ROGATIONIST SEMINARY COLLEGE – CEBU, INC.

Punta Princesa, Cebu City

Distance/Modular Learning Instructions
Prelim 1st Semester SY 2020-2021
(Third Year Strategies of Teaching)

Send O Lord, Holy Apostles Into Your Church!

MODULE 1

I. Learning Competencies/Student Learning Outcomes

 To describe the different stages of human development according developmental

theories
 To describe the characteristics of different learners, physically, cognitively, and so-
cially
 To metacognitive strategies in your own quest for learning

II. Content: Characteristics of Learners/Stages of Development

III. Learning Tasks/Activities

A. Describe the following learners based on your observation in terms of physical,

mental/cognitive, social, emotional…)
1. Infancy – the infant learn through the aid of visual and auditory stimulus. That
is to say, they have spatial and auditory recognition abilities which can be ob-
served under the reaction to facial presentation of the parents and the sound
of their voice. Their social aspect can be observed on how they react to these
stimuli and communicate through crying to convey their needs. On the physio-
logical aspect they are able to be molded according to the physical character-
istics of their parents.
2. Toddler – they are on the level of developing skills. The prancing behavior in
infants develop into walking as the development in the body takes place. The
prancing behavior is reinforced by the strengthening of the ligaments, joints
and the balance of the child. The sounds they produce slowly becomes words,
with the guidance of the adults, and eventually into sentences. Social skills are
also heightened as they start to communicate with other children of their age,
and play with their imaginations.
3. Preschool – as children proceeds into their early childhood stage, their learn-
ing Elgin’s to open up. They become more focused on the adults and start to
question about things and explore. During this stage, children starts to grow
rapidly, on girls, in terms of height and strength. It is in this stage that their so-
cial behavior with others exponentially develops. They also have the ability to
recall part of a story and sing songs.
4. School age (6-11 years old) – by this stage, children can already dress them-
selves an initial establishment of autonomy. Friends become more and more
important. Physical, social, and mental skills develop quickly. On the later part
of this developmental stage, physical change surfaces as puberty enters,
specifically for girls. Lastly, they begin to develop the sense of empathy.
5. Adolescent (12 – 18 years old) – physical change becomes more evident as
the puberty stage ripens and hormones develop. They have a heightened abil-
ity got more complex thought and a better sense of morality. In the later parts
 of this stage, they become interested in romantic relationships, and growth
spurt happens in boys. In this period they show more interest on the future.
6. Young Adulthood (18 – 25 years) – in this phase of the learner’s development
the sense of autonomy is fortified. Furthermore, they become more and more
oriented on the future and on practical matters. In boys, they become more de-
fensive when it comes to their emotions. The learners also posesses a height-
ened sense of responsibility and often looks at things at a bigger picture.
B. Study the materials on different developmental theories that you also study in fa-
cilitating learning. (see Docs. 1 & 2)
C. Discuss the different stages of the following developmental theories and de-
scribe/identify what teachers should do to let learning process takes place:
1. Piaget’s Cognitive Development theory
- This theory suggests that there are different developmental stages in a person, which is
categorized into four: The sensory-motor, pre-operational stage, the concrete operational
stage, and the formal operational. Furthermore, this theory maintains the idea that chil-
dren takes an active role throughout the learning process. Much like scientist, children
also projects hypothesis and make observations in order to understand their environ-
ment and the world. Moreover, they continually acquire knowledge and build upon exist-
ing ones and adjust previously held idea to accommodate new informations.
2. Kohlberg’s Stages of Moral Development
- This theory is patterned over Piaget’s developmental theory. Kohlberg believed that
moral development goes in stages, in confluence with piaget’s theory. Thus, identifying
three stages in the development of moral reasoning; the pre-conventional, conventional
and the post-conventional stages. The pre-conventional level can be characterized as a
stage of being determined by external factors and follow rules set by authoritarian fig-
ures within the household, the parents. However, in this level the child does not yet pos-
sess a clear cut understanding of what is socially accepted and only focuses on the con-
sequences of a specific act. The next stage, the conventional level, the child’s under-
standing about a specific action is tied up with the set standards of the society and yields
to the rules of authoritarian figures according to the implications of an action to the
child’s relationship with the other. Adhering to the social order of things with minimum in-
tervention possible. The final stage, the post-conventional level, a person’s sense of
morality is defined by abstract realization that springs out from human interactions. Ideas
such as freedom, peace, justice, etc., governs the actions of the individual which moves
to further realization of individuals being a detached realities from society. In this stage
an individual starts to question conventional standards that oppose their own.
3. Vygotsky’s Socio – cultural Theory
- This theory suggests that children are born with biological constraints on their minds.
Each culture, however, provides the tool for intellectual adaptations. This tools allow the
children to use their abilities in a way that is adaptive to the circumstances in which they
are part of.
4. Erikson’s Psycho – sexual Stages of Development
- This theory suggests that personality develops in a predetermined order through eight
stages of psycho-social development, from infancy to adulthood. A person experiences
each stage with a corresponding psychosocial crises, which results to either positive or
negative outcome to the development of an individual.

