
be poison for another.
Two principles to consider regarding social and cultural influences on motivation are:

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1. Students are most likely to model the behaviors they believe are relevant to
their situation.
2. Students develop greater efficacy for a task when they see others like
themselves performing the task successfully. (Omrod, 2004) what conclusion
can be derived from the two principles? “Students need models who are
similar to themselves in ters of race, cultural background, socioeconomic
status, gender, and (if applicable) disability” (Omrod, 2004.)
Then it must be good to expose our students to models of their age
and to models who come from similar cultural, socioeconomic backgrounds.
Do we have to limit ourselves to live models? Not necessarily. We can
make our students read biographies and autobiographies of successful
individuals who were in situations similar to them.
1. from the Survival Kit prepared by the Guidance Office of St. Louis University, success or
achievement depends not only on ability and hard work but also on effective methods of
study…. Very roughly, the differences between individuals in their capacity for work and study are
determined by:
Factor A – Intelligence and Special Abilities…………………….50-60%

Factor B - Industry, effort, and Effective Study Methods……...30-40%
Factor C – chance and Environmental factors………………….10-15%
Later in College,….the proportions may change as such :
Factor A – Intelligence and Special Abilities…………………….30-40%

Factor B - Industry, effort, and Effective Study Methods……...50-60%
Factor C – chance and Environmental factors………………….10-15%
Compare this with the research findings in Activity B above. Do they jibe or do they
contradict eah other? What is your stand?

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Name :______________________________ Yr. & Section _______________
EXTEND BY APPLYING
Differentiate and describe your motivational strategy between/among:

- students of different ages
- boys and girls
- the economically-disadvantaged and the affluent
- students belonging to indigenous peoples’ (IP) groups and those not belonging yo
one
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Read and research or study related to social or cultural influences on motivations. Fill out
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Title and Source:


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EVALUATE
1. In not more than 100 words write your reflections on your very own experiences in
relation to Activity A,B,C,D, and F.
2. By means of a graphic organizer, present the social and cultural influences on the
cognitive and motivational processes of learning.
3. State and explain in not more that 3 sentences each of the two principles on the
social and cultural influences on motivation.
From the Module on Students’ Diversity in Motivation, I realized that…………..

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INFORMATION SHEET
Motivation in the Classroom
MODULE 22-24
Advance Organizer
Motivation in the
Classroom
Human Environmental Assessment Strategies that can

The Classroom
Factors Afecting Climate Increase Motivation
Motivation
Teacher’s Affective The Physical

The Physical
Traits Learning
Learning
Environment
Environme nt
Classmates
Bullying

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Module 22
Human Environmental Factors Affecting Motivation
Learning Objectives
 compose a poem/song describing teachers’ behavioral traits that are

facilitative of learning.
 dramatize the de-motivating function of bullying in schools.
 mimic the behavioral traits of parents who are supportive of learning
Introduction
If environment is defined as the sum total of one’s surroundings then environmental factors
that affect students’ motivation include human as well as non-human factors. The immediate
human factors that surround the learner are the teachers, the other students and his/her parents.
(For notes on managing the learning environment, refer to the textbook on Principles of
Teaching 1 by Brenda B. Corpuz and Gloria G. Salandanan.)
ENGAGE 1
Read this student letter to a middle school science teacher with four years teaching
experience. Feel the words. Right after reading it, proceed to Analysis for Activity 1.
I just wanted to write you a little thank you note for everything that you have done for me
over the past two years. I have learned a lot and had a whole lotta fun doing it. I loved the labs
and basically everything we did in your class because you made it fun. You made it fun so we
learned without even realizing that we were learning but when it was time to show that we knew
it, we were like, “Whoa! I guess I really did learn something!” Not only did you teach us about
science, you put us in real case scenarios and helped prepare us for high school and even
college. But even further than that, you were like a friend to me. That might scare you a little, but
you really remind me of myself, and I hope I grow up to be at least a little like you. I feel like you
genuinely care about your students and sincerely enjoy your job. ... Thank you for being such a
great teacher and friend. You have sincerely contributed to the "awesomeness” of these years.
Thanks 1000 times. (Stronge, 2002)
EXPLORE 1
1. The student considers her teacher great. List down the teachers’ behavioral traits that made
learning fun.
2. In a survey that was conducted in 1996, almost 1000 student’s between the ages of 13 and 17
were asked to identify characteristics of best and worst teachers. The students responded that
the number one characteristic of good teachers is their sense of humor. The others are "make
the class interesting, have knowledge of their subjects, explain things clearly, and spend time
helping students. The number one characteristic of their worst teachers was that they are “dull
and boring". The next four are: "do not explain things clearly, show favoritism toward students;
have a poor attitude and expect too much from students.” (National Association of Secondary

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School Principals 1997. Students Say: What Makes a Good Teacher? Publication Information:
NASSP Bulletin, May/June 1997, 15-17.)
Do you find any similarities with your list in # 1?
ENGAGE 2
 Recall an experience where, because of a classmate, you were:

- Motivated or encouraged to come to class
- Turned off/afraid to come to class
 Share your experiences with your small group.
EXPLORE 2
1. Is there any experience on bullying that was shared? If yes,what are the various
forms of bullying?
2. How does bullying affect the students' need to belong to a learning
community?
3. Is calling a classmate promdi and barriotic a form of bullying?
ENGAGE 3
Divide the class into small discussion groups. Some groups will be asked to
jot down behavioral traits of parents who are supportive of their childrens’ studies.
The other groups will be asked to list down behavioral traits of parents who are not
very supportive.
Those groups who worked on supportive parents come together to make a
tally of the behavioral traits and compare. Collate the output then present it to the
whole class. The same thing is expected of those groups who worked on
unsupportive parents.
EXPLORE 3
1. In your tally of behavioral traits, which traits (both positive and negative) are
on top? Study your top positive and negative behavioral traits. Are the
results consistent?
2. As a teacher and as a future parent, what message can you read from your
list of behavioral traits?
EXPLAIN
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

