Study Guide

DEPARTMENT OF TEACHER EDUCATION
Mabini Street, Tagum City

Davao del Norte
Telefax: (084) 655-9591
UNIVERSITY OF MINDANAO
Tagum College
College of Teacher Education

Program-BEED/BSED
Physically Distanced but Academically Engaged
Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)
Course/Subject: EDUC 103- Facilitating Learner-Centered Teaching
Name of Teacher: ________________________________
THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT

FOR REPRODUCTION AND DISTRIBUTION OUTSIDE OF ITS
INTENDED USE. THIS IS INTENDED ONLY FOR THE USE OF
THE STUDENTS WHO ARE OFFICIALLY ENROLLED IN THE
COURSE/SUBJECT.
EXPECT REVISIONS OF THE MANUAL.
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SELF-INSTRUCTIONAL & SELF-DIRECTED LEARNING COURSE MANUAL For

Online Blended Delivery (OBD) and Distance Education Delivery (DED) During
the Quarantine/Lockdown Period
I. Rationale
The University of Mindanao is fully committed to cater to the different needs of

its students in terms of alternative modes of instructional delivery. In order to serve the
purpose of alternative modes of delivery, a Self-Directed Learning (SDL) program is
developed through Self-Instructional Manuals (SIM). In fact, the development of
SIM/SDL for the online and blended learning alternative modes is already in the
University’s pipeline for academic year 2020-2021. Prior to the development of these
manuals, the University has already instituted industry-leading academic innovations
and initiatives for outcome-based education such as the Student Portal; online student
consultation program; Student Advising Program (SAP); Outcomes Assessment
Threshold (OATH program); various interactive learning resources; and the
subscription use of the BlackBoard Open as the official learning management system
(LMS) for virtual/online classes to further enhance the quality of teaching and learning
experiences of students.
With the ongoing COVID-19 pandemic which has resulted in massive social and
physical distancing, prohibition of mass gatherings, suspension of classes and
extended community quarantine/lockdown, there is a need to fast-track the
development of the SIM/SDL manuals to respond to the segmentized and unique
instructional needs of students.
The University is fully aware of the drawbacks and limitations of the online
blended teaching modes using self-instructional manuals particularly for laboratory
and practicum courses, competency appraisal courses, undergraduate research
courses, and a host of demonstration courses, not to mention the lack or poor internet
connections among the faculty and students. But with the quality assurance
procedures and academic innovations in place, the institution is confident that the
same quality of teaching and learning will be enjoyed by the students.
II. Objectives
1. The SIM/SDL Manual aims to provide the guidelines for instructional development
by the teachers and directed learning by the students; and
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2. The SIM/SDL Manual aims to provide avenues for innovative and flexible
alternative modes of delivery in response to the quarantine/lockdown
requirements.
III. Definition of Terms
(1) Self-Instructional Manual (SIM) refers to the teachers’ manual that consists of all
instructional contents and activities necessary for students’ learning. SIMs come
from the context of teachers; SIMs are conceptualized, designed, developed,
monitored and evaluation by the teachers.
(2) Self-Directed Learning (SDL) refers to the learning processes of the students. It is
self-directed because the students manage their own learning. It is directed
learning because the students follow the instructions provided in the SIMs. SDL
comes from the context of students and is intended for the students.
(3) Online Learning refers to the virtual class through the Blackboard (BB) Learning
Management System (LMS). Online learning requires computer hardware and
internet connection at home.
(4) Blended Learning refers to the combination of online learning and on-campus/on-
site learning (face to face). The SIMs shall provide the distribution of instructions
and activities done online and done on-campus/on-site.
(5) Distance Education refers to off-campus learning, which can be done with or
without online learning. It is a modular and seminar type of instructional delivery
that requires the use of traditional contact and social media platforms combined
with on-campus/onsite learning (face-to-face). The SIMs shall provide the
distribution of instructions and activities for distance education mode.
(6) Traditional contact refers to faculty and student interaction via cellphone/telephone
for communication and SMS.
(7) Social media platforms refer to email, Private Messenger, Facebook, Viber,
WhatsApp, Line, Zoom and other similar applications.
IV. Delivery Implementation Guidelines
There are 2 modes to implement the alternative delivery of instructions, with

their corresponding general guidelines: Online Blended Delivery (OBD) and Distance
Education Delivery (DED). Students can choose to enroll in OBD or DED, whichever
suits their needs and contexts as long as they meet the requirements of what they
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choose. OBD and DED courses shall continue to be based on the appropriate course
syllabi in terms of learning outcomes, content and coverage.
A. Online Blended Delivery (OBD)
(1) OBD courses and classes shall be offered during the quarantine/lockdown period.
For Summer Classes and Semestral Classes determined by the University, the
online component shall be held for the entire Summer and Semestral periods and
the on-campus/onsite component can be conducted anytime on the last week,
where the quarantine/lockdown period shall be slowly lifted and allows resumption
of classes. In the event that the quarantine/lockdown period is neither lifted nor
eased off, proper instructions shall be given for flexible arrangements. What is
important is for one 3-unit course/subject to meet the 54-hours class requirement.
(2) The on-campus/onsite component shall be conducted in 2 days – one whole day
for review and synthesis, and another one whole day for final examinations. The
review and examination schedules shall be determined and announced in the
proper time depending on the quarantine/lockdown conditions.
(3) The faculty who will teach/handle an OBD course is required to have and use their
computer hardware and internet connection at home. The faculty in charge of a
course shall design the SIM and deploy in the BlackBoard LMS after the review
and approval by the Program Head and the Dean.
(4) The students who wish to enroll in OBD course are required to have and use their
own computer hardware and internet connection at home. After receiving the
course SIM, the students shall follow the instructions and activities as provided and
shall proceed their paced learning through SDL.
(5) Both the faculty and students under the OBD mode need to use their umindanao
email account and BlackBoard LMS account to access the BlackBoard LMS
virtual/online classes.
(6) For safety and security, SIMs and all its lecture and reading materials, need to be
converted to PDF files before distribution to enrolled students.
(7) A separate Blackboard LMS manual shall be given to the faculty for the use of the
Blackboard LMS program. The faculty shall be in charge of giving instructions to
the students on how to use the Blackboard LMS virtual class.
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B. Distance Education Delivery (DED)
(1) DED courses shall be offered with caution by the University, taking into
consideration the quarantine/lockdown prohibitions as well as quality delivery. The
University may opt to limit the offering of DED courses for reasons of instructional
delivery and logistical constraints.
(2) Depending on the available DED courses, the students can choose the DED mode
if they do not have computer hardware and internet connection at home, and thus
they do not have access to the BlackBoard LMS.
(3) The students can claim their course manual or course SIM from the University
(home college) and follow instructions for paced learning for SDL. If prohibited by
the quarantine/lockdown orders, the University through the Admissions Office shall
send the course manual/SIM to the students by courier.
(4) For safety and security, SIMs and all its lecture and reading materials, need to be
converted to PDF files before distribution to enrolled students.
(5) Faculty and student interactions in DED mode can be supplemented by traditional
contact and social media platforms, depending on what is available for both
teachers and students.
(6) Deadlines and submission of requirements can be arranged with flexibility: by

email, by courier if reliable or by personal submission (on-campus/onsite) if
allowed. The faculty in-charge shall design specific instructional delivery
requirements appropriate for DED mode.
(7) Final examinations in DED mode shall be done on-campus/onsite. Schedules shall
be determined and announced depending on the quarantine/lockdown conditions.
V. Components of the SIM
The course manual or SIM which shall be designed by the faculty and used by the
students for their SDL shall contain the following components or parts:
Part 1. Quality Assurance Policies and Course Outline Policies

Part 2. Instruction Delivery
Under the Instruction Delivery are the following parts:

(a) Unit Learning Outcomes (Big Picture)
(b) Course Outcomes (Chunks)
(c) Course Facilitator (Faculty/Teacher/Course Coordinator)
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(d) Facilitator’s Voice (Coordinator’s Voice)

(e) Metalanguage
(f) Essential Knowledge (Concepts, theories, lessons, computations)
(g) Self-Help
(h) Let’s Check (Activities/Exercises)
(i) Let’s Analyze (Activities/Execises)
(j) Nutshell
(k) Q&A List
(l) Keywords Index
Part 3. Course Schedules – daily and weekly programming of all lectures, activities
and requirements stipulated in Essential Knowledge, Let’s Check, and Let’s Analyze
portions.
The Online Code of Conduct, as provided herein as part of the guidelines, shall
be incorporated as part of the SIM/SDL manuals. This is to ensure that all
faculty/Course Facilitators and students are made aware of their agreement,
adherence and observance of professional conduct in OBD and DED courses.
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PART 1: QUALITY ASSURANCE POLICIES

This is the first part of the manual which explicitly reflects the quality assurance
procedures unique to the course. These include the attendance requirements (face to
face or virtual), schedule of examination, submission and return of assessment papers,
schedule and extension of deadlines, appeal on the grades, penalties, communication
and special learning needs of students. Also included in this section are the contact details
of the Dean, Program Head, Faculty or Course Facilitator, Guidance Facilitator, Librarian,
and Help Desks to promptly respond to your needs.
Course Outline: EDUC 103 – Facilitating Learner-Centered

Teaching
Course Coordinator: HENRY C. LIGAN, MAEE
Email: henrichlogan@yahoo.com
Student Consultation: By appointment
Mobile: 09497861849
Effectivity Date: June 2020
Mode of Delivery: Blended Learning
Time Frame: 54 hours
Student Workload: Expected Self Directed Learning
Requisites: Educ 101- The Child and Adolescent Learners and Learning Principles
Credit: 3 units
Attendance Requirements: A minimum of 95% attendance is required at all scheduled
Virtual or face to face sessions
Course Outline Policy

Areas of Concern Details
Contact and Non- Contact Hours This 3 unit course self-instructional
manual is designed for blended learning
mode of instructional delivery with
scheduled face to face or virtual sessions.
The expected number of hours will be 54
hrs. including the face to face or virtual
sessions. The face to face sessions shall
include the summative assessment task
(exams) since this course is crucial in the
licensure examination for teachers.
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Assessment Task Submission Submission of assessment task shall be

on 3rd, 5th, 7th and 9th week of the term. The
assessment paper shall be attached with
a cover page indicating the title of the
assessment task (if the task is
performance), the name of the course
coordinator, date of submission and the
name of the student. The document
should be e-mailed to the course
coordinator. It is also expected that you
already paid your tuition and other fees
before the submission of the assessment
task.
If the assessment task is done in real time

through the features in the Quipper
Learning Management System, the
schedule shall be arranged ahead of time
by the course coordinator. Since this
course is included in the licensure
examination for teachers, you will be
required to take the Multiple Choice
Question inside the University. This
should be scheduled ahead of time by
your course coordinator. This non-
negotiable for all licensure based
programs.
Turnitin Submission To ensure honesty and authenticity, all
(if necessary) assessment tasks are required to be
submitted through Turnitin with a
maximum similarity index of 30% allowed.
This means that if your paper goes beyond
30%, the students will either opt to redo
his/her paper or explain in writing
addressed to the course coordinator the
reason for similarity. In addition, if the
paper has reached more than 30%
similarity index, the student may be called
for a disciplinary action in accordance with
the University’s OPM on Intellectual and
Academic Honesty.
Please note that the academic dishonesty

such as cheating and commissioning
other students or people to complete the
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task for you have sever punishments

(reprimand, warning and expulsion).
Penalties for Late The score for an assessment item
Assignment/Assessment submitted after the designated time on the
due date, without an approved extension
of time, will be reduced by 5% of the
possible maximum score for that
assessment item for each day or part day
that the assessment item is late.
However, if the late submission of

assessment paper has a valid reason, a
letter of explanation should be submitted
and approved by the course coordinator. If
necessary, you will also be required to
present/attach evidences.
Return of Assignments/ Assessments Assessment tasks will be returned to you
two (2) weeks after the submission. This
will be returned by email or via Quipper
portal.
For group assessment tasks, the course

coordinator will require some or few of the
students for online or virtual sessions to
ask clarificatory questions to validate the
originality of the assessment task
submitted and to ensure that all the group
members are involved.
Assignment Resubmission You should request in writing addressed to
the course coordinator your intention to
resubmit an assessment task. The
resubmission is premised on the student’s
failure to comply with the similarity index
and other reasonable grounds such as
academic literacy standards or other
reasonable circumstances e.g. illness,
accidents financial constraints.
Re-marking of Assessment Papers and You should request in writing addressed to
Appeal the program coordinator your intention to
appeal or contest the score given to an
assessment task. The letter should
explicitly explain the reasons/points to
contest the grade. The program
coordinator shall communicate with the
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students on the approval and disapproval

of the request.
If disapproved by the course coordinator,

you can elevate your case to the program
head or the dean with the original letter of
request. The final decision will come from
the dean of the college.
Grading System All culled from Quipper sessions and
traditional contact course
discussions/exercises – 30%
1st formative assessment – 10%
2nd formative assessment – 10%
3rd formative assessment – 10%
All culled from on-campus/onsite sessions

(TBA):
Final exam – 40%
Submission of the final grades shall follow

the usual University system and
procedures.
Preferred Referencing Style Depends on the discipline; if uncertain or
inadequate, use the general practice of
the APA 6th Edition.
Student Communication All communication formats: chat,
submission of assessment tasks, requests
etc. shall be through the portal and other
university recognized platforms.
You can also meet the course coordinator
in person through the scheduled face to
face sessions to raise your issues and
concerns.
For students who have not created their
student email, please contact the course
coordinator or program head.
Contact Details of the Dean GINA FE G. ISRAEL, EdD
Dean of College
0909-994-2314/0915-832-5092
deansofficetagum@umindanao.edu.ph
Contact Details of the Program Head MONA LISA O. CHAGAS, EdD
BEED-Program Head
0999-682-4234
monachagas04@gmail.com
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Students with Special Needs Students with special needs shall

communicate with the course coordinator
about the nature of his or her special
needs. Depending on the nature of the
need, the course coordinator with the
approval of the program coordinator may
provide alternative assessment tasks or
extension of the deadline of submission of
assessment tasks. However, the
alternative assessment tasks should still
be in the service of achieving the desired
course learning outcomes.
Library Contact Details Claire Donayre (Chief Librarian)
Email: cvrdonayre@gmail.com/
lictagum@umindanao.edu.ph
Phone: 0927-395-1639
Well-being Welfare Support Rochen Yntig (GSTC-Head)
Held Desk Contact Details Email: chenny.yntig@gmail.com
Contact Number: 09771712622
Course Information (see/download course syllabus in the QuipperPortal)

PART 2. INSTRUCTION DELIVERY
In this part, you can see the overall overview of this subject through the Unit
Learning Outcomes.
Week 1-3: UNIT LEARNING OUTCOME (ULO)

At the end of the unit, you are expected to:
a. Explain the definition of learning and knowledge acquisition theories.
b. Analyze metaphors of learning.
c. Rationalize the different types of knowledge.

