PRETEST

BRING OUT ¼ SHEET OF YELLOW PAD. LET’S DO

THIS SILENTLY.
1.IT IS THE STUDY OF SUBJECTS OR COURSES LIKE
MATHEMATICS, SCIENCE, AND LANGUAGES IN
SCHOOL.
a.CURRICULUM
b.THEORY
c.LEARNING
d.EDUCATION
2. ALL OF THESE ARE EXAMPLES OF YOUR ANSWER IN
NUMBER ONE EXCEPT?
a.TEMPORARY CHANGE DUE TO FATIGUE
b.MODIFYING ONE’S KNOWLEDGE
c.PERMANENT CHANGE IN BEHAVIOR
d.NON LITERATE TO LITERATE
3. ALL OF THESE ARE TYPES OF LEARNING EXCEPT?
a.MOTOR LEARNING
b.VERBAL LEARNING
c.VISUAL LEARNING
d.ATTITUDE LEARNING
4. ALL OF THESE ARE EXAMPLES OF PRINCIPLES
EXCEPT?
a.FORMULAS
b.THINKING
c.ASSOCIATIONS
d.CORRELATIONS
5. ONE OF THE TYPES OF LEARNING THAT INFLUENCES
ONE’S BEHAVIOR TOWARD PEOPLE, OBJECTS, THINGS,
OR IDEAS?
a.DISCRIMINATION LEARNING
b.PROBLEM SOLVING
c.ATTITUDE LEARNING
d.LEARNING OF PRINCIPLES
6. WHAT DO YOU CALL AN ORGANIZED SET OF
PRINCIPLES EXPLAINING HOW INDIVIDUALS
ACQUIRE, RETAIN, AND RECALL KNOWLEDGE?
a.LEARNING LAWS
b.LEARNING PRINCIPLES
c.LEARNING THEORY
d.LEARNING BEHAVIOR
7. IN EDUCATION, IT IS THE PERSPECTIVE THAT FOCUSES ON
INDIVIDUAL LEARNERS AND GIVING MOST EFFECTIVE TEACHING
STRATEGIES IN PROMOTING THE HIGHEST LEVELS OF
MOTIVATION, LEARNING, AND ACHIEVEMENT FOR ALL
LEARNERS?
a. TEACHER CENTERED
b. PROBLEM CENTERED
c. LEARNER CENTERED
d. TRADITIONAL TEACHING
8-10 SELECT FROM THE FOLLOWING THE
DIFFERENT LEARNER- CENTERED
INSTRUCTIONAL STRATEGIES ACCORDING TO
SANTROCK.
a. PROBLEM-BASED LEARNING
b. ESSENTIAL QUESTIONS
c. DISCOVERY LEARNING
d. THINK PAIR SHARE
LEARNING

• STUDY OF SUBJECTS OR COURSES

THE NATURE OF LEARNING
• LEARNING IS GENERALLY DEFINES AS ANY CHANGE IN THE BEHAVIOR
OF THE LEARNER.
• THE
CHANGE CAN BE DELIBERATE OR UNINTENTIONAL, FOR BETTER
OR FOR WORSE, CORRECT OR INCORRECT AND CONSCIOUS OR
UNCONSCIOUS.
( MAYER, 2011; AND SCHUNK, 2012 AND WOLLFOLK, 2013)
• TOQUALIFY FOR LEARNING, THE CHANGE SHOULD BE BROUGHT
ABOUT BY EXPERIENCE OR BY INTERACTION OF THE PERSON WITH THE
ENVIRONMENT.
THE NATURE OF LEARNING
• LEARNING IS A PROCESS THAT BRINGS TOGETHER
PERSONAL AND ENVIRONMENTAL EXPERIENCES AND
INFLUENCES FOR ACQUIRING, ENRICHING OR
MODIFYING ONE’S KNOWLEDGE, SKILLS, VALUES,
ATTITUDES, BEHAVIOR AND WORLD VIEWS
(“EDUCATION”, N.D.)