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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 who motivated and inspired you. You must also be
grateful to those who were not as motivating and inspiring. In a way, they also helped
you become better person in a sense that you strived to become better than them.
Researchers cite the following affective characteristics of effective teachers
(James H. Stronger, 2002):
 Caring – Specific attributes that show caring are:

- Sympathetic listening to students not only about life inside the
classroom but more about students’ lives in general
- Understanding of students’ questions and concerns
 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 of 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 - willing to
participate in class activities and demonstrating a sense of fun
- having a sense of humor and is willing to share jokes
 Enthusiasm and motivation for learning shown in:

- encouraging students to be responsible for their own learning
- maintaining an organized classroom environment
- setting high standards
- assigning appropriate challenges
- providing reinforcement and encouragement during tasks
 Attitude toward the teaching profession

- having dual commitment to personal learning and to students
learning anchored on the belief that all students can learn
- helping students succeed by using differentiated instruction
- working collaboratively with colleagues and other staff
- serving as an example of a lifelong learner to his/her students and
colleagues

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 Positive expectations of students manifested in:

- striving to make all students feel competent
- communicating positive expectations to students, i.e., they will be
successful
- having high personal teaching efficacy shown in their belief that
they can cause all students to learn..
 Reflective Practice
- reviewing and thinking on his/her teaching process
- eliciting feedback from others in the interest of teaching and learning
Classmates – Bullying and the Need to Belong

Students form part of the human environment of the learner. In fact,
they far outnumber the teachers in the learning environment.
The need to belong is a basic human need. Students who are accepted
by teachers and classmates feel they belong to the class. Students who feel
that they are part of the class look forward to attending and participating in
class. The sense of belongingness enhances their learning and performance.
The prevalence of bullying, however obstructs the creation of a learning
community where everyone feel that they belong. With bullying in schools, the
learning environment cannot be safe. Then by all means, bullying should be
eliminated in schools. Bullying takes on several forms. It can be mild; it can be
intense or deeply-seated and highly violent. Today, safety in schools is being
raised all over the world.
Parents as part of the Learners' Human Learning Environment
The learner spends at least six hours in school. The rest, s/he spends
at home. Parents, therefore, are supposed to have more opportunity to be with
their children than teachers. How many of our parents use this opportunity to
support their children in their studies?
What parents' behavioral traits are supportive of their children's
learning? Parents who are supportive of their children's learning are observed
to do the
following:
 Follow up status of their children's performance
 Supervise their children in their homework/project
 Check their children's notebooks
 Review their children's corrected seat works and test papers
 Attend conferences for Parents, Teachers and Community Association
(PTCA)
 Are willing to spend on children's projects and to get involved in
school activities
 Participate actively in school-community projects
 Confer with their children's teachers when necessary
 Are aware of their children's activities in school

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 Meet the friends of their children

 Invite their children's friends at home
Unsupportive parent behaviors are the opposite of all those listed above.
The interaction between the learner and the teacher, among the
learners, and among the learner, teacher and parents affect the learner’s
motivation. Whether the climate that comes as a by-product of the interactions
nurtures or obstructs learning depends on the quality of these interactions.
1. “Rev. Father Joseph V. Landy, SJ, in his book “Letter to a Young

Teacher: The Art of Being Interesting”, cites 5 elements that are
especially useful for gaining attention in the classroom, to wit:
1) The activity,
2) The reality,
3) The vital,
4) The humor, and
5) novelty.
Are these elements found in the affective traits of the facilitating
teacher given by Stronge in this Module?
2. Make clippings of articles on school bullying. React to one article of

your choice.
3. Read DepEd Order 40 s.2012, DepEd’s Child Protection policy and R.A
10627, An Act Requiring All the Elementary and Secondary Schools to
Adopt Policies to Prevent and Address the Acts of Bullying in their
Institutions signed into law by President Benigno S. Aquino III on Sept. 12,
2013.
EXTEND BY APPLYING
1. “The quality of teacher-student relationships is the key to all other

aspects of classroom management”, says recognized expert in
classroom management, Robert Marzano. Do the teacher’s affective
traits have something to do with that quality teacher-student
relationships? Explain your answer.
2. By means of a graphic organizer, list down, behavioral traits of parents,
who are supportive of children’s studies.

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Read and research or study related to social or cultural influences on motivations. Fill out
the matrix below.

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Title and Source:

EVALUATE
1. Compose a song or a poem about a highly motivating teacher. Present your

output in class.