a. Analyze cognitive processes and the role of prior knowledge in learning.
b. Explain how transfer of learning and metacognitive process aid in learning.
c. Identify parts of the brain for cognitive processes.
d. Create learning objectives.

a. Explore the types and elements of motivation.
b. Explain the different theories of motivation.
c. Examine the role of motivation in classroom management.
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a. Explain the role of the theories of intelligence in teaching and learning.
b. Analyze how diversity enriches teaching and learning.
c. Examine how socio-cultural dimensions of learning affect learning process.
CC’s Voice: Hello future teacher! Welcome to this course EDUC 103: Facilitating
Learner-Centered Teaching. Don’t be afraid to share your insights.
Reassuring you that we will get along thru online learning. Stay connected,
have fun and let’s celebrate learnings together!
CO: This course is intended to introduce to you the different learning theories on
how to facilitate learning with emphasis on classroom practices as a
critical process in the teaching profession. This will also give you a
panoramic view of what learning is, why it occurs, and how it can be
facilitated. This course will also presents to you the cognitive and
metacognitive factors of learning, knowledge acquisition theories,
motivational factors, developmental and socio-cultural dimensions,
accounting individual differences and lesson planning. Thus, in this
course you are expected to recall your knowledge or read in advance the
fundamentals of learning principles and child psychology. These include
synergies on the concepts pedagogy and andragogy.
LET’S BEGIN!
Big Picture

a. Explain the definition of learning and knowledge acquisition theories.

b. Analyze metaphors of learning.
c. Rationalize the different types of knowledge.
Big Picture in Focus: ULO a. Explain the definition of Learning and

Knowledge Acquisition Theories.
Metalanguage
In this section, the most essential terms relevant to the study of learning and
knowledge acquisition theories operationally defined to establish a common
frame of reference as to how the course work in your chosen field or career.
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You will encounter these terms as we go through the definition of learning

and learning theories. Please refer to these definitions in case you will
encounter difficulty in understanding educational concepts.
 Acquisition. This involves objective facts, knowledge transmission from experts,

and theories (Aquino, 2009).
 Andragogy. This is the art and science of helping adults to learn or simply means
the art in teaching adult (Brawner & Leus, 2018).
 Adult Learning. This refers to the practice of teaching and educating adults. It is
also known as “lifelong education”, usually in the form of short or part-time courses
and training designed to make professionals up-to-date with the latest
development in their field. Adult learning is conceived in the perspective of lifelong
learning (Aquino, 2009).
 Facilitators of Learning. These are teachers that do not operate under the
traditional concept of teaching, but rather is meant to guide and assist students in
learning for themselves - gathering apart ideas, forming their own thoughts about
them, and owning material through self-exploration and dialogue.
 Pedagogy. The art and science of teaching children (Brawner & Leus, 2018).
 Schema. A schema is a cognitive structure or concept which helps organize
information and interpret it.
Essential Knowledge
To understand better about learning and knowledge acquisition theories the
following terms are operationally defined. This will give you the idea about your
important role as a future facilitator of learning who engages in the different facets
of classroom management and practices.
1. Learning. A relatively permanent change in one’s behavior as a result of

interactions in the environment. It is also an acquisition through maturation &
experience of new & more knowledge, skills, & attitudes that will enable the learner
to make better & more adequate reactions, responses, & adjustments to new
situations.
2. Learning Theory. This refers to any of the proposals put forth to explain
changes in behaviour produced by practice, as opposed to other factors, e.g.,
physiological development.
3. Behavioristic Theory. This theory emphasizes that behavior is mostly learned
through conditioning and reinforcement (rewards and punishment).
4. Classical Conditioning Theory. Also known as Pavlovian conditioning, a
process of learning through association and was discovered by Ivan Petrovich
Pavlov.
4.1 Stimulus. This is something that causes a reaction, especially interest,
arousal or energy.
4.2 Stimulus Generalization. It is the tendency for the conditioned stimulus
to evoke to similar responses after the response has been conditioned. For
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example, if a child has been conditioned to fear a stuffed white rabbit, it will exhibit
a fear of objects similar to the conditioned stimulus such as a white toy rat.
4.3 Unconditioned Stimulus. This refers to that unconditionally, naturally,
and automatically triggers a response.
4.4 Unconditioned Response. This is an action that is elicited naturally.
4.5 Neutral Stimulus. Neutral stimulus does not activate any specific
response but can effectively promote learning when used along with an
unconditioned stimulus. A sound or a song is a perfect example of a neutral
stimulus.
4.6 Conditioned Stimulus. Conditioned stimulus is a previously neutral
stimulus which eventually comes to cause a conditioned response after being
associated with the unconditioned stimulus.
4.7 Extinction. Refers to the process by which conditioned responses are
lost. Taken from first example, the learner is not afraid anymore to objects which
has similarity to the white rat.
4.8 Generalization. This term is used by Pavlov to explain the transfer of a
response to a situation other than that in which the original learning occurred. For
example the learner might develop fear to any object which has similarity to the
white rat.
4.9 Discrimination. This refers to the process by which we learn not to
respond to the similar stimuli in an identical manner. This also simply means, the
learner do not respond to an object which has similarity because the learner
identifies the characteristics of an object.
Look at the picture below.
https://www.skewsme.com/behavior/pavlovdog.jpg
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5. Connectionism Theory. An educational philosophy that posits that learning is

a product of the relationship between stimulus and response conceited by Edward
Lee Thorndike.
5.1 Law of Effect. States that if an act is followed by a satisfying change in
the environment, the likelihood that the act will be repeated in the similar situation
increases.
5.2 Law of Exercise. States that any connection is strengthened in
proportion to the number of times it occurs and in proportion to the average vigor
and duration of the connection.
5.3 Law of Readiness. States that when an organism, both human and
animal, is ready to form connections to do so is satisfying and not to do so is
annoying.
6. Operant Conditioning Theory. Sometimes referred to as “instrumental
conditioning”, a method of learning that occurs through rewards and punishments
of behavior. Through operant conditioning, an association is made between a
behavior and a consequence for that behavior, conceptualized by Burrhus
Frederick Skinner.
6.1 Reinforcement. Defined as any behavioral consequence that
strengthens (that is, increases the frequency of) a behavior.
6.2 Positive reinforcers. These are events that are presented after a
response has been performed and that increase the behavior or activity they
follow.
6.3 Negative reinforcers. These are escapes from unpleasant situations
or ways of preventing something unpleasant from occurring.
6.4 Primary reinforcers. Those that satisfy basic human needs (food,
water, security, warmth)
6.5 Secondary reinforcers. Those that acquire reinforcing power because
they have been associated with primary reinforcers (money, grades)
6.6 Punishment. A consequence intended to result in reduced responses.
https://lh3.googleusercontent.com/proxy/OaQJwFKOGmn7DxABMqdgtMg7Egu4FnVGbFWbiGHUD2X3V3rgs3iQViajcW-
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7. Social Learning Theory. Developed by Albert Bandura, social learning theory

accepts most of the principles of behavioral theories but focuses to a much greater
degree on the effects of cues on behavior and on internal mental processes,
emphasizing the effects of thought on action and action on thought. Learning by
observation and modelling.
7.1 Attention. This is the first phase of Bandura’s Theory in which the
observer must attend to and recognize the distinctive features of the model’s
response because mere exposure to a model does not ensure acquisition of
behavior.
7.2 Retention. Second phase of Bandura’s Theory in which the observer
needs to reproduce the desired behavior which implies that a student symbolically
retains the observed behavior.
7.3 Motor Reproduction. Third phase, in this processes-after observation
and after urging the students to form an image of the task’s behavior they should
be asked to demonstrate the observed behavior as soon as possible.
7.4 Motivational Processes. In this final stage, although an observer
acquires and retains the ability to perform modelled behavior, there will be no overt
performance unless conditions are favorable.
https://www.virtra.com/wp-content/uploads/BLOG_Social-Learning-Theory.png
8. Information Acquisition. This theory is popularized by Hermann Ebbinghaus.

He pointed out a quantitative relation between the amount of practice and the
amount learned.
9. Knowledge Construction. This theory is popularized by Frederic Bartlett.
According to him that meaningful learning involves assimilating new information to
existing schemata.
10. Semantic Networks. Based on this network model, knowledge is organized
according to its meaning. It means that concepts that are related to each other by
meaning are organized in certain hierarchy in the schema.
11. Dual Coding. Proposed by Allan Urho Paivio, he emphasized that there are
two distinctive systems of information: visual and verbal information. For example,
when the information “house” is learned, it has to be placed within the same
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semantically structured hierarchy (verbal association) and later be given mental

images (visual imagery) for further understanding and communication.
https://sciencetltoolkit.files.wordpress.com/2019/03/dc.jpg?w=643
12. Magic Number 7. The Magic number 7 (plus or minus two) provides evidence
for the capacity of short term memory. Most adults can store between 5 and 9
items in their short-term memory. This idea was put forward by Miller (1956) and
he called it the magic number 7. He though that short term memory could hold 7
(plus or minus 2 items) because it only had a certain number of “slots” in which
items could be stored.
13. Short-term Memory. Part of the memory system where information is stored
for roughly 30 seconds.
Short-term memory techniques:
13.1 Repetition. The process of repeating the information for several times
until it becomes part of long-term memory.
13.2 Chunking. Method of regrouping items so that we have fewer items to
remember.
14. Long-term Memory. Also known as “data bank” that stores information. Refers
to the unlimited capacity of “memory store” that can hold information over lengthy
periods of time. By saying "lengthy periods of time" we mean that it is possible for
memories in LTM to remain there for an entire lifetime.
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15. Cognitive Theory. An approach to psychology that attempts to explain human

behavior by understanding your thought processes.
16. Jerome Bruner’s Cognitive Learning Theory. A process of categorization of the
formation of concepts provides a possible set of answers to how the learner
derives information from the environment.
Three Stages in Bruner’s Theory of Intellectual Development
16.1. Enactive. In this stage a person learns about the world through actions
on objects. Learning with real objects and authentic engagement.
16.2. Iconic. Second stage where learning occurs through using models and
pictures. Learning through organizers and representations.
16.3. Symbolic. In this stage this demonstrates the capacity to think in abstract
terms.
https://image.slidesharecdn.com/cognitivistsed2-2autosaved-140819071846-phpapp01/95/cognitivists-ed2-2-
autosaved-35-638.jpg?cb=1408432825
17. Gestalt Psychology. A theory developed by three psychologists: Wolfgang

Kohler, Max Werthemier and Kurt Koffka. Gestalt theory emphasizes that the
whole of anything is greater than its parts. That is, the attributes of the whole are
not deducible from analysis of the parts in isolation. The word Gestalt is used in
modern German to mean the way a thing has been “placed,” or “put together.” It
simply means the whole is greater than the sum of its parts.
The five principles of Gestalt:
17.1 Law of Similarity. The principle of similarity states that if objects or units
look similar to one another, then they will be visually perceived as part of a group,
structure or pattern.
17. 2 Law of Continuity. The good continuation, or continuity, law of perception
states that humans seek relationships between units and therefore will follow
shapes and lines beyond their ending points.
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17. 3. Law of Figure and Ground or Pragnanz. The figure-ground principle

holds that human perception separates an object from its surrounding. A unit is
either perceived as either a "figure"-- the object of focus -- or the "ground" -- the
surrounding background area.
17.4 Law of Proximity. The law of proximity maintains that humans tends to
visually group units or shapes together if they are close to each other. Items far
apart from each other are perceived as separate. For example, readers tend to
see words -- composed of letter units -- as wholes, because the specific letters are
closer to each other in each group. When there is a gap or space, perception is
interrupted and the perceiver has a more difficult time ascertaining organization or
order.
17.5 Law of Closure. The law of closure exists when human perception tends
to see complete, whole figures, even if there are gaps or missing pieces of
information. The human brain has a tendency to close gaps and provide the
missing information, especially when the pattern or form is familiar. For this closure
to occur, the gaps between the pattern or form must be easily filled. This principle
is used in cartoon animation to create motion between still images.
https://lh3.googleusercontent.com/proxy/xDBYGkHpTlyt9jlVYna4CmV4betfB9LdS2YCp5pPlTXqrsyw2Dk7Z2laxeK
Lxxgcm_R4izLR-yHkqHK-wX2gHL6M_DZoHUm5r7cmE4fUUevx9DXcgul2irWavG34Cfsg95Od
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18. David Paul Ausubel’s Meaningful Learning Theory. David Ausubel is a

psychologist who advanced a theory which contrasted meaningful learning from
rote learning (learning through memoriztion). In Ausubel's view, to learn
meaningfully, students must relate new knowledge (concepts and propositions) to
what they already know. He proposed the notion of an advanced organizer as a
way to help students link their ideas with new material or concepts.
19. Advance Organizer. It is a general overview of new information to be learned
that occurs in advance of the actual reading.
20. The Zone of Proximal Development. Abbreviated as ZPD refers with the
difference between what a learner can do without help and what the learner can
do with help. It is a concept developed by Soviet psychologist and social
constructivist Lev Semyonovich Vygotsky. He emphasized that child Zone of
Proximal Developmentfollows an adult's example and gradually develops the
ability to do certain tasks without help or assistance.
20.1 Scaffolding. A systematic manner of providing assistance to the learner
that helps the learner to effectively acquire the skill.
https://www.learning-theories.org/lib/exe/fetch.php?w=400&h=400&tok=3b330a&media=images:vygotsky.gif
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Self-Help: You can also refer to the sources below to help you further
understand the lesson:
Aquino, A. (2015). Facilitating Human Learning. Rex Bookstore. Sampaloc, Manila
Lucas, M.R. and Corpuz, B. (2014). Facilitating Learning: A Metacognitive Process.