THE NATURE OF LEARNING
• LEARNINGIS A RELATIVELY PERMANENT CHANGE IN BEHAVIOR
WITH BEHAVIOR INCLUDING BOTH OBSERVABLE ACTIVITY AND
INTERNAL PROCESSES SUCH AS THINKING, ATTITUDES, AND
EMOTIONS. (BURNS, 1995)
• LEARNING IS A RELATIVELY PERMANENT INFLUENCE ON
BEHAVIOR, KNOWLEDGE, AND THINKING SKILLS THAT COMES
ABOUT THROUGH EXPERIENCE. (SANTROCK, 2012)
• LEARNINGOCCURS WHEN EXPERIENCE (INCLUDING PRACTICE)
CAUSES A RELATIVELY PERMANENT CHANGE IN AN INDIVIDUAL’S
KNOWLEDGE, BEHAVIOR OR POTENTIAL FOR BEHAVIOR.
(WOOLFOLK, 2016)
• LEARNING IS A LONG-TERM CHANGE IN MENTAL
REPRESENTATIONS OR ASSOCIATIONS AS A RESULT OF
EXPERIENCE. (OMROD, 2015)
TYPES OF LEARNING
a) MOTOR LEARNING - IT IS A FORM OF LEARNING FOR ONE TO
MAINTAIN AND GO THROUGH DAILY LIFE ACTIVITIES AND IT INVOLVES
MOTOR COORDINATION
b) VERBAL LEARNING - IT INVOLVES THE USE OF SPOKEN LANGUAGE
AS WELL AS THE COMMUNICATION DEVICES USED.
c) CONCEPT LEARNING - REQUIRES THE USE OF HIGHER-ORDER
MENTAL PROCESSES LIKE THINKING, REASONING, AND ANALYZING. IT
INVOLVES TWO PROCESSES: ABSTRACTION AND GENERALIZATION
d) DISCRIMINATION LEARNING-LEARNING TO DIFFERENTIATE BETWEEN
STIMULI AND RESPONDING APPROPRIATELY TO THESE STIMULI.
TYPES OF LEARNING
e. LEARNING OF PRINCIPLES - RELATED TO SCIENCE, MATHEMATICS,
GRAMMAR AND THE LIKE. PRINCIPLES SHOW THE RELATIONSHIP BETWEEN
TWO OR MORE CONCEPTS
f. PROBLEM SOLVING - HIGHER-ORDER THINKING PROCESS THAT REQUIRES
THE USE OF COGNITIVE ABILITIES.
THINKING, REASONING, OBSERVATION, IMAGINATION & GENERALIZATION
g. ATTITUDE LEARNING - LEARNED ATTITUDES INFLUENCE ONE’S BEHAVIOR
TOWARD PEOPLE OBJECTS, THINGS OR IDEAS.
NATURE OF THEORIES OF LEARNING
• LEARNING THEORY
- ORGANIZED SET OF PRINCIPLES EXPLAINING HOW INDIVIDUALS
ACQUIRE, RETAIN, AND RECALL KNOWLEDGE.
- EXPLAIN HOW PEOPLE LEARN AND WHY THEY LEARN
- EXPLAIN THE PHENOMENON OF LEARNING – ITS NATURE, AND
THE CONDITIONS UNDER WHICH LEARNING BEST OCCURS.
LEARNER-CENTERED
• IS THE PERSPECTIVE THAT FOCUSES ON INDIVIDUAL LEARNERS –
THEIR HEREDITY, EXPERIENCES, PERSPECTIVES, BACKGROUNDS,
TALENTS, INTERESTS, CAPACITIES, AND NEEDS, WITH A FOCUS ON
LEARNING –
THE BEST AVAILABLE KNOWLEDGE ABOUT LEARNING AND HOW IT
OCCURS,
AND ABOUT TEACHING PRACTICES THAT ARE MOST EFFECTIVE IN
PROMOTING THE HIGHEST LEVELS OF MOTIVATION, LEARNING AND
ACHIEVEMENT FOR ALL LEARNERS.