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2. Complete this statement. A caring teacher ________________________

concrete behavior
3. Dramatize some forms of bullying in schools.
 Ask those who took part in the dramatization - How did you feel?
Were you happy about it? Any action to take from here?
 Ask those who watched the dramatization - How did you feel while the
dramatization was going on? In real life, would you do as the bully did.
Why or Why not?
 Compose an anti-bullying song. Highlight the basic human need to
belong.
4. Some students will be asked to pantomime learning-supportive and learning-

unsupportive behaviors of parents. The rest of the class will be asked to identify the
behavior that was pantomimed.
• Discuss the effects of these behaviors on children's motivation to

From the Module on Human Environmental Factors. I realized that ...__
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INFORMATION
MODULE
The Classroom Climate and Social-Emotional Learning (SEL)

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Learning Objectives!
 Describe the classroom climate that is conducive for learning by the use
of simile or metaphor
 Create a conducive classroom climate in a simulation.
 Explain the five competencies of social and emotional learning
Introduction
The classroom climate is more a product of the interaction between and

among teacher and students than that of the physical condition of the classroom. The
physical condition of the classroom may exert an influence on the social interaction
among the personalities in class but it may not contribute as much as the classroom
social interaction does.
What is a classroom climate that facilitates learning? It is something business-

like and yet and non-threatening. What takes place in between a classroom where a
business-like and a non-threatening atmosphere prevail? This is the concern of this
Module.
ENGAGE
Read this poem:
Bring your papers, pencils and books,

Unless you want my dirty looks.
Class will start-I know I'm pushy -
When in your seat, I see your "tushy”
You need to know that it's expected

That you respect and feel respected.
Watch your words and be polite,
Avoid aggression, please don't bile.
Sometimes you'll sit, sometimes you'll walk,

Sometimes you'll listen, sometimes you'll talk.
Please do each of these on cue.
Listen to me, I'll listen to you.
These rules exist so we can learn.

Obey them and rewards you'll earn.
I also feel compelled to mention
Breaking rules will mean detention.
If these rules seem strict and terse,
Please make suggestions but only in verse.

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(Source: Robert J. Marzano, et al. (2003), p. 19.)
EXPLORE
 Do you like the poem? Why or why not?

 When do you think was this poem introduced by the teacher? Beginning,
middle or end of the school year?
 In your opinion, what was the purpose of the poem? Will it make a difference if
the teacher simply announced her class rules? Why did the teacher make use
of a poem as a strategy?
 Based on the poem, what kind of classroom atmosphere does the teacher
want to establish?
 What conditions must be present in order to establish such atmosphere?
 What class rules did the teacher want to introduce?
EXPLAIN
The classroom climate that is conducive for learning is one that is non-
threatening yet business-like.
It is a classroom where:
 specific classroom rules and procedures are clear.

 these classroom rules and procedures are discussed on the first day of class
 students are involved in the design of rules and procedures.
 techniques to acknowledge and reinforce acceptable behavior and provide
negative consequences are employed
 clear limits for unacceptable behavior are established
 there is a healthy balance between dominance and cooperation
 the teacher is aware of the needs of different types of students
 the teacher is fully aware of the happenings in class
 students' responsibility for their own behavior is enhanced.
(Marzano, et al, 2003)

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Social-Emotional Learning (SEL)
The classroom climate definitely becomes highly favorable with social-

emotional learning. SEL integrates academic, social and emotional learning .
The Collaborative for Social Emotional Learning (CASEL), the leading
organization advancing the promotion of integrated academic, social, and
emotional learning for all children in preschool through high school, cites 5
core competencies: 1) self-awareness; 2) self-management; 3) responsible
decision-making 4) social awareness; and 5) relationship skills.
CASEL expounds on the above core competencies:

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Source:https://www.wingsforkids.org/sel/social-emotional-learning/core-
competencies/ Accessed, 7-3-2012
The WINGS Way
This is how a South Carolina-based non-profit organization pioneers a model for

teaching social and emotional lessons to the least, last and lost among the kids to help them
beat the odds. You may want to research more on this. The kids are made to recite "I Soar
with Wings” regularly to help them internalize SEL. Here is how it goes:
I soar with WINGS.

Let me tell you why.
I learn lots of skills that help me reach the sky.
I love and accept who I am on the inside

And know my emotions
Are nothing to hide.
Life's full of surprises

That make me feel different ways
If I can control myself
I 'll have much better days.
I understand the choices I make should be

What's best for me to do,
And what happens is on me and not any of you.
I understand others are unique.

I want to learn more about everyone I meet.
I want to step into their shoes
And see what they are going through.

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I am a friend. I support and trust

Working together is a must.
Kind and caring I will be.
I listen to you; you listen to me.
I soar with WINGS.
I just told you why.
All of these things are
Why I fly high.
(Source: https://www.wingsforkids.org/sel/social-emotional-learning/corecompetencies/ Accessed,

7-3-2020)
Name: _____________________________________ Yr. & Sec. __________
1. Give adjectives that describe the classroom climate that is conducive for
learning. Write the antonym for each adjective.
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2. In your own words, give the conditions that give rise to a classroom climate that is
conducive for learning.
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1. Describe a classroom atmosphere by means of simile or metaphor.
2. Describe a favorable classroom climate by way a haiku.
Read and research or study related to conducive classroom climate. Fill out the matrix
below.

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Title and Source:

E
VALUATE

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1.Describe an ideal classroom atmosphere by means of simile or metaphor.
2. Simulate a classroom setting. Let 2 students introduce their classroom rules in a

creative way in class. Evaluate the process as a group.
From the Module on the classroom climate, I realized that………………………
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INFORMATION SHEET
Module 24
The Physical Learning Environment

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Learning Objectives:
At the end of this Module, challenge yourself to design a favorable physical learning
environment.
Introduction
We get affected not only by the psychological climate in the classroom. We are also
affected by the physical condition of the learning place. The learner is put at a disadvantage
when the classroom is overcrowded, dark and damp. We hear of teachers saying "It gets
into my nerve” when students are unnecessarily noisy and unruly in a classroom that is
topsy turvy. The physical learning environment matters, too, in facilitating learning.
ENGAGE
Observe 2 classes with focus on the physical arrangement of the room. Find out how
the physical arrangement affects traffic flow, distractions and teacher-student and/or
student-student interactions. Rate the following aspects of physical arrangement by the use
of this checklist:
Aspect Yes No Remarks
1. Are the chairs arranged in such a way that

teacher-student interaction is facilitated?
2. Can every student view and read what is

written on the board?
3. Can the teacher see all students while

presenting?
4. Are the chairs arranged in such a way that students

can easily move without unnecessary disruptions?