Lorimar Publishing, Inc. Metro Manila
Stevens-Fulbrook, P. (2019). 15 Learning Theories in Education (A Complete

Summary) Retrieved from https://teacherofsci.com/learning-theories-in-
education/
Let’s Check!
Activity 1. Choose among the knowledge acquisition theories or learning theories
that you have learned. Identify what learning theory will fit for the following activities
and practices commonly applied inside the classroom.
Learning Activities/Practices Theory Applied

1. The teacher assigned the students to memorize the
multiplication table.
2. The teacher showed a ten-minute video about the steps
of Tinikling Dance to the PE class.
3. The teacher showed the steps in solving algebra
problems and afterwards let the learners to solve the
problem independently.
4. The teacher gave a lecture on a topic on Philippine
History, after which he asked the students to answer recall
questions.
5. The teacher asked the students to memorize and recite
Jose Rizal’s “My Last Farewell”.
6. In a statistics class, the students were asked to interpret
the data illustrated in graphs.
7. The teacher asked the students to observe a chef on the
correct way of cooking recipe.
8. On a lesson on environmental conservation, students
climbed a mountain to study the kinds of topographical
changes in taking place.
9. In a science class, the teacher asked the students to do
an experiment and answer the questions based on the
results of the experiment.
10. The teacher gives a “star” to the pupil who gave correct
answers/responses to her questions.
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Activity 2. Teacher Jay is a dedicated teacher, he wants that all of his students learn the
lesson. He does not waste any single minute to help his students to learn. That is why
when he introduces a new lesson, he always connects it with what the students already
know so that they can relate with the lesson. Then, he provides pictures, videos, and
graphic organizers to aid the lesson discussion. Differentiated classroom activities are
employed so that sensory memory is activated.
Case Study Activities:
1. Compare and contrast Teacher Jay attention mechanism in classroom discussion with
that of Jerome Bruner Theory.
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2. How does the use of pictures, videos, and graphic organizers help students enhance
their memory? Explain you answer with emphasis on the level of intellectual development
according to Jerome Bruner.
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LET’S ANALYZE!
Activity 1. Encircle the letter of the correct answer.
1. Little Jose watches the other child who walks over the sleeping dog that wakes up,
barks loudly, and scares the child away. Little Jose figures that waking up sleeping dogs
is not a good thing to do. The situation highlights the main idea of?
A. Classical Conditioning Theory C. Operant Conditioning Theory
B. Social Learning Theory D. Meaningful Learning Theory
2. Mar was seven years old when her father died. During the wake, she saw several
bouquets of flowers placed around her father’s coffin. Now that she has grown up, she
always aches at the thought of her father’s death. The sight of flowers make her develop
a terrible sadness. Her situation is an example of?
A. Operant Conditioning C. Negative Reinforcement
B. Classical Conditioning D. Positive Reinforcement
3. You are starting to love Mathematics as a subject because every time you answer
correctly, your Math teacher gives you verbal praises and recitation points. This situation
is an example of?
A. Social Learning C. Operant Conditioning
B. Classical Conditioning D. Scaffolding
4. The mental representation and patters of action that structure a person’s knowledge
define the concept called?
A. Stimulus B. Schema C. Learning D. Knowledge
5. The following are the principles on how learning occur, EXCEPT one.
A. Learners learn only what they are ready to learn.
B. Learners construct their own understanding.
C. Learners accumulate knowledge from experiences.
D. Learners involve actively would create cognitive process.
Activity 2. Read the situations below and explain what learning theory will best support
to address the situation. Your answer must be composed of at least 2 paragraphs with
maximum 4-5 sentences each paragraph.
These are the choices of learning theories:

 Jean Piaget- Cognitive Theory of Development
 Lev Semyonovich Vygotsky- Socio-Cultural Theory
 Ivan Pavlov- Classical Conditioning Theory
 Burrhus Frederick Skinner- Operant Conditioning Theory
 Albert Bandura-Social Learning Theory
 Edward Lee Thorndike- Connectionism Theory or S-R Bond Theory
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Situations:
1. A child was punished for cheating in an exam. For sure the child won’t cheat again in
short span of time, but this does not guarantee that the child won’t cheat ever again. What
learning theory would be best use to address the situation?
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2. A child treats his friends highly aggressive. The reason behind this attitude is his past
experiences with his father who is also highly aggressive. What learning theory would be
best use to help the child in refining his behavior?
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3. Gaia and Bea often see their teacher brush her teeth, fix her hair, and powder her face
after lunch. After some time the two girls were observed doing the same things. Explain
what theory of learning is involved in this situation?
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4. One morning, several students excitedly told their class adviser that they saw Victor, a
class bully, beating Arnold and taking his lunch and money. He did this quite often. What
is the best thing to do for the teacher? Support your answer with a learning theory.
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In a NUTSHELL! In this section you will provide the very gist of the unit that you have
learned.
In the first ULO, I have learned that …

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Questions & Answer List: In this part, you are encourage to write questions about the
topic. You may communicate these questions to your instructor/professor through
Quipper or any prescribed social media platform. After you get the answers you may jot
it down in the table below. This is to bridge the gap of learning between vague concepts
and your prior knowledge.
Do you have any question or clarification?

Questions/Issues Answers
1.
2.
3.
4.
5.
KEYWORDS INDEX
Social Learning Theory modelling punishment
Classical Conditioning Theory stimulus scaffolding
Operant Conditioning Theory reinforcement conditioned
Big Picture in Focus: ULO b. Analyze metaphors of learning
Metalanguage
In this section, the most essential terms relevant to the study of metaphors of learning
operationally defined to establish a common frame of reference as to how the texts work
in your chosen field or career. You will encounter these terms as we go through the study
of different metaphors of learning. Please refer to these definitions in case you will
encounter difficulty in understanding educational concepts.
 Metaphor. A metaphor is a figure of speech that describes an object or action in

a way that isn’t literally true, but helps explain an idea or make a comparison.
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 Learning Metaphor. It is a transfer of meaning from one object to another on the

basis of perceived similarities. Metaphors are assumption about learning; they are
cognitive systematizations of our experiences that facilitate our thoughts about
learning. Metaphor is a cognitive tool that enables us to see one thing in terms of
another (Egan 2005). Even in our everyday life circumstances, we see various
structures of metaphoric situations. Example. When there is a new born child in
the family, we may develop a metaphor. We may say: A new born baby is hope;
the child is a miracle; the child is a source of joy. In other words, many of our
routine structures of everyday occurrences generate metaphoric expressions.
 Synectics. It is an example of metaphor that will help to develop higher-order
thinking skills.
Essential Knowledge
To understand better about metaphors of learning the following terms will be used.
This will give you the idea about your important role as facilitator of learning who
engages in the different facets of classroom management.
Metaphoric assumptions in relation to motivational level:

1. The Achiever. Achievers make things happen. If they mean achievement they
really mean it and put actions to reach the achievement.
2. The Leader. They provide directions on what is ought to do.
3. The Winner. They achieve academic victory. They believe in the motto of,
“winners never quit and quitters never win”.
4. The Avenger. They try to give up after they fall but never cease to try and try
until they succeed. They never give up actually.
5. The Provider. They make things available for our learning. All necessary
materials for learning should be ready at all times.
6. The Warrior. They take an active part in difficult situations. If they fail to master
some skills, they do not have to stop learning for they believe that they still can
make things possible.
7. The Trailblazer. They create a new path whenever things go wrong. They resort
to alternative solutions to academic problems.
8. The Impresser. They create a strong favorable effect on our minds and feelings
that they can achieve what they conceive.
9. The Inspirer. They stimulate creative thoughts to do more challenging tasks
next time. With greater effort, flexibility, and enthusiasm they generate more
creative activities.
Table for Metaphors of Learning from a Behaviorist Point of View

 Learning is like traveller who comes to many countries and take many
pictures of he observes, which he then stories in different albums.
 Learning is like a video camera which records the world.
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 Learning is like writing into a new notebook with a magic pencil that
never wears out.
 The teacher is like a poet who is writing his work on a sheet of white
paper (student); he/she corrects what he/she writes, rectifies, modifies,
his/her words according to his/her experiences until the final product is
reached: the complete work.
 Learning is like a sponge which soaks in the water.
 Learning is like training a horse.
 Learning is like tuning an instrument.
 Learning is making sure that an electric circuit is “functioning “. We take
care that finally the light bulb is burning (learning). We have to make the
correct connections to make sure that everything functions well.
 Learning is like eating; it satisfies a necessity.
Metaphoric Assumptions about Learning
1. Learning as need. We need to grow and adjust to people, to our environment

and to any situations in order to make life worth living. Such adjustment is never
made possible without any amount of learning. Learning is the most important
requirement for survival.
2. Learning as a process of memory. Learning is viewed as a process. Learning
is a process of “being” and “becoming”. We are constantly searching for new ideas,
new meanings, and new experience. Rehearsals and coding are two important
processes that can be used to aid learning as a process of memory.
3. Learning as a product of memory. Learning is viewed as a product of one's
cognition. It means exhibiting proofs of learning. Example: When Angela knows
how to tie her shoe alone, she must show how to do it by herself. If she is able to
do it, then Angela has exhibited some proofs of learning.
4. Learning as a reflection of effective teaching. Teaching and learning are
inseparable from each other. Teachers have a crucial roles in facilitating learning
among student. Effective teaching leads to effective learning.
5. Learning as a change in behavior. A change in behavior is a manifestation of
learning. Learning should be manifested in an overt behavior. Example: A two year
old boy put his one finger inside a fan. His finger was hurt and he cried. The
following days, he never repeats putting his finger inside the fan again.
6. Learning as Guided Performance. Learners feel at ease if they are well guided
in every learning tasks. Example: In dancing Cariñosa, students become more
confident if they practice with their dance Teacher.
7. Learning as an active making meaning process. Brain will change if
stimulated through interaction with people in environment.
Brain has plasticity. Plasticity means that the physical structure of the brain allows
for some changes as a result of experience.
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Self-Help: You can also refer to the sources below to help you further understand
the lesson:
Lawley, J. and Tompkins, P. (n.d.) retrieved from

https://www.cleanlanguage.co.uk/LearningMetaphors.html
Smith, G. (2013). Metaphors of Learning retrieved from

https://www.slideshare.net/gailvettchr/metaphors-for-learning-16644510
Let’s Check!
Activity 1. Identify what metaphoric assumption in relation to motivational level of
learning is described by the situations below. (Achiever, Leader, Winner,
Avenger, Provider, Warrior, Trailblazer, Impresser, Inspirer)
Situations Metaphor
1. Jam makes sure that he always have checklists in everything that
he wants to do. He set goals and provide direction on what he do.
2. Maggie always desires to get whatever she wants. When she wants
a perfect score in her exam, she studies so hard to be on top of her
classmates.
3. Carlo take an active part in difficult situations. If he fails to master
some skills, he does not stop learning for he can still make things
possible.
4. Emma hearten to do more challenging tasks every day. Her
flexibility and enthusiasm results to discoveries of creative activities.
5. Marga created a strong favorable effect on her mind and feelings
that she can achieve what she conceive.
6. Vito’s first plan fails but it does not discouraged him. However, he
thinks and finds new solutions to his problems.
7. Romina made an experiment. The first time she performed it, she
fails. The second time around, she fails again. But it never stop her to
keep on trying her experiments.
LET’S ANALYZE!
List down three classroom activities/situations, based on your readings, observations and
experiences which are suggestive on the application of metaphoric assumptions in
relation to motivational level. Write at the end of the situation what metaphoric assumption
is being applied in the situation.
Ex. Our English teacher wanted me to be the representative of our section for
declamation. This is my first time to join and perform, yet this did not affect my
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performance because I believe that I can do it. I exert effort to win for the contest. I am
Achiever
Classroom Activity/Situation No. 1
learned.
Democratic Points: You are going to jot down the things that you have learned in bullet
form. You may express it in sentence or in phrase.
 __________________________________________________________________
 __________________________________________________________________
 __________________________________________________________________
 __________________________________________________________________
 __________________________________________________________________
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1.
2.
3.
4.
5.
KEYWORDS INDEX
metaphor trailblazer provider
synectics avenger inspirer
achiever warrior impresser
Big Picture in Focus: ULO c. Rationalize the different types of knowledge.
As a kick-off of our next lesson, study the advance organizer:
Knowledge
Types of Knowledge Acquisition Technique
Semantic Episodic
 Protocol- generation
 Protocol analysis
 Hierarchy-
Organization
Types production
 Facts 
 Declarative Grid-construction
 Concepts 
 Procedural Sorting out
 Generalization
 Conditional  Diagram-based
 Strategic
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Metalanguage
In this section, the most essential terms relevant to the study of different types of
knowledge is operationally defined to establish a common frame of reference as to how
the texts work in your chosen field or career. You will encounter these terms as we go
through the study of different types of knowledge. Please refer to these definitions in case
you will encounter difficulty in understanding educational concepts.
 Knowledge. This refers to the fact or condition of knowing something with

familiarity gained through experience or association. We use five different learning
modalities – hearing, visions, touches, taste and smell. Hearing and visions are
receptors of knowledge and not expressers of knowledge. Knowledge should be
integrated between the old and new facts to maintain structural equilibration.
Essential Knowledge
To understand better about types of knowledge the following terms will be used. This will
give you the idea about your important role as facilitator of learning who engages in the
different facets of classroom management.
1. Episodic Knowledge. Refers to our biographical memory reflecting not only what
happened but also where and when it happened. In other words, this make up our lives
as individual beings.
2. Semantic Knowledge. In contrast to episodic knowledge, deals with memories and
information that are not tied to our personal biography. Semantic knowledge refers to
generalizations, concepts, facts, and their associations.
Types of Semantic Knowledge:

Semantic knowledge involves four types: declarative, procedural, conditional, and
strategic.
2.1 Declarative Knowledge. Deals with the statement of truth; it also refers to
what we know about the world. This type of knowledge accounts for knowing what.
Descriptors, Time elements, Process, Causal relationships, Episodes, Generalization,
Principle, Concepts
2.2 Procedural Knowledge. The knowledge about how things are done. It
contains actions and manipulative that are valid within specific knowledge domains.
2.3 Conditional Knowledge. If declarative knowledge accounts for knowing
“what” and procedural knowledge accounts for knowing “how”, then conditional
knowledge accounts for knowing “when”.
2.4 Strategic Knowledge. Helps us organize our problem-solving processes by
specifying the stages followed in order to arrive at solutions.
Organization of Semantic Knowledge
Semantic knowledge deals with generalizations, categories, concepts, facts, and their
associations.
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3. Facts. These are things that are known to be true. They are specific bits of information
that relate to specific event, person, object, or situation.
4. Data. These are the things gathered through the process of research. For example. 1,
2, 3, 4, 5, and so on are data. These are not information because they are meaningless;
they become meaningful only when they are interpreted.
5. Information. It is a definite knowledge. The information superhighway of the Internet
is an incredibly rich source of information on virtually all aspects and disciplines. However,
information is not always knowledge.
6. Ideas. These are may be suggestions, impressions, or opinions. For example, if there
is a meeting to thresh out problems of vandalism, we ask for everybody’s opinion. We
use brainstorming activities to generate ideas and suggestions.
7. Wisdom. It is gained through experience. It is a wise decision formed from great
knowledge and experience.
8. Concepts. These are the basic units of thinking (Lahey 2003). Concepts are general,
abstract ideas of things, events, and qualities that share common characteristics. Facts
serve their important roles in acquiring and understanding concepts.
9. Generalizations. These are statements that contain the if-then or predictive
characteristics. These show characteristics among concepts.
Acquisition Techniques:
10. Protocol-generation. This involves different means of getting information through

interviews and observations.
11. Protocol analysis. This involves scrutiny of interview results or other documents to
identify different kinds of information.
12. Hierarchy-production. This includes types of laddering in order to build taxonomies
such as grading, or ranking structures.
13. Grid-construction. Deals with the formulation of reference lines on map or repertory
frames used in order to provide, classify, analyze, and itemize various conceptual
properties.
14. Sorting out. This includes putting together things that have the same attributes so
that we can organize and disentangle something.
15. Diagram-based. This involves provision, application and processing of concepts to
indicate statistical trends or mathematical information.
Self-Help: You can also refer to the sources below to help you further understand
the lesson:
Brawner, D. and Leus, M. (2018). Facilitating Learner Centered Teaching. Adriana

Publishing. Quezon City, Manila.
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Let’s Check!
Activity 1. Identify what type of knowledge is required by the situations below. Be
specific with your answer.
__________1. Putting together the parts of the computer earlier demonstrated by
the teacher
__________2. Singing a song earlier memorized
__________3. Naming the parts of a flower correctly as read from a science book
__________4. Reciting the table of multiplication
__________5. Knowing how to ride a bicycle
__________6. Knowing how to drive
__________7. Applying first-aid procedure to a person who drowned
__________8. The teacher gave different types of rewards to his students who
participated in the class.
__________9. Knowing how to bake a cake.
__________10. With knowledge of simple machines, Tom was able to move a load
using inclined plane.
Activity 2. Identify the following.

