DEVELOPMENTAL AND SOCIAL FACTORS

Different principles to consider:

1. As individuals develop, there are different opportunities and constraints for learning
As individuals develop, there are different opportunities and constraints or learning.
Learning is most effective when differential development within and across physical,
intellectual, emotional and social domains is taken into account.
Knowledge on the physical intellectual, emotional and social domains of the learners is
an excellent springboard for planning activities, materials and assessment.
Some learners are not learning well because there is a mismatch between the learning
activity and the learners’ developmental stage.

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

Collaboration is a 21st century skill. All learners should learn the skill of working with others in an
instructional setting.
This ability will prepare them for the real world where they are expected to interact effectively to
a community of diverse people.
Learning opportunities in classroom should offer opportunities to such collaborative skills.
Group works, group dynamics, as well as group task are examples of situations where such can
be developed.

3. Learners have different strategies, approaches, and capabilities for learning that are a function of
prior experience and hereditary.

Diversity is a part of life. The learning environment is the best example where diversity is
manifested between and among learners.
Each learner has his/her own learning styles, intelligence, potential, skills, talents, learning
preferences, as well as cognitive abilities, which are effects of both experiences are hereditary.
Current trends in teaching encourage teachers to apply concepts on multicultural teaching.
Different instruction (DI) and the Universal Design for Learning (UDL).

4. Learning is the most effective when differences learners’ linguistic, cultural and social backgrounds,
are taken into actions.

Language can be a barrier in learning when learners cannot express themselves properly and
when the learning material is not also related to their social context.
Examples given may too vague or abstract because their most specific application cannot be
found outside of the school.
Cases and situation should be contextualized and localized.

5. Setting appropriately high and challenging standards and assessing the learner as well as the
learning progress – including diagnostic, process, and outcome assessment are integral parts of
learning process.

Assessment and evaluation are important parts of the teaching and learning process.
The result of assessments conducted are used to gauge the learners’ strength, weakness,
limitations and areas of difficulties.
Teachers can also determine what kind of support and scaffold the learners’ need.