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Aspect Yes No Remarks
6. Is there a picture or any other fixture that

distracts students' attention for learning?
7. Is the classroom well-ventilated?
8. Does the classroom have adequate

lighting?
9. Is the classroom wide enough to allow

student movement and activities?
10. Does every student have a chair/desk.
11. If there is noise, is it academic noise

that indicates students' engagement in
learning?
12. Is the classroom attractive to enhance
13. Is the seat arrangement flexible?
EXPLORE
1. Review your checklist. Which items were answered NO? YES?

2. Are the items answered NO within the capacity of the teacher
remedy? How?
3. Are the items answered YES. truly YES? Is there still room for improvement?
Explain your answer.
4. What is academic noise? Is that son
5. Between the 2 classrooms, which is better? Why?
EXPLAIN
The physical learning environment has something to do with the condition of the
classroom, the immediate environment of the learner. A conducive physical learning
environment is one that:
 allows maximum interaction between teacher and students and among

students;
 allows student movement without unnecessary distraction
 allows teacher to survey the whole class;

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 is safe, clean, orderly;

 is well-ventilated, spacious, and adequately lighted and makes possible re-
arrangement of chairs as the need arises.
Let us not forget the fact that while the physical condition of the classroom and the
persons that the students interact with constitute their immediate environment, our students
are also influenced by factors outside their immediate environment. Our students bring to to
the classroom many attitudes as a result of their being conditioned by their families, their
ethnic groups, their communities: These attitudes influence their class performance.
Name:_________________________________________ Yr. & Sec:_____________

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EXTEND BY APPLYING
One of you should be assigned to secure a copy of the minimum standards of

physical facilities to open a school from the Commission on Higher Education (CHED).
Present them in class. Why are there minimum standards on size of classroom, library
books, etc. set?
1. Is a quiet classroom necessarily favorable for learning?

2. Research on wall color/s that is/are most conducive for learning, considering varied
developmental stages of learners?

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Read and research or study related to physical learning environment. Fill out the matrix
below.
Title and Source:


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EVALUATE
1. Design a classroom that is conducive for learning. Indicate color of paint,

arrangement of desks, teachers’ table, and other fixtures.
From the Module on Physical Learning Environment, I realized …..

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INFORMATION

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MODULE 25
Assessment Strategies that can Increase Motivation and
Outcome-based Teaching Learning
Learning objectives
in this Module, challenge yourself to attain the following learning outcomes:
 cite ways to make assessment more motivating for students.

 demonstrate appreciation of assessment as a process to
evaluate and facilitate learning.
 explain how outcome-based teaching-learning (OBTL) leads to
effective assessment.
Introduction
An indispensable part of the teaching-learning process is assessment. It is usually at the

end of a lesson plan termed "evaluation". A lesson plan is not complete without an
assessment. The instructional cycle indeed is not complete without an assessment.
Assessment is at the service of learning, thus the phrase assessment for learning.
Assessment is meant to ensure that learning takes place. This is possible only when the
assessment process motivates students to learn. Unfortunately, in many instances,
assessment as a process does not motivate, instead threatens. How can we make
assessment a motivating and a facilitating experience is the concern of this Module.
Advance Organizer
“growth Focus on progress
mindset” rather than on failure
Tests challenging; not
too easy, not to
difficult
Assessment
Strategies that can Clear objectives as
Sensitive and
Increase Motivation basis of assessment
constructive
assessment
The purpose of Criterion-referenced

Self-assessment
assessment
ENGAGE

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Do this True-False Pretest on the professional teacher based on the Code of Ethics for
Professional Teachers. If you are not sure of your answer DON'T WORRY! You may guess.
What is important is that you give an answer.
Direction. Write TRUE if the statement is correct and FALSE if it is wrong. You may write your
answer on the blank provided before the number.
In the Code of Ethics for Professional Teachers:

________1. the professional teacher may be licensed or not licensed
________2.pre-school teachers are excluded in the term teacher.
________3.only those who teach in the elementary and secondary schools are referred to as
teachers.
________4.the teachers in the private schools are not part of the term “teacher”.
________5. the college instructor/professor is not classified as teacher.
________6. the principal is included in the word “teacher”.
________7.the word “teacher" also includes the District Supervisor and the School
Superintendent.
________8. “teacher” refers also to industrial art or vocational Teachers
________9. only the public-school teachers in all levels, including tertiary, are classified as
teachers.
________10. a professional teacher is required only of technical and professional
competence.
________11.“teacher” refers only to full-time teachers.
NOW, CHECK YOUR OWN ANSWERS. FOR THE ANSWER KEY, PLEASE REFER
TO PAGE 289.
What is your score? If you got 6 and above, you are on or above the midpoint. If you got a
score below 6, don't despair! The next time you will take this test, you will get perfect.
Find out why you did not get some items correctly. Read this excerp from the Code of
Ethics for Professional Teachers. Then make your own list of those who are included in the
word “teacher". Take note, too, o teachers are, according to the Preamble.
Code of Ethics for Professional Teachers