__________1. These are the things gathered through the process of research.
__________2. It refers to what one can do and what one is able to do.
__________3. These are the basic units of thinking.
__________4. These are statements that contain the if-then or predictive
characteristics.
__________5. This process involves putting together things that have the same
attributes.
__________6. It is gained through experience.
__________7. Helps us organize our problem-solving processes by specifying the
stages to be followed.
__________8. Refers to our biographical memory.
__________9. This involves different means of getting information through
interviews and observations.
_________10. These are things that are known to be true.
LET’S ANALYZE!
Read the situation below.
Teacher Estella has been teaching fourth grade for the last six years. She is
proficient as a teacher. Her students and their parents have always been pleased with
her teaching. Her administrator has also given her consistently high observation rating.
Teacher Estella has attended several workshops on the topic of differentiated instruction
and is concerned about meeting the needs of each of the students in her class. She is
looking forward to starting her seventh year of teaching and has new ideas to implement
this year. She and other fourth-grade teachers have some time for planning before the
first day of school.
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Case Analysis:
1. Why it is important for teachers to differentiate instruction?
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2. Discuss the relationship between learning and knowledge.
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3. Why it is very important for teachers to consider the needs of the learners?
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learned.
Twitter Board: You are going to add the phrase below.
If I will be a teacher someday, I will help my students through/by __________________

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1.
2.
3.
4.
5.
KEYWORDS INDEX
Semantic Knowledge information knowledge
Procedural Knowledge facts ideas
data wisdom concepts
Big Picture

a. Analyze cognitive processes and the role of prior knowledge in learning.

b. Explain how transfer of learning and metacognitive process aid in learning.
c. Identify parts of the brain for cognitive processes.
d. Create learning objectives.
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Big Picture in Focus: ULO a. Analyze cognitive processes and the role of prior
knowledge in learning.
Metalanguage
In this section, the most essential terms relevant to the study on cognitive processes and
prior knowledge is operationally defined to establish a common frame of reference as to
how the texts work in your chosen field or career. You will encounter these terms as we
go through the study of cognitive processes and prior knowledge. Please refer to these
definitions in case you will encounter difficulty in understanding educational concepts.
 Cognition. This refers to our mental abilities such as perceiving, attending,

remembering, memorizing, and problem solving.
 Cognitive Process. Refers to our ability to take in information and transform it,
store, retrieve, and put it to work for any mental process.
Essential Language
To understand better about cognitive processes and prior knowledge the following terms
will be used. This will give you the idea about your important role as facilitator of learning
who engages in the different facets of classroom management.
The cognitive processes of experts and expert system:

1. Special Knowledge. This focuses on what experts know more about certain topic
than other people. Experts have more strategies to use to acquire knowledge and use
them in meaningful ways.
2. Domain Specificity. Deals with the experts’ ability to extend and advance their
thinking because they seem to produce sets where the problems are or can be
represented. Experts develop their competence in various areas of knowledge such as in
Math and Science.
3. Analogical Reasoning. Deals with experts’ ability to use their domain and specific
knowledge in other situations. Reasoning by analogy is another feature of human
memory.
4. Experts System. Deals with the strategies such as chunking of facts and information
into higher order tasks that require well-organize rules and schemas. Expert system can
also make use of a combination of problem-solving strategies such as forward search
and backward search.
Basic Units of Cognition

5. Concepts are the building blocks of cognition; they are general labels that we attach
to categories of things and information that share common characteristics. These are
mental structures by which we represent such categories. Concept are arranged in a
hierarchy called conceptual domains. These domains are the superordinate, basic and
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subordinate. Basic concepts are the easiest information to learn; they are needed to
acquire knowledge in the second level in the hierarchy.
6. Propositions. These are composed of related concepts. These are units of declarative
knowledge that can stand alone as separate assertions about the observed experiences,
events, or the relationships among concepts (Bruning, Schraw, Norby, & Ronning 2004).
7. Another important unit of cognition is known as schemata. All of us are eager to know
how information is organized and utilized to interpret our daily life occurrences. A schema
is an organizational pattern of the mind.
Schema Possess the following characteristics:
They are basic knowledge. In all the types of knowledge, schemata are present.
They do not tell what is true about an object or person; rather, they are what we know
about such subjects.
They are highly structured. Schemata are highly structured in the sense that they
do not only contain sets of knowledge, but they also include how such are related to one
another.
They are general categories of knowledge. The brain does not encode
information about a particular situation; instead, it encodes certain types of situation.
They are used in comprehension. Schemata are significant features of
comprehension; they are used to activate prior knowledge needed to understand a
particular text.
8. Productions. These are things made or created which are composed of our knowledge
on how to follow series of step-by-step procedures.
9. The last unit of cognition is known as Scripts. These are knowledge representations
that set the framework for procedural knowledge. These are also used for our experiences
which represent the clusters of past and present events so that we may interpret future
events and occurrences.
The role of prior knowledge in learning and learning as conceptual change

10. Prior knowledge. It is a mental structure that describes our knowledge and
experiences gained during the course of our life and how old experiences are used to
understand new ones. It connects previous or old knowledge to new knowledge. Deep
learning occurs when students digest information and are nourished by their learning and
are able to make sense of it.
11. Schemata. These are cognitive structures that help us make sense of the world
around us. These are discrete abstract structures with respect to previous actions or
experiences.
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Strategies for Developing Prior Knowledge

Advance organizers. The students’ schemata differ in various ways. For example,
in solving a mathematical problem, some students would find difficulty in approaching it
while others do it with ease. With the use of graphic organizers student will able to see
the connection and relationship of each topics in order for them to grasp the lesson.
Conceptual and pedagogical models. To make the instructional materials
meaningful, we can utilize the pedagogical and conceptual models. Conceptual models
are any of the mental systems we invented to make our lessons understandable.
Chunking. This is a process of breaking a whole idea into small and workable
components.
Outlining. In outlining, students can relate several forms of information to main
ideas. It gives the readers a bird’s eye view of what will be discussed in the material.
Highlighting. Another way to help students learn better is through highlighting in
which students can easily locate the most important points in the lesson. Also, students
have the chance to select what to highlight in order to connect new information to the old
ones.
Questioning. If we provide students with organizing information, we need to give
them guide questions before we expose them to that certain task. We structure these
questions by considering the various types of question and the information we want them
to learn.
Analogical processes and Transfer of Learning
12. Analogue. It is a referent or equivalent cognitive information in the brain what can
easily be accessed o mapped when needed. Analogical process or thinking refers to our
ability to perceive and use relational similarity.
13. Analogical Reasoning. A method of information processing that requires the
comparison of related features between the old and new concepts. Information
processing develops by identifying the new idea to be learned (target domain).
Analogical processes include the following:
14. Retrieval. Prior similar or analogous material may be retrieved from long-term
memory system.
15. Mapping. This involves discovering which elements of the novel problem correspond
to elements in the stored analogue; representational structures must be aligned with each
other.
16. Access. This involves retrieval of a familiar analogue or other information from long-
term memory when presented with a novel problem.
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17. Representation. This involves the adaptation of one or both representations to

improve he match.
18. Evaluation. Involves at least three kinds of judgement: (1) structural soundness, (2)
factual correctness, and (3) relevance.
Self-Help: You can also refer to the sources below to help you further
understand the lesson:

Let’s Check!
Read the letter below adapted from GURO 21 module of SEAMEO, 2011
Dear Mrs. Nguyen,
I am one of your many students in high school who fondly remember you as our Grade
Twelve class teacher. You showered us with love, care and attention. We were particularly
impressed by your passion and enthusiasm for teaching history, as well as your in-depth
knowledge and mastery of Southeast Asian History. You helped us remember the dates and
events leading to the end of the Second World War by weaving them into a story. Did you
know that most of us used to look forward to your history lessons?
You have no favorites in class; you treated us all the same. You did not always call on those
who raised their hands to answer your questions. Neither did you embarrass anyone who
gave incorrect answers. Rather, you encouraged us to try again and again.
We all also knew that being a teacher trained in the 1970’s, you were not so high technology-
savvy. But still, we applaud you for your zest in using various instructional technologies
within your reach in your lesson presentations. I was one of the quiet girls in the class who
admired you from a distance. I never said it then, but thank you for everything.
Sincerely,
Lai Fong
1. What cognitive process did Mrs. Nguyen adapted?

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______________________________________________________________________
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______________________________________________________________________
2. What cognitive strategies was utilized by Mrs. Nguyen in her history class?
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3. Who do you think are the people with whom you can relate with in order to learn better?
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LET’S ANALYZE!
Activity 1. Write true if the statement is true and false if it is false.
_____ 1. Outlining gives the readers a comprehensive view of what will be discussed in
the material.
_____ 2. Stimulus are cognitive structures that help us make sense of the world around
us.
_____ 3. Memories are mental structure that describes our knowledge and experiences
gained during the course of our life.
_____ 4. Concepts are the building blocks of cognition.
_____ 5. Cognitive development refers to our ability to take in information and transform
it, store, retrieve, and put it to work for any mental process.
_____ 6. Domain specificity deals with the experts’ ability to extend and advance their
thinking because they seem to produce sets where the problems are or can be
represented.
_____ 7. Analogical Reasoning deals with the strategies such as chunking of facts and
information into higher order tasks that require well-organize rules and schemas.
_____ 8. Summarizing is a process of breaking a whole idea into small and workable
components.
_____ 9. Representation involves the adaptation of one or both representations to
improve he match.
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_____ 10. Special Knowledge focuses on what experts know more about certain topic
than other people.
Activity 2. Below are inevitable scenarios/incidents inside the classroom. As a future

teacher, explain what you are going to do, if the situations below happen in your
classroom. You need to assume in yourself that you are the teacher inside the classroom.
1. You asked one of your students to answer a particular question, however the student
cannot answer the question.
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2. You noticed that one of your students, Marie was shy and would not want to answer
your questions nor participate in the class activities. You really know that Marie has the
capacity yet, she does not have enough self-confidence.
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3. You have observed that two of your students were “isolates” and would not want to
participate in group tasks. How would you help them?
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______________________________________________________________________
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learned.
I have realized that …

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1.
2.
3.
4.
5.
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KEYWORDS INDEX
Expert System concepts access
Domain Specificity retrieval cognition
Analogical Reasoning mapping summarizing
Big Picture in Focus: ULO b. Explain how transfer of learning and

metacognitive process aid in learning.
Essential Language
To understand better about transfer of learning and metacognitive processes the following
terms will be used. This will give you the idea about your important role as facilitator of
learning who engages in the different facets of classroom management.
1. Transfer of Learning. Considered as the effect of prior learning (Mayer 2011).

Transfer can be extended from the original context to the new one. However, some bits
of knowledge are embedded in single context. Students fail to transfer what they know
because sometimes they are confined to a single context in which knowledge is acquired.
2. Lack of Conditional Knowledge. The word “conditional” means contingent
dependent, or provisional. For transfer to occur, students should know when and where
to use their knowledge in a meaningful context.
3. Lack of Conceptual Knowledge. When students have deep understanding of
concepts, they can make possible transfer because learning a concept leads to
understanding another concept.
4. Inaccurate Conceptions of the mind. This accounts for how students view their minds
in relation to learning.
5. Lack of Metacognition. When students do not possess the ability to think how their
thought processes develop or if they lack the ability to regulate and monitor their own
thoughts they cannot afford to develop transfer.
Types of Transfer:
6. Positive Transfer. This occurs when students have the ability to harness strong
associations for some recall in the future. If they can use what they have learned in a new
situations, there is positive learning.
7. Negative Transfer. This occurs when students find two events or items similar when
in fact they are not. In other words, negative transfer happens when two materials are
different.
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Types of learning transfer according to Robert Gagne.

8. Vertical Transfer. Occurs when complex skills are more easily learned because of
simple skills that are acquired before.
9. Lateral Transfer. Refers to students’ ability to generalize knowledge or skill to a novel
situation.
Ways to Promote Transfer of Leaning:

There are four ways to promote transfer of learning: (1) similarity, (2) association, (3)
degree of original learning, and (4) critical attributes (Hunter 2004).
10. Similarity. Transfer can be generated by the similarity of a given learning situation. If
something is being learned, that learning can also be used in another similar situation.
11. Association. Two feelings, events, or actions are held together if they have
established their relationships or associations. If they have created their special power to
form associations, they can create a special bond that makes them inseparable.
12. Degree of Original Learning. It means that everything we do falls within the range
or degree of performance. A certain activity may be categorized as easy, average, or
difficult.
13. Critical Attributes. Another way through which effective transfer may be promoted
is through critical attributes. Attributes are qualities or things that are caused by certain
circumstances.
METACOGNITION
14. Metacognition. Coined by John Flavell, refers to the learners’ understanding and
control of their cognitive processes (Kauchak & Eggen 2007). It is thinking about their
own thinking. Metacognition has two main components: (1) students’ knowledge and
knowledge of learning strategies to use in particular learning situations and (2) cognitive
monitoring which includes students’ ability to select, use, and monitor learning strategies
that complement their learning styles and the specific situation (Jensen & Kiley 2005).
Types of Metacognition
15. Explicit Metacognitive Knowledge. This refers to the conscious factual knowledge.
It involves information about tasks.
16. Implicit Metacognitive Knowledge. In this type of knowledge, children learn how to
monitor themselves. Self-monitoring skills lie at their decisive power to choose what and
how much to study.
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Essential Skills for Metacognition

17. Planning. It is a form of decision making. Planning allows us to decide on various
aspects: the time to be spent in accomplishing the task, steps to follow, or what to give
priority to.
18. Monitoring. Refers to one’s special duty to be responsible. It entails a lot of checking,
supervising, and seeing how the tasks progresses or develops.
19. Evaluating is developing a sound judgement about the process and outcomes of
thinking. If we fail to meet the needed standards.
Steps in Metacognitive Skills:
20. Diagnosis. This means identifying the problem. When confronted with a problem, we
estimate the level of its difficulty.
21. Selection of Appropriate Strategies. Comes next after we have diagnosed the
material. To accomplish the task, we use a specific strategy. However, knowing what
strategy to use is not enough.
22. Monitoring. This means keeping track of what we do and how well we are doing it.
For example, if a certain strategy works best in a particular task, we tend to continue using
it.
23. Evaluation. This is the final step in the use of metacognitive skill. Evaluation means
the act of examining or judging the worth of learning and the usability of the strategy.
Sample Model for Monitoring Our Thoughts
Understanding the blocks to cognition