LEARNER-CENTERED
THESE ARE THE MAIN IDEAS OF THESE PRINCIPLES:
a. THEY PERTAIN TO THE LEARNER AND THE LEARNING PROCESS.
b. THEY FOCUS ON PSYCHOLOGICAL FACTORS PRIMARILY INTERNAL AND
UNDER CONTROL OF THE LEARNER.
c. THEY DEAL WITH EXTERNAL OR CONTEXTUAL; FACTORS THAT INTERACT
WITH THE INTERNAL FACTORS.
LEARNER-CENTERED
THESE ARE THE MAIN IDEAS OF THESE PRINCIPLES:
d. THEY ARE SEEN AS AN ORGANIZED SET OF PRINCIPLES; NO PRINCIPLE TO BE
VIEWED IN ISOLATION.
e. THE PRINCIPLES ARE CLASSIFIED UNDER COGNITIVE, METACOGNITIVE,
MOTIVATIONAL, AFFECTIVE, DEVELOPMENTAL, SOCIAL, AND INDIVIDUAL
DIFFERENCES FACTORS RELATED TO LEARNING
f. THESE PRINCIPLES APPLY NOT ONLY TO ALL LEARNERS BUT TO EVERYBODY
INVOLVED IN THE EDUCATIONAL SYSTEM.
LEARNER-CENTERED PSYCHOLOGICAL
PRINCIPLES
• COGNITIVE AND METACOGNITIVE FACTORS
1. NATUREOF THE LEANING PROCESS - LEARNING OF COMPLEX SUBJECT
MATTER IS MORE EFFECTIVE WHEN IT IS AN INTENTIONAL PROCESS OF
CONSTRUCTING MEANING FROM INFORMATION AND EXPERIENCE.
2. GOALS OF THE LEARNING PROCESS – THE SUCCESSFUL LEARNER, OVER
TIME, WITH SUPPORT AND GUIDANCE CAN CREATE MEANINGFUL, COHERENT
REPRESENTATIONS OF KNOWLEDGE.
3. CONSTRUCTION OF KNOWLEDGE – THE LEARNER CAN RELATE NEW
INFORMATION IN MEANINGFUL WAYS
LEARNER-CENTERED PSYCHOLOGICAL
PRINCIPLES
• COGNITIVE AND METACOGNITIVE FACTORS
4. STRATEGIC THINKING – THE LEARNER CAN CREATE AND USE A REPERTOIRE
OF THINKING AND REASONING STRATEGIES TO ACHIEVE COMPLEX GOALS.
5. THINKING ABOUT THINKING – HIGHER-ORDER STRATEGIES FOR SELECTING
AND MONITORING MENTAL OPERATIONS TO FACILITATE CREATIVE AND
CRITICAL THINKING.
6. CONTEXT OF LEARNING – LEARNING IS INFLUENCED BY ENVIRONMENTAL
FACTORS INCLUDING CULTURE, TECHNOLOGY, AND INSTRUCTIONAL
PRACTICES.
LEARNER-CENTERED PSYCHOLOGICAL
PRINCIPLES
• MOTIVATIONAL AND AFFECTIVE FACTORS
7. MOTIVATIONAL AND EMOTIONAL INFLUENCES IN LEARNING – WHAT AND HOW
MUCH IS LEARNED IS INFLUENCED BY THE LEARNER’S LEVEL OF MOTIVATION
8. INTRINSIC MOTIVATION TO LEARN – LEARNING IS STIMULATED BY TASKS OF
OPTIMAL NOVELTY AND DIFFICULTY, RELEVANT TO PERSONAL INTERESTS, AND
PROVIDING FOR PERSONAL CHOICE AND CONTROL.
9. EFFECTS OF MOTIVATION ON EFFORT – ACQUISITION OF COMPLEX KNOWLEDGE
AND SKILLS REQUIRES EXTENDED LEARNER EFFORT AND GUIDED PRACTICE.
WITHOUT THIS MOTIVATION, WILLINGNESS TO EXERT EFFORT IS UNLIKELY,
UNLESS COERCED.
LEARNER-CENTERED PSYCHOLOGICAL
PRINCIPLES
• DEVELOPMENTAL AND SOCIAL FACTORS
10.DEVELOPMENTAL INFLUENCES ON LEARNING - LEARNING IS MOST
EFFECTIVE WHEN DIFFERENCES WITHIN AND ACROSS PHYSICAL,
INTELLECTUAL, EMOTIONAL AND SOCIAL DOMAINS IS TAKEN INTO ACCOUNT.