PREAMBLE
Teachers are duly-licensed professionals who possess dignity and reputation with high
moral values as well as technical competence. In the practice of their noble profession, they
observe, and practice this set of ethical and moral principles, standards and values.
ARTICLE 1

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Scope and Limitations
Section 2. This Code covers all public and private school teachers in all educational
institutions at the preschool, primary, elementary, and secondary levels whether academic,
vocational, special, technical or non-formal. The term "teacher" shall include industrial art or
vocational teachers and all other persons performing supervisory and/or administrative
functions in all school at the aforesaid levels, whether on full-time or part-time basis.
AFTER READING THE EXCERPT OF THE CODE, DO THE POSTTEST.
Direction. This is Posttest. Write TRUE if the statement is correct and FALSE if it is wrong.
You may write your answer on the blank provided before the number.
In the Code of Ethics for Professional Teachers:
_________1. the teachers in the private schools are not part of the term "teacher".
_________2. pre-school teachers are excluded in the term teacher.
_________3. only those who teach in the elementary and secondary
schools are referred to as teachers.
_________4. "teacher” refers also to industrial art or vocational teachers.
_________5. the college instructor/professor is not classified as teacher.
_________6. a professional teacher is required only of technical and professional competence.
_________7. teacher refers only to full-time teachers.
_________8. the professional teacher may be licensed or not licensed.
_________9. only the public-school teachers in all levels, including tertiary, are classified as
teachers.
_________10. the principal is included in the word “teacher".
_________11. the word “teacher" also includes the District Supervisor and the School
Superintendent.
What is your score? Did you improve? Perhaps considerably! That's good!
Congratulations! Now, let's analyze the activity you just went through.
EXPLORE
Discussion Questions:
 How do you compare your scores in the pretest and in the posttest?
 What may have contributed to the improved scores?
 Did the exercise on the pretest and posttest help you improve your scores? How?
 Did you like the idea of checking your own answers? Why?
 Did checking your own paper help you improve your score? How?
 Did your errors help you improve your score? How?
EXPLAIN

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From the activity, you have seen that assessment does not take place only at the end of a
lesson. The pretest, a form of assessment at the beginning of a lesson, helped you determine how
much you knew and didn't know about the professional teacher. With the pretest results, your
learning became more focused (particularly on the items you did not get). You learned to the point
of mastery, thus your scores improved considerably.
That's the reason why the title of this Module is "Assessment for Learning" instead of
"Assessment of Learning". We chose the latter because it emphasizes the role that assessment
plays in facilitating learning. It is not just done at the end of the teaching-learning process. Instead,
it is an integral part of the teaching-learning process, such that assessment not just evaluates the
learning but becomes a tool to facilitate and enhance learning.
The practice of checking your own answers in both pretest and posttest helped you learned
better, too. It challenged you to compete with yourself. Is there a proof of learning better than
improved scores?
Assessment is something that students frown upon. It is a scarecrow for students. Nobody
wants tests and quizzes. The usual bargain of students with teachers is "no more test”.
Why this negative connotation of tests? Perhaps because tests have always been
associated with grades and consequently with passing and failing that is why they have become
threatening.
How can we make it motivating and facilitating and so non-threatening?
Assessment Strategies that can Increase Motivation

How can we make assessment a palatable menu for our students? Experiences in
classroom assessment and principles of assessment tell us the following:
1. Make clear your learner's objectives every time. It is good if students are clarified on
the objectives they are working on and the criteria that will be used in evaluating their
learning.
2.Make your students own the lesson objective. Allow them to set their own personal
learning targets based on the lesson objective. Initially their personal target may be lower
than the learning target set for the class but with the expectation that they will gradually
bring them up according to their pace until their personal targets coincide with the class
target. This will make them feel unthreatened and comfortable.
3. Engage your students in self-assessment. They have established then own target
against clearly set lesson objectives. They are in the position to determine if they have
met their own targets and the ci target or objective.
When learners are given the opportunity to evaluate the performance, they bring to
mind the personal task and strategy variables applicable to them. They reflect on their
personal characteristics that affect their learning, the tasks they need to work on and the
strategies that can help them. In this way, assessment empowers the students to take a
more active role in their own learning process.

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4. Practice criterion-referenced assessment rather than norm-referenced

assessment. Make your students compare their performance against established
criteria, i.e., the learning objective or target and not against other students' performance.
Comparing a student's performance with the latter makes assessment threatening.
5. If you are indeed criterion-referenced, then your assessment is certainly based on

established criterion, your learning target or objective. It has been observed,
however, that a number of teachers set learning objectives but assess another. This leads
to students' confusion and discouragement.
6.Inspire your students to have mastery-focus rather than performance focus. Set their
hearts on lesson mastery for the love learning rather than on scores, grades and
performance. If they fail to get an item or items in a test, tell them not to worry and
assure them that they will be taught again until mastery.
7. Have a "growth mindset". Believe that your students can improve. Failure or wrong
answers are welcome. Assure your students that they are not made less of themselves
by a wrong answer or a mistake. What is most important is that they learn from their
mistakes and continuously grow and improve.
8. Your assessment practice must be sensitive and constructive because assessment

has an emotional impact. Bear in mind that your comments, marks and grades, as well
as the manner you communicate them to students, can affect their self-confidence.
Assessment should be constructive as much as possible. Judging students harshly to
the point that they feel belittled or insulted will kill their spirit and may lead them to have a
negative view both of themselves and the subject.
9.Inspire your students to have mastery-focus rather than performance focus. Set their
hearts on lesson mastery for the love of learning rather than on scores, grades and
performance. If they fail to get an item or items in a test, tell them not to worry and
assure them that they will be taught again until mastery.
10. Have a "growth mindset". Believe that your students can improve. Failure or wrong
answers are welcome. Assure your students that they are not made less of themselves by
a wrong answer or a mistake. What is most important is that they learn from their
mistakes and continuously grow and improve.
11. Your assessment practice must be sensitive and constructive because assessment
has an emotional impact. Bear in mind that your comments, marks and grades, as well
as the manner you communicate them to students, can affect their self-confidence.
Assessment should be constructive as much as possible. Judging the students harshly to
the point that they feel belittled or insulted will kill their spirit and may lead them to have a
negative view both of themselves and the subject.