Understanding interference
Knowledge about effective memory strategies.
Metacognitive Knowledge of recall
knowledge Understanding meaningful material
Knowledge of making meaning connection
Knowledge of prior knowledge activation
Knowledge of effective transfer
Using repetition to aid comprehension and memory
Paraphrasing information that’s aids recall and comprehension
Metacognitive Using rehearsals and praxis
skills and Using categorization and chunking strategies
strategies Using self-tests
Using organizational skills
Using comparison and contrast model
Using personalization, visualization, and algorithmic approaches to
problem-solving activities
Varying study and learning strategies to meet task demands
Dividing study time effectively
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Monitoring self- Having a sense of metacognitive awareness

awareness Directing self to positive performance
activities Predicting successful performance
Recording progress
Engaging in basic self-evaluations
Using learning logs to monitor performance.
Teacher strategies for facilitating the cognitive and metacognitive processes (Bee
& Boyd, 2007).
24. Rehearsal. This is an important tool used to remember a long list of items or objects
which needs our attention and memory. It is the conscious repetition of information over
and over so that such information will dwell in the long term memory system.
25. Elaborative Rehearsal. More complex than maintenance rehearsal. When we use
information for deep processing and use its meaning to help us store and remember it,
we utilize elaborative rehearsal.
The following are suggested activities for rehearsal strategies:
25.1 Repetition and Cumulative Rehearsal. Refers to our ability to do or perform
a series of motor movements or a list of words or procedures. These activities are done
in gradual manner which start from the simplest steps to the most complicated that build
up mastery and efficiency.
25.2 Questioning and Answering are inseparable. Questions need answer;
answer might trigger another question.
25.3 Predicting and Clarifying. This accounts for our expectations of what will
the teacher say or ask. We should anticipate what will transpire in the classroom
interaction so that we can study in advance.
25.4 Restarting and Paraphrasing. Deal with our ability to put things in our own
words and phrases, thereby, connecting the information to our prior knowledge.
25.5 Outlining and Summarizing. These are strategies that help us create an
overview of information as we reflect on its meaning.
25.6 Selecting. Helps us to decide on the material or information to be stored.
Once we decided on the most important information, we exert a lot of effort to make it
more meaningful.
25.7 Note-taking. Allows us to write important ideas, definitions, proportions, or
concepts. Doing such accounts for proper strategy selection.
25.8 Underlining or Highlighting. These strategies are effective enough when
we mark important information in the text it includes predicting and selecting.
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26. Clustering. Another strategy in which we tend to put items or things to remember into
meaning organizations. When we cluster, we organize information to provide an ordering
process that can include sequences, hierarchies, and categories.
27. Elaboration. Occurs when we rich new information by adding extra information from
our own schema. Elaboration falls under two categories: verbal and image elaboration.
Self-Help: You can also refer to the sources below to help you further understand the
lesson:

Let’s Check!
Activity 1. Identify the following by writing R for rehearsal, E for elaboration, S for
systematic searching and C for clustering. Write your answer on the blank provided.
_____1. Creating associations

_____2. Picking out the main ideas
_____3. Creating categories
_____4. Adding details to new information
_____5. Putting things together
_____6. Committing materials to memory
_____7. Looking for familiar characteristics
_____8. Repeating the items several times
_____9. Identify the main ideas from the large bodies of information
_____10. Relating material to the one that is already known.
Activity 2. Create a graphic organizer that will reflect your own metacognitive techniques
on how you improve your study skills.
LET’S ANALYZE!
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Activity 1. There are ways or strategies by which students can improve the quality of
knowledge they have developed and acquired through metacognition. Can you suggest
at least three strategies or methods using metacognition to improve the quality of
knowledge that you have acquired.
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Activity 2. Teacher Mon is a mathematics major, but this year he is asked to teach Asian
Studies and History to secondary students. He had never been very interested in this
subject when he was a student. How can he nurture a positive attitude towards Asian
studies and history in order to make his lessons interesting for his students?
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learned.

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1.
2.
3.
4.
5.
KEYWORDS INDEX
Transfer of Learning Inaccurate Conceptions Negative Transfer
Conditional Knowledge Metacognition Explicit Metacognition
Conceptual Knowledge Positive Transfer Implicit Metacognition
Big Picture in Focus: ULO c. Identify parts of the brain for cognitive processes.
Essential Language
To understand better about biological and neurological cognitive processes the following
terms will be used. This will give you the idea about your important role as facilitator of
learning who engages in the different facets of classroom management.
Biological and neurological bases of the cognitive processes in learning

1. Neurons. The cells that transmit information throughout the body
2. Axons. It is also called as potentials, are thread like cells that transmit impulses
outward the cell body.
3. Dendrites. These are extension of nerve cells that receive electrical signals from other
neurons.
4. The Nervous System. Composed of the brain and spinal cord.
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5. Central Nervous System. Responsible for integrating sensory information and

responding to stimuli accordingly. The brain and spinal cord make up the CNS.
6. Peripheral Nervous System. It is composed of somatic nervous system and
autonomic nervous system. Peripheral Nervous System includes all the nerves in the
body that lie outside the spinal cord and the brain. These nerves carry information to and
from the CNS to provide complex body functions. Sensory Nervous System responsible
for carrying motor and sensory information.
Parts of the Brain
7. Hindbrain. It is a collection of brain structures that includes the medulla, pons, and
cerebellum.
8. Medulla. Located near the base of the brain and composed of various nerve fibers that
control automatic bodily functions such as respiration and heart rate.
9. Pons. Composed of axons from one side of the brain to the other.
10. Cerebellum. It is located at the base of the brain behind medulla and pons.
11. Midbrain. Part of the brain that contains neural centers responsible for our eyes and
body movements responding to visual and auditory stimuli.
12. Reticular formation. It is a finger-based set of neurons.
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13. Forebrain. The responsible for relaying sensory information to the cerebral cortex.
14. Cerebrum. The largest part of the brain and is composed of right and left
hemispheres. It performs higher functions like interpreting touch, vision and hearing, as
well as speech, reasoning, emotions, learning, and fine control of movement. Cerebellum:
is located under the cerebrum.
15. Hypothalamus. It influences the pituitary gland, also known as master gland, facilitate
the release of its own hormones. Small structure that is in charge of our emotions. It
regulates the drives for thirst, hunger, sex, and aggression.
16. Thalamus. Responsible for relaying sensory information to the cerebral cortex. It is
also responsible for integrating information, learning and memory.
lesson:
Let’s Check!
Identify the following.
______1. Located near the base of the brain and control automatic bodily functions such
as respiration and heart rate
______2. These are responsible for carrying motor and sensory information
______3. Thread like cells that transmit impulses outward the cell body
______4. Collection of brain structures that includes the medulla, pons, and cerebellum
______5. Responsible for relaying sensory information to the cerebral cortex
______6. Part of the brain that contains neural centers responsible for our eyes and body
movements responding to visual and auditory stimuli
______7. Composed of the brain and spinal cord
______8. Cells that transmit information throughout the body
______9. Influences the pituitary gland, also known as master gland, facilitate the release
of its own hormones
______10. Extension of nerve cells that receive electrical signals from other neurons
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LET’S ANALYZE!
Teacher Edmund, our speech teacher was a very good teacher. We got to know him
better when he became our teacher in speech class. We were so sad when we learned
that he had a motorcycle accident. When he recovered, he was allowed to teach.
However, he was not as good as he used to be. Skills such as paying attention,
concentrating and remembering new information and events were no longer present.
After a week, Teacher Edmund got confused easily when daily routines changes. He was
advised by his physician to seek medical treatment.
1. What seems to be wrong in Teacher Edmund case?
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2. How do the cognitive problems affect his teaching? Conduct readings and research
about this.
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learned.
Create an acrostic about the word brain that will help you to remember this specific lesson.
B-
R-
A-
I-
N-
1.
2.
3.
4.
5.
KEYWORDS INDEX
Brain Cerebellum Medulla oblongata
Hindbrain Midbrain Forebrain
medulla cerebrum Reticular formation
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Big Picture in Focus: ULO d. Create learning objectives.
Essential Language
To understand better about constructing learning objectives the following terms will be
used. This will give you the idea about your important role as facilitator of learning who
Articulating the Learning Objectives in the Classroom.

1. Learning objectives involve part of elements. They are as follows:
• Specificity of students’ behavior
• Description of a specific performance that students will exhibit
• Description of the specific result of instruction
• Written in language that students can understand
• Written for students to remain focused
• Used by students and teacher throughout the lesson to monitor progress toward learning
• Relevant to students not to teachers
• Statements that serve as a road map for the students to know where they are headed
• Written in single statement
• Make use of verbs from Bloom’s taxonomy
• Focus exclusively on student activities and performance not on teachers’ behaviour
• Emphasize student learning outcomes
• Help teachers and students begin the lesson with the end in mind
• More of an art rather than a science; develop over time and help us review what has
been done for the overall impact of student learning; require ongoing review and
brainstorming with colleagues and students
2. Purpose of Learning Objectives
Learning objectives give directions to what students should achieve after instruction such
as the following:
• Guide students in instructional planning, delivery, and evaluation of students’
performance
• Help students develop focus as they set their learning priorities
• Provide opportunities for analysis relative to teaching and learning
• Make teaching more focused and organized
• Guide and behavior
• Identify the purpose and rationale of the lesson before requiring students for active
engagement
• Provide clarity including challenges and standards
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• Help improve performance and increase the students’ motivation level

• Provide models for writing achievable objectives so that students too can set their
achievable objectives, developing lifelong learning skills
• Determine where a certain learning experience is best situated within a larger curriculum
• Help select the appropriate learning experience and evaluation strategies
3. Components of Lesson Objectives
Teachers are responsible to determine first the point of the lesson. They have to formulate
objectives with the ABCD components: audience, behaviour, condition, and degree of
performance.
3.1 Audience. The audience is usually the students. In writing our lesson
objectives, we consider the learning styles that will work best for them and their specific
needs that need to be addressed.
3.2 Behavior. This refers to actions that describes an observable student
behaviour. This is also the competency to be learned in performance terms. Frequently
used terms as know, appreciate, grasp, understand, have faith in, and internalize do not
meet this requirement.
The type or level of learning must be identified. In short, such behaviour should be
SMARTER:
Specific
Measurable
Attainable/ action-oriented
Result-oriented/ realistic
Time-bound
Essential
-oriented
3.3 Condition. These are used to give students limitations. To understand
behaviour, students must also understand the context in which the behaviour is to be
performed. Example statements of such conditions include:
“Given set of rules…”
“Using the poem The Road Not Taken by Robert Frost…”
3.4 Degree of performance or criterion level. This describes how well the
behaviour must be performed to satisfy the intent of the behavioural verb. It also states
the level of acceptable performance by which students will be assessed.
4. Objectives. These are statements that articulate the knowledge and skills we want
students to acquire by the end of the lesson;
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5. Assessment procedures. Allows us to check the degree to which students meet the
desired learning objectives; and
6. Instructional strategies. These are properly chosen to facilitate student learning and
eventually way to attain or address the objectives.
See on the next page the picture of old and new Version of Taxonomy of Objectives
in Cognitive Domain.
https://blog.trainerswarehouse.com/wp-content/uploads/2011/05/Blooms_Old_New-1200x900.jpg
https://wordpressua.uark.edu/wp-content/uploads/sites/315/2013/09/Blooms_Taxonomy_pyramid_cake-style-
use-with-permission.jpg
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Bloom’s
Key Verbs (keywords) Example Learning Objective
Level
design, formulate, build, By the end of this lesson, the student will be
invent, create, able to design an original homework problem
Create
compose, generate, dealing with the principle of conservation of
derive, modify, develop. energy.
choose, support, relate,

By the end of this lesson, the student will be
determine, defend,
able to determine whether using conservation
judge, grade, compare,
Evaluate of energy or conservation of momentum would
contrast, argue, justify,
be more appropriate for solving a dynamics
support, convince,
problem.
select, evaluate.
classify, break down,

categorize, analyze, By the end of this lesson, the student will be
Analyze diagram, illustrate, able to differentiate between potential and
criticize, simplify, kinetic energy.
associate.
calculate, predict, apply,

solve, illustrate, use, By the end of this lesson, the student will be
Apply demonstrate, able to calculate the kinetic energy of a
determine, model, projectile.
perform, present.
describe, explain,
paraphrase, restate, By the end of this lesson, the student will be
Understand give original examples able to describe Newton’s three laws of motion
of, summarize, contrast, to in her/his own words
interpret, discuss.
list, recite, outline,

define, name, match, By the end of this lesson, the student will be
Remember
quote, recall, identify, able to recite Newton’s three laws of motion.
label, recognize.
Learning objective examples adapted from, Nelson Baker at Georgia Tech:

nelson.baker@pe.gatech.edu
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See below the picture of Taxonomy of Objectives in Affective Domain.
https://sarahsagalablog.files.wordpress.com/2016/07/psychomotor-and-affective-domain-of-
blooms-taxonomy-9-728.jpg?w=624
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See below the picture of Taxonomy of Objectives in Psychomotor Domain
https://afocusonlearningoutcomes.files.wordpress.com/2013/02/psychomotor.jpg
lesson:
Shabatura, J. (2020). Using Bloom’s Taxonomy to Write Effective Learning Objectives.

Retrieved from https://tips.uark.edu/using-blooms-taxonomy/
Shank, P. (2013). ELearning Guild Research: Reconsidering Bloom's Taxonomy (Old AND
New). Retrieved from https://learningsolutionsmag.com/articles/1105/elearning-guild-
research-reconsidering-blooms-taxonomy-old-and-new
Let’s Check!
Activity 1. Choose a specific topic that is relevant to your major and construct three
learning objectives (Cognitive, Affective, and Psychomotor) about the topic. Make sure
that he objectives are expressed in behavioral terms.
Topic: _____________________________
a. ____________________________________________________________
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b. ____________________________________________________________
c. ____________________________________________________________
Activity 2. Encircle the letter of the correct answer.
1. What information does the objective in a lesson plan contain?