IV. Assessment Tasks/Activities

 A. Make a scrapbook (electronic copy or hard copy) on your own stages of develop-
ment. You describe each stage (physical, mental, social, emotional…). You may in-
clude your own pictures.
B. Write a reflection on your own development and on this module.
As I was growing up, I observed that there is the interplay between the elements behind the hu-
man person. That is, there are some sort of connection or cooperation among the physical, mental, so-
cial and emotional aspect of myself. However, because of the environment that I am involved in, this is
often time overlooked. Primarily, because of the myriad of biases that influences my own perception.
Nevertheless, as I came to understand the concepts that operates behind these behaviors, I realized that
there is more to it than what I believe or what others made me to believe. Thus, there is this series of
unfolding within my own thought processes and perceptions about events.

MODULE 2

I. Learning Competencies/Student Learning Outcomes

 To assess one’s learning style and intelligence

 To discuss the different learning styles and multiple intelligences

II. Content: Learning Styles & Multiple Intelligences

III. Learning Tasks/Activities

A. Answer the questionnaire in Learning Multiple Intelligences (refer to Doc 3) and an-
swer the following:
1. What are the first highest score you got?
- The outcome of the survey suggests that my competences on logical and mathematical
tasks are exceptional.
2. Is the result true to you? Discuss your answer.
- Yes, it is true, for I have observed that I am more interested on tasks that involve prob-
lem solving and numbers.
3. Which intelligence is the most developed? Least developed?
- The survey suggests that my least developed area is my interpersonal intellegence
4. why is it important to understand your preferences?
- It is important to understand my preferences in order to have an idea on how to create a
plan of development according to the information and the implications behind it.

B. Identify the multiple intelligences and describe the characteristics of the learners with
this kind of intelligence. Fill out the table below for your answer.
Multiple Intelligences Characteristics of learners
Spatial-visual Artists
Musical Sound sensitive
Logical-mathematical Problem solvers
Intrapersonal reflective
Interpersonal Social
Bodily-kenisthetics Sporty
linguistics Communicative
 C. Study the materials on Learning Styles (refer to Doc 4) and answer the following:
1. What is your learning Style? Why do you say so?
- My learning style is based on the integration of visual and auditory stimulus in order to
fortify my understanding.
2. Is there a relationship between your multiple intelligences result to your learn-
ing style?
- Yes, the learning span can be reduced when multiple senses that corresponds to the re-
spective intelligences are stimulated.
3. What are the implications of the Multiple Intelligence’s theory of Gardner and
the different Learning Styles?
- It implies that each individuals are unique. That is, they vary according to their strengths
and weaknesses.
4. Why is it important to know your own learning style and the learners’ learning
style?
- This is to maximize the learning capacity of an individual by identifying strengths and
weakness. Furthermore, it offers informations on what area needs to be developed and
what are the possible obstacles that prevents an area to be developed.

IV. Assessment Tasks/Activities

A. Make a scrapbook (electronic copy or hard copy) to describe each of the multiple in-
telligences and the different learning styles.

B. Write a reflection on this module on Multiple Intelligences and Learning Styles.

a. The human population can be identified as having a diverse characteristic.

That is, every individuals are complex at their own level of growth; some may
excel at a specific thing while other’s do not. Furthermore, these differences
among people would move us to ask: “how can others excel at this while oth-
ers do not?”. This is the question that the theory of the multiple intelligences
seeks to answer.
b. In this module the same question in me is sufficed. I was able to have that
awareness of why i have a heightened inclination to some things while lack
on others. Furthermore, this allows me to pinpoint the weaknesses that I have
and create a strategy on how to develop on certain areas that I lack.