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Name:__________________________________Yr. & Sec._______________________
EXTEND BY APPLYING
1. When can assessment give too much pressure on students.
1.Research on outcomes-based teaching and assessment. Is the practice of OBE

(Outcomes- Based) facilitative of assessment?
2. Research on best classroom assessment practices.

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Read and research or study related to assessment strategies. Fill out the matrix below.
Title and Source:


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EVALUATE
1. List 3 things I should do to make assessment increase student’s motivation.

1. ________________________________________________________________
________________________________________________________________
2. ________________________________________________________________
________________________________________________________________
3. ________________________________________________________________
________________________________________________________________
2. List 3 things I should NEVER do to make assessment non-threatening.

1. ________________________________________________________________
________________________________________________________________
2. ________________________________________________________________
________________________________________________________________
3. ________________________________________________________________
________________________________________________________________
3.Show that you are no longer anti-assessment in your sentiment. Prove that you now
appreciate assessment (after this Module) as a process to evaluate and facilitate
learning by sharing your realizations.
From the Module on Assessment for Strategies that Increase

Motivation, I realized …..

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FACILITATING INFORMATON SHEET

LEARNER-CENTERED Integration
TEACHING Module 26
Part 5 Revisiting the 14 Learner-Centered Psychological
Principles
Learning Objectives
• describe how the 14 principles are connected to each of the
 modules that you have studied.
 align your learnings/insights gained to the 14 principles.
 demonstrate appreciation of the 14 principles as a sound framework for
effectively facilitating learning.
Introduction
Congratulations! You've come to the last Module. This last Module 15 intended for you to
summarize and integrate your most valuable learnings and insights gained in this subject.
ENGAGE
1. Examine the clip art below.

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EXPLORE
1. What two words do you see? ______________________________________________________________

_____________________________________________________________________________________
2. What relationship does the clip art show about these two words? ___________________________________
______________________________________________________________________________________
3. What message do you get from this clip art? Relate it to your own role as a future teacher? ______________
______________________________________________________________________________________
EXPLAIN
Facilitating learning should be firmly anchored on the 14-learner centered psychological principles.
The 14 principles espouse that everyone in the learning community is a learner, not just the student. The clip
art above expresses this view that to teach allows you to learn and that when you have learned well, you can
teach well. There is mutuality in learning. Students learn from teachers. Students learn from one another. And
more important for you to remember, teachers learn from students.
Learner-Centered Instruction
Applying the 14 principles, Eggen and Chauchak give us three characteristics of learner-centered
instruction:
1. Learners are at the center of the learning process. The criticisms of direct instruction have led educators to put
more emphasis on the role of the student in the learning process. Many opted for a more student-centered
environment as opposed to the traditional teacher-centered set-up. Learners are given more choices.
Learning activities are designed with the needs, interests and developmental levels of the learners in
foremost consideration.
2. Teacher guides students' construction of understanding. The 14 principles were put together because of the
growing implications of research in cognitive psychology. Teachers in learner-centered classrooms provide a
lot of opportunity for the learners to actively think, figure out things and learn on their own. The teacher
serves more as a facilitator, a "guide on the side” rather than a “sage on stage." Teachers teach for
understanding. Students are placed at the center of the learning process. The teachers help them to take
responsibility for their learning. As a result, students, through their own active search and experimentation,
experience a movement from confusion to searching for answers, to discovery, and finally to understanding.
3. Teachers teach for understanding. Students are placed at the center of the learning process. The teachers
help them to take responsibility for their learning. As a result, students, through their own active search and
experimentation, experience a movement from confusion to searching for answers, to discovery, and finally
to understanding.

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Name:____________________________________________________Yr & Sec.____________________
EXTEND BY APPLYING
1. Re-read the 14 Leamer-Centered Psychological Principles found on Module 2 (p. 19.) Recall the main points of
the principles, as you are reading exert effort to link each of the 14 principles to something you learned from
Modules 1 to 25. You may do this by also going back to what you wrote in the 5-minute non-stop writing portion
at the end of each Module.

Observe a class (can be elementary, high school or college level). Note whether or not the three
characteristics of the learner-centered classrooms are implemented
Characteristic Yes No Description of what you observed
1. Learners are at the

center of the learning process.
2. Teacher guides the

students

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3. Teacher teaches for

Understanding
Read and research or study related to leaner-centered psychological principles. Fill out the
matrix below.
Title and Source:


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EVALUATE
1. Fill out the matrix below to summarize and synthesize your learnings and insights. Column 1 contains the 14
principles clustered together. Column 2 indicates the modules and topics that are related to each cluster. In
column 3,' write your learnings/insights, especially on how you plan to apply what you learned when you
teach.

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The 14 Principles Topics/ specific My learnings/insights on how I

concepts from will
modules 1-25 apply what I learned
Cognitive and Metacognitive Factors
1. Nature of the learning process.