A. The topic for the lesson C. Materials used in the lesson
B. The skills and knowledge children will learn D. The method for assessing the learning
2. When planning a lesson, a teacher can best help ensure that instruction will be effective
and appropriate for students from a wide range of socioeconomic backgrounds by asking
himself or herself which of the following questions?
A. Will the lesson include opportunities for interaction among students from different
backgrounds?
B. Will students have opportunities to ask questions and seek clarification at various
points in the lesson?
C. Will the lesson be structured in a way that allows students to spend time working with
self-selected peers to help process new learning?
D. Will the examples used to illustrate and explore lesson content be familiar and relevant
to students with varied life experiences?
3. A teacher regularly gives students brief quizzes of three to five questions covering
material taught in the current or preceding lesson. Which of the following is likely to be
the primary benefit of this practice?
A. helping improve instruction through ongoing feedback on teaching effectiveness
B. minimizing the amount of reteaching required for students to master curricular content
C. ensuring that the teacher has adequate performance data to assign students a fair
grade for the class
D. enhancing students' engagement in the learning process and recognition of key
learning goals
4. A high school math teacher has a few students in her classes who have learning
disabilities that affect various aspects of their math performance. The teacher has
planned a new instructional unit on probability and wants to make sure that all of the
students with learning disabilities will be able to participate fully in unit activities. The
teacher can best help ensure this outcome by:
A. preparing a selection of alternative activities that require less advanced math skills for
the students with learning disabilities.
B. asking the special education teacher to review the planned activities and utilizing
adaptations suggested for each student who has learning disabilities.
C. having the students with learning disabilities work on unit activities with a peer partner
who has strong skills in math.
D. trying a few sample activities with the students who have learning disabilities before
beginning the unit and making adjustments as needed.
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5. Which of the following is NOT one of the basic elements in the lesson planning
process?
A. curriculum materials C. standards
B. assessment D. extracurricular activities
6. Strategic lesson planning helps...

A. make activities more interesting
B. lessons connect to form meaningful learning experiences
C. student's get better grades
D. all of the above
7. Which of the following is NOT a result of lesson planning?

A. goals are clear to students and the teacher
B. teachers are more accountable for students learning
C. student's behavior improves
D. set the appropriate route to quality learning
8. What is the most important element in an effective lesson plan is?

A. clear learning objectives C. reactive activities
B. differentiation of methods D. time pressured
9. The three main elements of a lesson plan are:

A. objectives, assessment, methodology and strategies
B. objectives, activities, and assessment
C. activities, materials, and assessment
D. activities, materials, and assignment
10. The lesson planning cycle includes

A. learning objectives, teaching and learning activities, and assessment
B. content, learning objectives, and assessment
C. content, context, assessment, and learning objectives
D. context, learning activities and assessment
LET’S ANALYZE!
Activity 1. This is a continuation of activity 1 in let’s check part. You are required to make
a brief lesson integrating your knowledge in different approaches, strategies & methods.
Follow the table below.
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Brief Lesson Plan in ______________________

Date: _________________ Time: _____________ Section: ____________
a.
b.
Objectives
c.
Subject Matter
A. Topic
B. References
C. Materials
D. Subject Integration
Procedure
A. Drill
B. Review
C. Motivation
D. Presenting the new lesson
E. Discussing new concepts and

practicing new skills
F. Making abstractions about the

lesson
Evaluation
Additional Activities for

Remediation/Enhancement
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Activity 2. Teacher Jazz is a fresh graduate. Luckily, after she passed the Licensure
Examination for Teachers, she was hired by a private school just a walking distance from
her house. In her first year of teaching, she tried her best to make her students learn from
her discussions. However, she always wondered why some of her students were not so
focused on the lessons. Some of them also flunked in the subject.
1. What seems to be Teacher Jazz’s problem in relation to learning objectives?

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2. What do you think are the reasons that some of her students were not so focused on
the lessons?
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3. What role does learning objective provide in teaching and learning? Explain your
answer.
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learned.

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______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

1.
2.
3.
4.
5.
KEYWORDS INDEX
objective affective condition
cognitive learning activities performance
psychomotor behavior criterion
Big Picture
a. Explore the types and elements of motivation.

b. Explain the different theories of motivation.
c. Examine the role of motivation in classroom management.
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Big Picture in Focus: ULO a. Explore the types and elements of motivation.
Essential Language
To understand better about constructing learning objectives the following terms will be
1. Motivation. It is derived from the word ’motive’ which means needs, desires, wants or
drives within the individuals. It is the process of stimulating people to actions to
accomplish the goals. It is also considered an important factor in teaching and learning.
The success of learning depends largely on high or low motivation of learners.
Without motivation, learning objectives may be difficult to achieve. With proper motivation,
students may be more enthusiastic to study harder.
Aspects of Motivation
1.1 Motivation takes place within the individual.
1.2. It is possible to treat the students in ways that will encourage them to develop
the desire for learning.
1.3. It is impossible to present materials to be learned in ways that will make
learning easier
1.4. The potential learner’s motivation will automatically be directed toward his or
her most pressing need at the moment.
Types of Motivation
2. Intrinsic. The motivation comes from the individual itself, the result provided from the
pleasure provided by the work itself.
3. Extrinsic. This type of motivation is based on the external reward.
Elements of Motivational System
Motivation is a construct that describes the factors within us. Motivation is goal-directed
behaviour that is affected by:
3. Personality. It is the totality of what we are and who we are in relation to other people.
It also refers to the way we think, feel, act, or behave.
4. Persona. It is the perceived personality of a person (self). It is the identity or role that
we assume or the image of character we project.
In the study of “self”, there are three interrelated concepts. Such include:
4.1 Self-concept. Accounts for our perceptions formed through experiences.
4.1.1. Self-enhancement is our desire to learn positive things about
ourselves.
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4.1.2 Self-awareness refers to greater understanding of ourselves, how we

behave, and how we perform in relation to school activities.
4.2 Self-esteem. It encompasses on the valuing process where there is the belief
in our own worth as a person and it is considered as the foundation of human personality.
4.3 Self-regulation. Refers to a system by which we control our actions and
decisions.
Self-Help: You can also refer to the sources below to help you further understand the lesson:

Brawner, D. and Leus, M. (2018). Facilitating Learner Centered Teaching. Adriana Publishing.
Quezon City, Manila.
Let’s Check!
Read the situations below.
1. Assume that you are a grade 6 adviser and you are planning on a Science project that
your grade level will submit for a prestigious division level contest. What will you do to get
the students involved in the project and see it to finish?
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2. Mr. Mervin has asked the class to set up an online group interaction classroom on the
internet. He knows that his students enjoy writing virtual comments about posted
photographs, lyrics of their favorite songs, and other activities. As the administrator of this
online classroom, Mr. Mervin will post questions about the topic he has taught in class at
least thrice a week. His students are encouraged to respond to his questions through this
online classroom platform. So far, Mr. Mervin is pleased with his students’ response to
this activity. In fact, he is now contemplating the idea of setting up a synchronous chat
group where he and his students can log in at a specific time to discuss a particular topic.
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1. What type of motivation is manifested in the situation? Explain your answer.

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2. How Teacher Mervin motivates his learners to engage in the activity?
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Let’s Analyze!
1. Try to recall you high school years. How did your teachers provide the
needed motivation during the class discussion?
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2. Did the sequence of motivation you have read earlier appear during the motivational
stage of the class discussion? What did you feel with the motivational process of your
high school teacher?
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3. (Optional) Interview at least two high school students at any grade level. Ask them,
what makes them motivated to learn? You may conduct the interview online. Share the
results of your interview in our online classroom chat.
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learned.

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______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

1.
2.
3.
4.
5.
KEYWORDS INDEX
motivation personality self-awareness
intrinsic self-concept self-esteem
extrinsic self-enhancement self-regulation
Big Picture in Focus: ULO b. Explain the different theories of motivation.
Essential Language
To understand better about the different theories of motivation the following terms will be
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THEORIES OF MOTIVATION
•Instinct
•Drive-reduction
Biological •Arousal
•Incentive
•Cognitive
Psychological
•Dispositional
•Two-factor
•ERG
Humanistic •Goal
1. Biological perspective. Accounts for the inborn processes that control and direct
behavior.
1.1 Instinct Theory. Describes how motivations result in automatic behaviors.
This theory proposes that people are motivated to act on certain ways because the
process of motivation is built into their body chemistry.
1.2 Drive-reduction Theory. Anchored on the belief that all living organisms have
biological needs such as food, air, water, shelter, and clothing. If we are hungry, our
hunger drive motivates us to look for something to eat.
1.3 Arousal Theory. Emphasizes the idea that we possess a certain amount of
curiosity in which we tend to explore novelty and complexity of things in the environment.
We also have the need for sensory stimulation that begins early in life and continues to
develop throughout the lifespan.
2. Psychological perspective. Accounts for an attempt to explain the “whys” of our own
actions that describe incentives and cognition.
2.1 Incentive Theory. Explains that motivations result in external stimuli that “pull
people in certain directions. As opposed to drive-reduction theory, which acts as the
“push” factors, the incentive theory refers to the “pull” factor.
2.2 Cognitive Theory. Concerned with attributes that affect motivation. Attributes
refers to perceptions that help us think about our own actions and those of others.
3. Humanistic perspective. Delineates our needs that span from psychological drives to
social motives to our creativity. In his famous hierarchy of needs, Abraham Maslow
proposed that level of importance develops in a gradation.
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3.1 Physiological needs. Involves the need for food, air, water, clothing, shelter,
sex and other. These lie at the base of the pyramid and must be satisfied first before the
needs in the higher levels can be fully achieved.
3.2 Safety needs. These are concerned with our needs to feels safe and avoid
danger. If we are starving, we can risk our physical safety just for food.
3.3 Belonging and love needs. Moves us to affiliate ourselves with, be connected
to, or be respected and loved by others. If we feel that we are already free from danger
or peril, we may seek for love, affection, and belongingness.
3.4 Esteem needs. Involves our needs to express and do what is necessary in
order to gain respect and honor.
3.5 Self- actualization needs. Deal with our need to develop ourselves to the
fullest and to the most productive person we can be.
3.6 Dispositional approach. This emphasizes the role of stable behavioural
tendencies (dispositions) in understanding the differences why individuals behave the
way they do. Accordingly, the amount of effort displayed by an individual is viewed as a
function of his stable dispositions.
 Individual have certain behavioural tendencies that are parallel with time
and situations.
 There are individual differences manifested in people’s needs, interests,
personality traits, and self- concept which are considered predictors of
how individuals responds to different situations in the environment.
 The amount of effort exerted emanates from internal behavioural
tendencies.
3.7 Two-factor theory. Herzberg (Mayer 2012) proposed two kinds of factors
that affect motivations.
 Hygiene factors are needed to ensure a person does not become
dissatisfied. These factors do not lead to higher levels of motivation, but
without them, there is dissatisfactions.
 Motivators involves factors whose presence motivates. Their absence
does not cause any particular dissatisfactions.
3.8 Alderfer’s ERG theory. In an attempt to provide a parallel study. American
psychologist Clayton Paul Alderfer further improved Maslow’s hierarchy of needs.
He categorized the hierarchy into his ERG theory.
 Existence deals with the person’s physical needs such as food, clothing,
and shelter (Maslow’s first two levels).
 Relatedness means a person’s need for human relations (Maslow’s third
and fourth levels).
 Growth involves the person’s needs for personal or private life
development (Maslow’s fourth and fifth levels).
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3.4 Goal theories. Goals represents basic categories for different achievement
situations. Goals guide our behaviour and cognition. From this standpoint, there
are two emerging structures that govern academic goals: mastery goals and
performance goals.
 Using extra effort to develop the necessary skills even if there are no
grades for them;
 Looking for challenging tasks;
 Applying what we have learned in real life situations;
 Asking questions for clarification;
 Feeling good and great when we accomplish the task; and
 Desiring for more explanations in performing the task.
lesson:

Let’s Check!
Activity 1. Fill in the table below.
Theory Salient Features How would I apply this?
1. Instinct
2. Drive-reduction
3. Arousal
4. Incentive
5. Cognitive
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6. Dispositional
7. Two-factor
8. ERG
9. Goal
Activity 2.
1. Write at least three personal experiences that you have had in the past and those you
have considered affected by motivation. Describe your experiences.
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2. Choose among the theories of motivation and describe how your previous teachers
utilized it to motivate you to learn?
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______________________________________________________________________
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Let’s Analyze!
Teacher Lovely provides well-structured classroom tasks so that the students are
encouraged to complete the works assigned to them. Accordingly, they need to cooperate
with one another to obtain the reinforcement for successfully completing those tasks.
Teacher Lovely believes that if students are rewarded, there is likelihood that they will
increase their motivation, work better and achieve more.
1. How can you describe Teacher Lovely’s classroom?

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2. What do you think is the impact of cooperative learning on motivation?
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3. How Teacher Lovely motivates her students?

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learned.
I am motivated because…
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______________________________________________________________________
______________________________________________________________________
1.
2.
3.
4.
5.
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KEYWORDS INDEX
Biological Perspective Instinct Theory Arousal Theory
Psychological Perspective Incentive Theory Cognitive Theory
Humanistic Perspective Psychological Needs Safety Needs
Big Picture in Focus: ULO c. Examine the role of motivation in

classroom management.
Essential Language
To understand better about classroom management the following terms will be used. This
will give you the idea about your important role as facilitator of learning who engages in
the different facets of classroom management.
1. Classroom Management. Refers to the wide variety of teacher skills and techniques
that they use to keep students organized, orderly, focused, attentive, on task, and
academically productive.
2. Conduct Management. Component of classroom management that focuses on
classroom rules and consequences.
3. Covenant Management. Component of classroom management that deals with the
ability to focus on relationship between stakeholders and school, teachers and students,
and students among themselves.
4. Content Management. Component of classroom management that concerns to
learning environment and all other variables in the classroom.
Two aspects of classroom

5. Orderliness. This accounts for objects and other teaching and learning equipment that
are labelled and arranged in their proper places.
6. Excitement. This refers to the attractiveness of the classroom. Also considered as the
overall atmosphere of the classroom once the learner enters its premises. The learners
should not fell any threat inside the classroom.
The classroom climate that is conducive for learning is one that is non-threatening yet
business-like.
The following are characteristics of classroom that promotes excitement among learners:
 Specific classroom rules and procedures are clear.
 Classroom rules and procedures must be discussed on the first days of class.
 Students are involved in designing and crafting the rules and procedures.
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 Strategies and techniques in acknowledging and reinforcing acceptable behavior

and punishment on negative consequences are utilized.
 Clear limits on unacceptable behavior are established.
 There is a healthy balance between dominance and cooperation.
 The teacher is sensitive and aware to the different needs of the learners.
 Teacher must employ the theory of with-it-ness, meaning he/she must be aware
of the happenings inside the classroom.
 Students’ responsibility for their own behavior is enhanced.
lesson:

Let’s Check!
Activity 1. Assume that you are an adviser of a grade three class. You are going to
construct classroom rules and procedures that your students must be observe inside and
outside of the classroom. Present your classroom rules and procedures.
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2. In your own words, describe the conditions that you are going to implement in your
classroom. These conditions are expected to define a classroom with conducive learning
atmosphere.
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Activity 2. Draw a lay-out plan of your ideal classroom inside the box.
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Let’s Analyze!
1. Consider a situation where you are a teacher-adviser of a fourth grade class. Your
school is the SPED center in your district and you have one student who has ADHD
mainstreamed in your classroom. Let us assume, that he cannot keep still in his seat,
bullies his seatmate, and runs around the room at any time. You are opted to have a
collaborative work among your students. How will you deal with this particular student
and make sure he participates in the group activity?
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2. In one of your sections handled, you have noticed that there are two students who are
poorly performing in your subject. They cannot read, much less comprehend what they
read. In what ways will you able to improve their reading skills?
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______________________________________________________________________
______________________________________________________________________
3. You have noticed that one of your grade two boys played his penis while you are
discussing the lesson. As an advocate of non-threatening classroom, how will you
address the situation?
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learned.
Complete the box.
Concept What I read What I learned How will I apply in the

classroom
Classroom
Management
Conduct
Management
Covenant
Management
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Content
Management
With-it-ness

1.
2.
3.
4.
5.
KEYWORDS INDEX
Classroom Management Content Management Organized Classroom
Conduct Management Orderliness Stakeholders
Covenant Management Excitement Procedures
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Big Picture

a. Explain the role of the theories of intelligence in teaching and learning.
b. Analyze how diversity enriches teaching and learning.
c. Examine how socio-cultural dimensions of learning affect learning process.
Big Picture in Focus: ULO a. Explain the role of the theories of intelligence in
teaching and learning.
Essential Language
To understand better about theories of intelligence the following terms will be used. This
will give you the idea about your important role as facilitator of learning who engages in
the different facets of classroom management.
1. Spearman’s two- factor theory. Charles Spearman was notable for his contribution
in assessing intelligence. He then conducted a research study on the intelligence of 24
children. Result of his experiment paved away for the theory of a general intelligence
factor, “g”, and specific intelligence factor “s”. G factor refers to inborn ability and factor
“s” is influenced by the environment.
2. Thorndike’s Multifactor Theory. Edward Lee Thorndike believes that there is nothing
like general ability. Each individual manifests an accumulation of varies sets of abilities.
2.1 Level refers to the degree of difficulty of certain task.
2.2 Range is for the quantity of tasks at certain level of difficulty.
2.3 Area means the overall quantity of tasks at each level.
2.4Speed is the rate pf movement for each task.
3. Thurstone’s Theory. Luois L. Thurstone offered a primary mental ability theory of
intelligence. For him, individuals do not possess a single ability but they have general
ability.
3.1 Verbal comprehension refers to our ability to understand written or spoken
expression.
3.2 Reasoning deals with our ability to explain, justify, rationalize, or judge.
3.3 Perceptual speed involves our ability to use our senses to acquire information
in the environment.
3.4 Numerical ability accounts for our competence to do numerical calculations
accurately and rapidly.
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3.5 Word fluency is our ability to think of isolated words in a quick manner.
3.6 Associative memory refers to our ability to memorize information quickly.
3.7 Spatial visualization involves our ability to manipulate an imaginary object in
space.
4. Thiarchic theory of Intelligence. Proposed by Robert Sternberg. He develop this
theory to emphasize products of or the end result of intellectual work.
4.1 Analytic intelligence is also known as componential intelligence. It deals with
the mental processes used in thinking.
4.1.1 Metacomponents are the higher order thinking skills (HOTS) that help
us define, plan, monitor, and evaluate a problem. For instance, in answering the
metacognitive activities, we outline our general plan.
4.1.2 Performance components form part of analytic intelligence. They deal
with the lower order thinking skills (LOTS) that help us facilitate the operations of our
metacomponents.
4.1.3 Knowledge-acquisition components involve the processes in
developing, storing and retrieving information.
4.2 Creative intelligence emphasizes the use of our experiences in order to gain
information. Also known as experiential intelligence, it is concerned with how we use our
insights and creative power to solve problems and how such solutions can be turned into
usual processes so that we can also solve related problems.
4.3 Practical intelligence, otherwise known us contextual intelligence, deals with
the way we adopt ourselves to the specific environment in which we can use such
knowledge. Practical intelligence is the knowledge used to cope with new situations that
demand higher degree of flexibility and adaptability.
5. David Perkins’ Theory. Proposed by David Perkins, he posited that intelligence is
learnable. It means that his theory in anchored on Howard Gardner’s Theory.
6. Theory of Multiple Intelligence. Conceptualized by Howard Gardner. According to
him that all human problem solving skills are governed by one underlying mental ability.
6.1 Linguistic Intelligence. This refers to the ability to use written or spoken
language in the expression of feelings and information. Ex. journalists, essayist, lawyers,
writers
6.2 Logical/Mathematical Intelligence. It deals with our ability to manipulate
abstract symbols. Ex. scientist, accountants, and philosophers
6.3 Spatial Intelligence. The ability to move freely from here to there and the
ability to reason well regarding spatial relations. Ex. architects, sculptors, and mechanics
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6.4 Musical Intelligence. This is our ability to compose and understand music.
Ex. Composers, singers, and conductors
6.5 Bodily-Kinesthetic Intelligence. This intelligence allows us to establish an
important link between the mind and body, thereby allowing the body to manipulate
objects and create movements. Ex. athletes, dancers and actors
6.7 Intrapersonal Intelligence. It accounts for the ability to relate with ourselves
and draw insights from reflections. Ex. therapist and religious leaders
6.8 Naturalist Intelligence. Our ability to observe and understand the patterns in
nature. Ex. farmers, gardeners, and geologist
Types of Intelligence
7. Rational Intelligence. Deals with the mental functions necessary for conceptual and
rational thinking.
8. Emotional Intelligence. Form of intelligence that lies at our emotions.
2 types of general intelligence by Raymond Cattell and John Horn
9. Fluid Intelligence. Accounts for the inborn tendencies (nature)
10. Crystalized Intelligence. Deals with what is acquired for the environment through
learning and experience (nurture)
Intelligence Assessment
11. Stanford-Binet Intelligence Test. Designed to assess the intelligence if children and
adults from ages 2-24.
12. Wechsler Scales. Most widely used test of general intelligence
Three main scales:
• Wechsler Adult Intelligence Scale (WAIS) – intended for adults
• Wechsler Intelligence Scale for Children (WISC) – for ages 6-16 years old
• Wechsler Preschool and Primary Scale of intelligence (WPPSCI) – concerned
with ages 4-6
 Wechsler scales 2 subtests:
a. Performance Subtests – composed of abilities such as matrix reasoning,
digit symbol, block design, picture arrangement, and symbol search and
picture completion.
B. Verbal Subtests – composed of abilities that require test takers to
answer general verbal information.
\ Self-Help: You can also refer to the sources below to help you further understand the
lesson:

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Let’s Check!
Activity 1. Make a matrix of the different theories of intelligence.
Theories of
Salient Features Descriptions
Intelligence
Activity 2. Which theory do you think has created a greater impact on your intelligence?
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3. Explain the relationship of creativity and intelligence.

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Let’s Analyze!
Teacher Izza starts the class with a simple song. This stimulates her students and
encourages them to participate. Then, in the discussion proper, she usually provides
participatory and engaging activities such as role-play, games, among others. Her class
is always vibrant because students anticipate that she always have lot of surprises and
challenges to employ. In the learning process, it is evident that group work and
collaboration has impact on the motivation of the learners. She also allows her students
to showcase their talents.
1. What feeling is developed among the students of Teacher Izza?
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2. How does Teacher Izza promote creativity and intelligence among her students?
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______________________________________________________________________
______________________________________________________________________
3. How does she provide the learning opportunities according to the needs of her
students?
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4. (Optional) Conduct a research of how music/song stimulates the mental faculty of the
students.
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learned.
Among the theories of intelligence I believed with the concept of

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1.
2.
3.
4.
5.
KEYWORDS INDEX
Spearman’s Two factor Theory Triarchic Theory of Intelligence HOTS
Thorndike’s Multifactor Theory David Perkins Theory LOTS
Thurstone’s Theory Theory of Multiple Intelligence metacomponents
Big Picture in Focus: ULO b. Analyze how diversity enriches teaching and
learning.
Essential Language
To understand better about diversity the following terms will be used. This will give you
the idea about your important role as facilitator of learning who engages in the different
facets of classroom management.
1. Diversity. Refers to the exploration and incorporation of this differences to enrich
learning in our classroom.
2. Multicultural Education. Educational approach that promotes equity for all learners
that includes practices and culture.
3. Accommodating Diversity. The process where teachers put together students’ ability
in groups and provides them with activities and more appropriate for their classification or
level.
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4. Students with Learning Disabilities. Refers to the condition in which children's

mind are differently wired. It means that they may be the smartest of all but they may
have difficulty in reading, writing, spelling, or reasoning.
5. Inclusive Education. This means that all students attend and are welcomed by their
neighbourhood schools in age-appropriate, regular classes and are supported to learn,
contribute and participate in all aspects of the life of the school.
How Diversity Enriches Classroom?
 Students’ self-awareness is enhanced by diversity.
 Student diversity contributes to cognitive development.
 Student diversity prepares learners for their role as responsible members
of society.
 Student diversity can promote harmony.
Tips and Strategies on Student Diversity
 Encourage learners to share their personal history and experiences.
 Integrate learning experiences and activities which promote students’
multicultural and cross-cultural awareness.
 Communicate high expectations to students from all subgroups.
 Use varied instructional methods to accommodate student diversity in
learning styles.
 Diversify the methods of assessing and evaluating student learning.
lesson:
Aquino, A. (2015). Facilitating Human Learning. Rex Bookstore. Sampaloc,

Manila
Brawner, D. and Leus, M. (2018). Facilitating Learner Centered Teaching.

Adriana Publishing. Quezon City, Manila.
Kampen, M. (2019). 7 Ways to Support Diversity in the Classroom. Retrieved at

https://www.prodigygame.com/blog/diversity-in-the-classroom/
Let’s Check!
You shall deal the different situations/problems below that actually happens inside the
classroom. After recognizing the situations/problems, you must assess what strategy
must be applied in order to solve it. Reasons/Factors and solutions should be listed out
in bullet form.
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Possible Solutions/Teaching
Situation/Problem Reasons/Factors Strategies
Situation 1: Often when her
class are about to embark on
an activity it occurs to her that
all the whispers and puzzled
faces mean that they haven't
a clue what to do.
Situation 2: One group of

students has no interest in
learning English and he
wonders why he is wasting his
time.
Situation 3: Every time she

puts the students in groups but
they just talk in their L1 and
usually about topics unrelated
to the class.
Situation 4: The course book

he is using is terrible. It is too
easy for the students and they
get bored easily. He doesn’t
want to spend hours planning
as they don’t seem interested
anyway.
Situation 5: A particular group

of student has a task to
criticize a short story, however
not all members of the group
like to participate the activity
thus the group leader
complains.
Let’s Analyze!
Teacher Susan selects a variety of strategies that will develop the capabilities of her
students. There are times that she reaches out to her co-teachers to ensure the
effectiveness of such activities. She also encourages her students to work with high
expectation of success. In the same way, she asked her students to conduct interview to
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enrich their learning. Furthermore, she provides time to her students to complete specific
task and engage them with other classmates, afterwards they will share their work with
the rest of the class.
1. How does Teacher Susan acknowledge the differences among her students?
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2. How does Teacher Susan strategies help the learners to appreciate their classmates’
culture and language?
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3. What benefit could be derived in employing differentiated instruction in the classroom?
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4. If you are already a teacher, how would you address the diversity in the classroom?
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learned.
Use the learning tree below. Write on the roots the sources of differences, on the trunk
write how these differences will be developed, and on the leaves write the effect of
differences in the classroom.

1.
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2.
3.
4.
5.
KEYWORDS INDEX
Diversity Learning Disabilities Classroom Diversity
Multicultural Education Inclusive Education Student’s Diversity
Accommodating Diversity Student’s Ability Multicultural Awareness
Big Picture in Focus: ULO c. Examine how socio-cultural dimensions of learning

affect learning process.
Essential Language
To understand better about socio-cultural dimensions of learning the following terms will
be used. This will give you the idea about your important role as facilitator of learning who
1. Learning Strategies. These are cognitive processes that do not occur automatically
but require effort (Santrock, Payne & Isaac 2006). Example: decision making, self-
motivating & self-monitoring.
2. Study Strategy. This is more similar to a standard procedure or an ordered series of
steps that requires limited use of higher-order thinking skills. Example: proofreading,
checking the spelling, punctuation marks, & etc.
Personal skills needed to succeed in all subjects
 Self-discipline
 Self-esteem
 Self-determination
 Assertiveness
 Self-confidence
 Motivation
 Initiative
 Responsibility
 Alertness
 Judgment
 Time management
 Money management
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Study skills needed to succeed in all subjects

 Finding information
 Analyzing information
 Processing information
 Summarizing
 Problem solving
 Critical and divergent thinking
 Communication
Twelve Principles of Effective Instructional Design
3. Coherence. Can be achieved when instruction is well orchestrated.
4. Signalling. This principle makes use of the following:
- outlining
- highlighting keywords and phrases
- changing the font size
- spacing
- increasing volume or pitch level
- using sign posts or transitional devices
5. Spatial Contiguity. These are ideas that need to be associated should be close in
space.
6. Temporal Contiguity. It explains that the verbal information and its visual
information should be related in time.
7. Expectation. Teachers should set high expectations for every students.
8. Segmenting. This means simply breaking a large lesson into manageable chunks.
9. Pre-training. It is effective when we try to process large segments of information.
10. Modality. Students learn better from animation and narration instead of reading
what is in the book.
11. Multimedia. Refers to the use of more than one medium with dynamic graphics is
better than static graphics alone.
12. Personalization. Personalized learning means tailoring pedagogy or instruction and
learning environments to help students achieved their needs and goals.
13. Learning Environment. The physical appearance of the classroom, it is a place
where teaching and learning takes place.
14. Globalization. The term used to describe the growing interdependence of the
world’s economies, cultures, and populations, brought about by cross-border trade in
goods and services, technology, and flows of investment, people, and information
(Peterson Institute for International Economics, 2019).
15. Indigenous People Education. A program of Department of Education that
highlights the culture, practices, social, and economic status of people who inhabited
the country or a particular place at the time of conquest or colonization.
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16. Lifelong Learning. A form of self-initiated education that is focused on personal

development.
lesson:

Let’s Check!
Activity 1. Encircle the best practices that helps the learner to develop their skills.
a. Ask “why” questions
b. Refrain from giving feedback for wrong answers.
c. Allow students to reflect on their own answers.
d. In clarifying a concept, you allow and accept any kind of explanation.
e. In class discussion, tackle and go directly to the main lesson.
f. In a group activity, encourage the learners to talk and share their ideas.
g. Don’t allow learners to commit an error.
Activity 2. For the items that you have chosen, give your reasons why that practice is a
good one.
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Let’s Analyze!
One cold February morning, in the middle of the class of Teacher Lou, Mrs. Vera,
the school principal, interrupts the discussion. She introduces Joy and Jay, two new
students, who will be joining the class. Their family has resided to Tagum after Cateel
was devastated by typhoon Pablo which barrelled though most of Davao De Oro. Teacher
Lou welcomes the twins, finds desks, and gives materials for them to use. After a day,
Teacher Lou reflects on Joy and Jay academic participation and social interaction. She
also ponders on ways she can help them recover their traumatic experiences
1. What are the special needs of Joy and Jay?