The learning of complex subject matter is
most effective when it is an intentional
process of constructing meaning from
information and experience.
2. Goals of the learning process. The

successful learner, over time and with
support and instructional guidance, can
create meaningful, coherent
representations of knowledge.
3. Construction of knowledge. The

successful learner can link new
information with existing knowledge in
meaningful ways.
4. Strategic thinking. The successful learner

can create and use a repertoire of
thinking and reasoning strategies to
achieve complex learning goals.
5. Thinking about thinking. Higher-order

strategies for selecting and monitoring
mental operations facilitate creative and
critical thinking.
6. Context of learning. Learning is

influenced by environmental factors,
including culture, technology and
instructional practices

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concepts from will
Cognitive and Metacognitive Factors
7. Motivational and emotional influences
on learning. What and how much is
learned is influenced by the learner's
motivation. Motivation to learn, in turn, is
influenced by the individual's emotional
states, beliefs, interests and goals, and
habits of thinking
8. Intrinsic motivation to learn. The

learner's creativity, higher order thinking,
and natural curiosity all contribute to
motivation to learn. Intrinsic motivation is
stimulated by tasks of optimal novelty
and difficulty, relevant to personal
interests, and providing for personal
choice and control.
9. Effects of motivation on effort.

Acquisition of complex knowledge and
skills requires extended learners' effort
and guided practice. Without learners'
motivation to learn, the willingness to
exert this effort is unlikely without
coercion.
Developmental and Social Factors
10. Developmental influences on

learning. As individuals develop, there
are different opportunities and
constraints for learning. Learning is most
effective when differential development
within and across physical, intellectual,
emotional, and social domains is taken
into account.
11. Social influences on learning.

Learning is influenced by social
interactions, interpersonal relations, and
communication with others.

concepts from will
Individual Differences Factors
12. Individual differences in learning. Learners

have different strategies, approaches, and
capabilities for learning that are a function
of prior experience and heredity.
13. Learning and diversity.

Learning is most effective when
differences in learners' linguistic, cultural,
and social backgrounds are taken into
account Downloaded by Katherine Anne Munar (katherinemunar001@gmail.com)
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From the Module on Revisiting the 14 Learner-Centered Psychological Principles, I realized that ...
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The Program Intended Learning Outcomes Addressed (PILOs)

By Facilitating Learning*
PILO Assessment Task

a.. have…LEARNING skills for lifelong 1. Share learning skills that you have learned.
learning Prove that your acquired learning skills will
help you embark on lifelong learning.
2. Teach group elementary/secondary students

some tips on learning skills. Make use of
PowerPoint presentation. Good for 40
minutes. Convince them that these learning
skills are essential for lifelong learning.
b. have a deep and principled understanding of 1. Make a Table of 2 columns. In Column 1,

the learning processes and the role of the state a principle of learning and in Column 2,
teacher in facilitating these processes in describe the facilitating role of the teacher to
their students ensure learning. Get a learning partner and do
columns 1 and 2, alternately.
c. have a deep and principled understanding of Cite instances to prove that for education to be
how educational processes relate to larger relevant, it must relate to: a) Historical, b) social,
historical, social, cultural and political c) cultural and) political processes
processes
d. can facilitate learning of diverse types of 1. On separate Tables, identify different groups
learners, in diverse type of learning of learners according to learning styles and
environments, using a wide range of multiple intelligences.
teaching knowledge and skills The first column contains the different learning

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styles/multiple intelligences and the second

column containing the learning activities that
you will make use of to make them learn what
happens I the process of mitosis.
2. Students can also vary in language, culture,

and in-home background. Give POINTS TO
REMEMBER in dealing and teaching these
diverse types of learners.
POINTS TO REMEMBER WHEN TEACHING

_____ (mention the type of learners):
1.
2.
3.
4.
3. Describe your strategies to facilitate the

learning of children who belong to the
Indigenous Peoples’ group. The lesson is
on care for the environment and the
learning outcome is for IP children to
maintain their cultural practices in
presenting the environment.
REFERENCES
Print Resources
APA Work Group of the Board of Educational Affairs (1997),

November). Learner-centered psychological principles: Guidelines for school reform and redesign.
Washington, D.C.: American
Psychological Association.
Bloom, Benjamin S. (1956) Taxonomy of educational objectives:

Cognitive Domain. New York: David McKay and Company,
Bruning, Roger H. et. al. (2004) Cognitive psychology and instruction.

USA: Merill Prentice-Hall.
E. Labinowicz. (1980). The Piaget Primer: Thinking, learning, teaching,

Menlo Park, CA: Addison-Wesley
Eggen, Paul and Don Kauchak (2001) Educational psychology:

windows on the classroom. USA: Prentice Hall.
Greenwood, Gordon E. (1999) Educational psychology cases for teacher

decision-making. USA: Prentice Hall,
Guidance Staff, St. Louis University. (1987) Survival Kit. Guskey, TR. (2003 February) How classroom
assessments improve learning, Educational Leadership, 60 (5), 6-11.

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Kostelnik, Marjorie J. (2011) Developmentally appropriate curriculum

USA: Pearson Education, Inc.
Marsh, H. (1990) Causal ordering of academic self-concept and

academic achievement: A multi-wave, longitudinal panel analysis.
Journal of Educational Psychology, 82-646-656.
Marzano, Robert J. (2003) Classroom management that works:

research-based strategies for every teacher. Alexandria, Virginia:
Association for Supervision and Curriculum Development.
McCombs, Barbara L. (2001) “What do we know about learners

and learning? The Learner-Centered Framework: Bringing the
Educational System into Balance"
Newstrom, John W. And Keith Davis. (1997) Organizational behavior at work, 10th ed. New York:
McGraw-Hill Companies.
Ormrod, Jeanne E. (2004) Educational psychology: Developing learners,

4th ed. New Jersey: Prentice-Hall Inc.
Ortigas, Carmela D. Group Process and the Inductive Method, Quezon

City: Ateneo de Manila University Press, 1990)
Schunk, D.H., Pintrich, P.R & Meece, J.L. (2008). Motivation in

education: theory, research and applications (3rd ed.)
Seng, Tan Oon, Richard D. Parsons, Stephanie L. Hinson, Deborah

Sardo-Brown (2003). Educational Psychology: A practionerresearcher approach. USA: Thomson Asia
Pub. Ltd.
St. Edward's University Center for Teaching Excellence. (2004) Task friented question construction wheel
based on Bloom's taxonomy
Sternberg, Robert J. (2011)

Robert J. (2011) Lecture on creativity delivered during 4th Leadership Conference Series organized by
the Center for Measurements and Campaigns and Gray with De La Salle University (DLSU) at Manila,
Philippines.
Sternberg, Robert J. (2002) Raising the Achievement of All Students: Teaching

for Successful Intelligence. Educational Psychology Review, vol. 14, No. 4, December 2002
Sternberg, Robert J. (2010) WICS: A New Model for School Psychology. School
Psycholgy International. 2010 31:599 DOI:10.1177/0143034310386534
Sternberg, Robert J. Teaching for Leadership. Retrieved from http://hkage.org.

hk/b5/events/080714%20APCG/01-%20Keynotes%20&%20Invited%20
Addresses/1.2%20Sternberg_Teaching%20for%20Leadership.pdf
Sternberg, Robert J. (2009) Teaching for Wisdom, Intelligence, Creativity

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and Success. Part 1 and 2. Retrieved from: http://www.sagepub.com/

upmdata/27532_090319_Sternberg__Part_1.pdf
Sternberg, Robert J. Videos on youtube:
1. http://www.youtube.com/watch?v=yha1D6Zro_0 Robert Sternberg's

Presentation
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4. http://www.youtube.com/watch?v=HPbBHrLlehM on using the triarchic
theory
5. http://www.youtube.com/watch?v=lbxMcXmqHKs Bob Sternberg at
Oklahoma State University
6. http://www.youtube.com/watch?v=lbxMcXmqHKs one hour presentation
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lOMoARcPSD|28843406
Electronic Resources
Websites/URL's
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psych/ddavis/p109g/kohlberg.dilemmas.html Operant Conditioning (B.F. Skinner) [On-line]. Available:
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lOMoARcPSD|28843406
tolman.html
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ANSWER KEY
page 269 Posttest
Pre-test Post test
1. False 1. False
2. False 2. False
3. False 3.False
4. False 4.True
5. True 5.True
6.True 6.False
7. True 7.False
8.True 8.False
9. False 9.False
10.False 10.True
11.False 11.True

Facilitating Learner Centered Teaching Module 19 26

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Facilitating Learner Centered Teaching Module 19 26

Engineering l (Virgen Milagrosa University Foundation)

Studocu is not sponsored or endorsed by any college or university

Advance Organizer (For Module 19 - 21)

Types of Motivation Student Diversity in Motivation

At the end of this module, you must be able to:

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24. I avoid people who have no desire to improve

Interpret your scores:

 When a person is intrinsically motivated, his motivation comes from

 Which type of motivation is more beneficial? Why?

 Should we do away with extrinsic motivation? Or it necessary? Justify.

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Motivation is "a process wherebya goal-directed activity is instigated and sustained.”

 Have positive attitudes toward school and describe school as satisfying

Motivation is classified as either intrinsic or extrinsic. It is intrinsic when the source of

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The Role of Extrinsic Motivation

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EXTEND WITH SYNAPSE STRENGTHENERS

1. ACCORDING TO PSYCHOLOGIST Carol Dweck “motivation is often more important than

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Problem Research Methodology

Title and Source:

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5-minute non-stop writing

Your 5-minute non-stop writing begins NOW!

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In this Module, challenge yourself to attain the following learning outcomes:

 Explain to a learning partner the following theories on the sources of intrinsic

“Quality does not come by accident. It is a product of intention”

“Success comes only to people who work for it.”

“Success is that old ABC – ability, breaks and courage.”

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“Sweat plus sacrifice equals success”.

Discuss your answers to the following:

Analysis for Activity 1

Analysis for Activity 2

Go over the comments one by one to be able to do the following:

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Is there an instance where performance is traced to feelings of self-competence?

There is currently no unified theory to explain the origin or elements of intrinsic

How does attribution affect motivation?

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Table 1 Relationships Among the Dimensions of Attributions

Effort Inside the learner Stable (cannot change) Learner in control

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 Communicate confidence in students’ abilities through words and actions. Express

Other recommendations from motivation theorists are:

 Provide competence-promoting feedback. Communicate to your students that they can do

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Table 2 The Influence of Self-Efficacy on Motivation

High Self-Efficacy Learners Low Self-Efficacy Learners

Task Orientation Accept challenging tasks Avoid challenging tasks

Beliefs Believe they will succeed Focus on feelings on incompetence

Strategy use Discard unproductive strategies Persist with unproductive strategies

Self-determination and self-regulation theories

How does elf-regulation relate to motivation?

A student who is capable of self-regulation is more likely to be more intrinsically motivated

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A student who has self-determination and self-regulation is more likely to be intrinsically

Name :________________ Yr. & Section _