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2. How can Teacher Lou address these needs in relation to learning?
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3. How can Teacher Lou make Joy and Jay become accepted students of the classroom?
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learned.

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1.
2.
3.
4.
5.
KEYWORDS INDEX
Self-discipline Assertiveness Modality
Self-esteem Motivation Multimedia
Self-determination Expectation Globalization
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Digestive Activity. Encircle the letter of the correct answer.
1. Ronnie always waits at his neighbor Gerald every morning. He enjoys seeing him while
biking and imitates the actions of Gerald while he rides his own bike. Who is the proponent
of Social Learning Theory which applies in the situation?
A. Bandura B. Bruner C. Kohlberg D. Skinner
2. According to Krathwohls’ affective domain of objectives, ________ is the lowest level

of affective behavior.
A. Valuing B. responding C. Organization D. characterization
3. A child was punished for cheating in an exam. For sure the child won’t cheat again in
short span of time, but this does not guarantee that the child won’t cheat ever again.
Based on Thorndike’s theory on punishment and learning, this shows that __________.
A. Punishment strengthens a response C. Punishment removes response
B. Punishment doesn’t remove a response D. Punishment weakens a response
4. Schema theory states that:

A. We learn by the process of conditioning
B. We are passive learners
C. We organize what we learn according to patterns
D. We are totally conditioned by our environment
5. If one is asked to develop himself to the fullest, what need is he trying to satisfy
according to Maslow’s Hierarchy of needs?
A. Safety needs C. Physiological needs
B. Belongingness D. Self- actualization
6. Fear of something that was caused by a painful experience in the past is an example
of:
A. Insight B. Imitation C. Classical conditioning D. Operant Conditioning
7. A person who is friendly and has a capacity to make people laugh possesses:
A. Naturalistic Intelligence C. Spatial Intelligence
B. Intrapersonal Intelligence D. Interpersonal Intelligence
8. The effectiveness of learning is based on the fulfilment of the basic needs in the
hierarchy of needs. This is based on the theory of _____________.
A. Rogers B. Murray C. Horney D. Maslow
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9. The following are the principles on how learning occur, EXCEPT one.
A. Learners learn only what they are ready to learn.
B. Learners construct their own understanding.
C. Learners accumulate knowledge from experiences.
D. Learners involve actively would create cognitive process.
10. It refers as a cognitive tool that enables us to see one thing in terms of another, what
is it?
A. Learning B. Development C. Metaphor D. Wisdom
11. What do you call the specific type of metaphor that can be used in promoting Higher
Order Thinking Skills (HOTS)?
A. Motivational B. Synectics C. Behaviorist D. Constructivist
12. Teacher Roselle employed the behavioral theory to cater the learning needs of her
students. What is the implication of this in her classroom?
A. Support expert development C. Emergent understandings
B. Assessment keyed to behavior D. Peers and adults assist learner
13. Teacher Jasmine utilizes concepts, facts and generalizations in teaching English
lessons. What kind of knowledge does teacher Jasmine use to handle her lessons?
A. Episodic B. Semantic C. Description D. Principles
14. Who is the proponent on the art of teaching adult learners or Andragogy?
A. Jerome Bruner B. Albert bandura C. Malcolm Knowles D. Ivan Pavlov
15. What do you call the process by which the conditioned response transfers to the other
stimuli that are similar to the original conditioned stimulus?
A. Metacognition B. Discrimination C. Extinction D. Stimulus generalization
16. Diversity means:

A. similarities B. Uniqueness C. Differences D. Individuation
17. Which of the following is NOT an example of a metacognitive task?

A. diagnosis of learning tasks
B. selection of appropriate learning strategies
C. monitoring the effectiveness of those strategies
D. description of other learning strategies
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18. When you think about your own thinking, you are engaged in:
A. cognition B. memorization C. metacognition D. metamemory
19. Diana knows how to follow the steps in scientific inquiry. Her knowledge of these steps
is an example of what type of knowledge?
A. declarative B. procedural C. semantic D. learned
20. Nathaniel knows how to provide meanings in symbolic manner based on perceived
similarities. She uses a kind of substitution where she can see the essence of one thing
with the use of another thing. This is why Nathaniel learns that lesson objectives are
likened to road maps. Her situation is a concrete example of a cognitive tool known as?
A. memorization B. metaphor C. metacognition D. motivation
21. The word ‘Gestalt’ means?

A. symbol B. name C. pattern or shape D. code
22. Vygotsky proposes that acquiring novel information is facilitated by an adult, older
sibling, more skilled individual, or more knowledgeable individual-who is able to model a
new behavior. An older person who acts as a teacher and guide is one who structures all
the encounters in the environment for better learning. This process of learning is called?
A. modelling B. scaffolding C. nurturing D. guiding
23. It refers to the range of tasks that is slightly too difficult for a child to do alone but that
can be accomplished successfully with guidance from an adult or more experience child.
This principle is called?
A. observational learning C. sociocultural context
B. scaffolding technique D. zone of proximal development
24. Teacher Janelle gives award to the group of students who excels in group activities.
What kind of motivation did Teacher Janelle applied?
A. Intrinsic B. Extrinsic C. Learning D. Knowledge
25. This educator proposed 3 modes of representation, enactive, iconic and symbolic
A. Bandura B. Kounin C. Kohler D. Bruner
“NEV ER G I V E UP O N A DR E AM JUST BE C AU SE O F T HE T I M E
I T W I L L T AK E T O AC CO M PL I SH I T . T HE T I M E W I L L P ASS
ANYW AY.” –E ARL NIGHTINGALE
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PART 3: COURSE SCHEDULES
This section calendars all the activities and exercises, including readings and
lectures, as well as the time for making assignments and doing other requirements, in a
programmed schedule, by days and weeks, to help you in SDL pacing, regardless of the
mode of delivery (OBD or DED). Note: reading assignments can be calendared for 3
days or for a week with performance tasks (essay or reflection paper).
WHERE TO
ACTIVITY Week DATE
SUBMIT
Online Orientation of the
August 17, 2020 Virtual Meeting
Subject
Syllabus Discussion August 18, 2020 Virtual Meeting
Big Picture A: Discussion
on Salient Points of the August 19, 2020 Virtual Meeting
first ULO Week 1
Big Picture A: Let’s Check
August 20, 2020 Quipper
Activities
Big Picture A: Let’s
Analyze Activities August 21, 2020 Quipper
Big Picture A: In a
Nutshell Activities
Big Picture B: Discussion
second ULO
Big Picture B: Let’s Check
and Let’s Analyze Week 2 August 26, 2020 Quipper
Activities
Big Picture B: In a
Nutshell Activities
Big Picture C: Discussion
third ULO
Big Picture C: Let’s Check
Activities
Big Picture C: Let’s September, 1,
Quipper
Analyze Activities 2020
Big Picture C: In a September 2,
Week 3 Quipper
Nutshell Activities 2020
Summarization and Recap September 3,
Virtual Meeting
2020
September 4,
1st Exam 2020
Quipper
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September 7,
on Salient Points of the Virtual Meeting
2020
first ULO
September 8,
and Let’s Analyze Quipper
2020
Activities
Big Picture A: In a Week 4 September 9,
Quipper
September 10,
2020
second ULO
Big Picture B: Let’s Check September 11,
Quipper
and Analyze Activities 2020
Big Picture B: In a September 14,
Quipper
Big Picture C/D:
Discussion on Salient September 15,
Virtual Meeting
Points of the third and Week 5 2020
fourth ULO
Big Picture C: All September 16,
Quipper
Activities 2020
Big Picture D: All September 17,
Quipper
Activities 2020
nd September 18,
2 Exam 2020
Quipper
September 21,
2020
first ULO
September 22,
and Let’s Analyze Quipper
2020
Activities
Big Picture A: In a Week 6 September 23,
Quipper
September 24,
2020
second ULO
Big Picture B: Let’s Check September 25,
Quipper
Big Picture B: In a September 28,
Quipper
Week 7 September 29,
2020
third ULO
Big Picture C: Let’s Check September 30, Quipper
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Big Picture C: In a
October 1, 2020 Quipper
Nutshell Activities
rd
3 Exam October 2, 2020 Quipper
and Let’s Analyze October 5, 2020 Virtual meeting
Activities
and Let’s Analyze October 6, 2020 Quipper
Activities
Big Picture A: In a Week 8
Nutshell Activities
on Salient Points of the October 8, 2020 Virtual Meeting
second ULO
Big Picture B: All
Activities
on Salient Points of the October 12, 2020 Virtual Meeting
third ULO
Big Picture C: Let’s Check
and Analyze Activities
Big Picture C: In a Week 9
Nutshell Activities and October 14, 2020 Quipper
Digestive Activities
October 15, 2020
Finals October 16, 2020
Quipper
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Online Code of Conduct
(1) All teachers/Course Facilitators and students are expected to abide by an honor code
of conduct, and thus everyone and all are exhorted to exercise self-management and self-
regulation.
(2) Faculty members are guided by utmost professional conduct as learning facilitators in
holding OBD and DED conduct. Any breach and violation shall be dealt with properly
under existing guidelines, specifically on social media conduct (OPM 21.15) and
personnel discipline (OPM 21.11).
(3) All students are likewise guided by professional conduct as learners in attending OBD
or DED courses. Any breach and violation shall be dealt with properly under existing
guidelines, specifically in Section 7 (Student Discipline) in the Student Handbook.
(4) Professional conduct refers to the embodiment and exercise of the University’s Core
Values, specifically in the adherence to intellectual honesty and integrity; academic
excellence by giving due diligence in virtual class participation in all lectures and activities,
as well as fidelity in doing and submitting performance tasks and assignments; personal
discipline in complying with all deadlines; and observance of data privacy.
(5) Plagiarism is a serious intellectual crime and shall be dealt with accordingly. The
University shall institute monitoring mechanisms online to detect and penalize plagiarism.
(6) All borrowed materials uploaded by the teachers/Course Facilitators shall be properly
acknowledged and cited; the teachers/Course Facilitators shall be professionally and
personally responsible for all the materials uploaded in the online classes or published in
SIM/SDL manuals.
(7) Teachers/Course Facilitators shall devote time to handle OBD or DED courses and
shall honestly exercise due assessment of student performance.
(8) Teachers/Course Facilitators shall never engage in quarrels with students online.
While contentions intellectual discussions are allowed, the teachers/Course Facilitators
shall take the higher ground in facilitating and moderating these discussions. Foul, lewd,
vulgar and discriminatory languages are absolutely prohibited.
(9) Students shall independently and honestly take examinations and do assignments,
unless collaboration is clearly required or permitted. Students shall not resort to
dishonesty to improve the result of their assessments (e.g. examinations, assignments).
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(10) Students shall not allow anyone else to access their personal LMS account.
Students shall not post or share their answers, assignment or examinations to others to
further academic fraudulence online.
(11) By handling OBD or DED courses, teachers/Course Facilitators agree and abide by
all the provisions of the Online Code of Conduct, as well as all the requirements and
protocols in handling online courses.
(12) By enrolling in OBD or DED courses, students agree and abide by all the provisions
of the Online Code of Conduct, as well as all the requirements and protocols in handling
online courses.
Course prepared by:
HENRY C. LIGAN, MAEE

Name of Course Coordinator/Faculty
Course reviewed by:
MONA LISA O. CHAGAS, EdD

Program Head
Approved by:
GINA FE G. ISRAEL, EdD

Dean of College
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DEPARTMENT OF TEACHER EDUCATION

Mabini Street, Tagum City

College of Teacher Education

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)

Course/Subject: EDUC 103- Facilitating Learner-Centered Teaching

Name of Teacher: ________________________________

THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT

SELF-INSTRUCTIONAL & SELF-DIRECTED LEARNING COURSE MANUAL For

The University of Mindanao is fully committed to cater to the different needs of

III. Definition of Terms

IV. Delivery Implementation Guidelines

There are 2 modes to implement the alternative delivery of instructions, with

A. Online Blended Delivery (OBD)

B. Distance Education Delivery (DED)

(6) Deadlines and submission of requirements can be arranged with flexibility: by

V. Components of the SIM

Part 1. Quality Assurance Policies and Course Outline Policies

Under the Instruction Delivery are the following parts:

(d) Facilitator’s Voice (Coordinator’s Voice)

PART 1: QUALITY ASSURANCE POLICIES

Course Outline: EDUC 103 – Facilitating Learner-Centered

Course Outline Policy

Assessment Task Submission Submission of assessment task shall be

If the assessment task is done in real time

Please note that the academic dishonesty

task for you have sever punishments

However, if the late submission of

For group assessment tasks, the course

students on the approval and disapproval

If disapproved by the course coordinator,

All culled from on-campus/onsite sessions

Submission of the final grades shall follow

Students with Special Needs Students with special needs shall

Course Information (see/download course syllabus in the QuipperPortal)

Week 1-3: UNIT LEARNING OUTCOME (ULO)

Week 4-5: UNIT LEARNING OUTCOME (ULO)

Week 6-7: UNIT LEARNING OUTCOME (ULO)

Week 8-9: UNIT LEARNING OUTCOME (ULO)

Week 1-3: UNIT LEARNING OUTCOME (ULO)

a. Explain the definition of learning and knowledge acquisition theories.

Big Picture in Focus: ULO a. Explain the definition of Learning and

You will encounter these terms as we go through the definition of learning

 Acquisition. This involves objective facts, knowledge transmission from experts,

1. Learning. A relatively permanent change in one’s behavior as a result of

Look at the picture below.

5. Connectionism Theory. An educational philosophy that posits that learning is

7. Social Learning Theory. Developed by Albert Bandura, social learning theory

8. Information Acquisition. This theory is popularized by Hermann Ebbinghaus.

semantically structured hierarchy (verbal association) and later be given mental

15. Cognitive Theory. An approach to psychology that attempts to explain human

17. Gestalt Psychology. A theory developed by three psychologists: Wolfgang

17. 3. Law of Figure and Ground or Pragnanz. The figure-ground principle

18. David Paul Ausubel’s Meaningful Learning Theory. David Ausubel is a

Aquino, A. (2015). Facilitating Human Learning. Rex Bookstore. Sampaloc, Manila

Lucas, M.R. and Corpuz, B. (2014). Facilitating Learning: A Metacognitive Process.

Stevens-Fulbrook, P. (2019). 15 Learning Theories in Education (A Complete

Learning Activities/Practices Theory Applied

Case Study Activities:

These are the choices of learning theories:

In the first ULO, I have learned that …

Do you have any question or clarification?

Big Picture in Focus: ULO b. Analyze metaphors of learning

 Metaphor. A metaphor is a figure of speech that describes an object or action in