11.SOCIAL INFLUENCES ON LEARNING – LEARNING IS INFLUENCE BY SOCIAL
INTERACTIONS, INTERPERSONAL RELATIONS, AND COMMUNICATION WITH
OTHERS.
 LEARNER-CENTERED PSYCHOLOGICAL
PRINCIPLES
• INDIVIDUAL DIFFERENCES FACTORS
12.INDIVIDUAL DIFFERENCES IN LEARNING – LEARNERS HAVE DIFFERENT
STRATEGIES, APPROACHES AND CAPABILITIES FOR LEARNING THAT ARE A FUNCTION
OF PRIOR EXPERIENCE AND HEREDITY.
13.LEARNING AND DIVERSITY – LEARNING IS MOST EFFECTIVE WHEN DIFFERENCES IN
LEARNERS’ LINGUISTIC, SOCIAL, AND CULTURAL BACKGROUNDS ARE TAKEN INTO
ACCOUNT.
14.STANDARDS AND ASSESSMENT – SETTING APPROPRIATELY HIGH AND
CHALLENGING STANDARDS AND ASSESSING THE LEARNER AND LEARNING
PROGRESS – INCLUDING DIAGNOSTIC AND OUTCOME ASSESSMENT ARE INTEGRAL
PARTS OF THE LEARNING PROCESS
LEARNER-CENTERED INSTRUCTIONAL STRATEGIES
WHICH ADDRESS LEARNERS’ NEEDS (SANTROCK, 2011)
1. PROBLEM-BASED LEARNING
– EMPHASIZES REAL-LIFE PROBLEM-SOLVING;
- IT EXPOSES LEARNERS TO AUTHENTIC LIFE PROBLEMS THAT THEY MEET
IN THEIR DAILY LIVES.
- THIS APPROACH INVOLVES SMALL-GROUP EFFORTS TO IDENTIFY
PROBLEMS AND ISSUES THEY WISH TO TACKLE AND EXPLORE, THEN IDENTIFY
MATERIALS AND RESOURCES TO SOLVE THE PROBLEM.
- THE TEACHER GUIDES AND MONITORS THE LEARNERS’ PROBLEM
SOLVING EFFORTS.
LEARNER-CENTERED INSTRUCTIONAL STRATEGIES
WHICH ADDRESS LEARNERS’ NEEDS (SANTROCK, 2011)
2.ESSENTIAL QUESTIONS
– THESE QUESTIONS CAUSE THE STUDENTS TO THINK,
AND PROVOKE THEIR CURIOSITY.

3. DISCOVERY LEARNING
- IN CONTRAST TO DIRECT-INSTRUCTION APPROACH;
TEACHERS CREATE A SITUATION WHERE STUDENTS EXPLORE
AND FIGURE OUT THINGS FOR THEMSELVES.
THANK YOU !!!!!
POST TEST
BRING OUT ¼ SHEET OF PAPER AND
DO IT QUIETLY PLEASE. THANK
YOU!!!
1.IT IS THE STUDY OF SUBJECTS OR COURSES LIKE
MATHEMATICS, SCIENCE, AND LANGUAGES IN
SCHOOL.
a.CURRICULUM
b.THEORY
c.LEARNING
d.EDUCATION
2. ALL OF THESE ARE EXAMPLES OF YOUR ANSWER IN
NUMBER ONE EXCEPT?
a.TEMPORARY CHANGE DUE TO FATIGUE
b.MODIFYING ONE’S KNOWLEDGE
c.PERMANENT CHANGE IN BEHAVIOR
d.NON LITERATE TO LITERATE
3. ALL OF THESE ARE TYPES OF LEARNING EXCEPT?
a.MOTOR LEARNING
b.VERBAL LEARNING
c.VISUAL LEARNING
d.ATTITUDE LEARNING
4. ALL OF THESE ARE EXAMPLES OF PRINCIPLES
EXCEPT?
a.FORMULAS
b.THINKING
c.ASSOCIATIONS
d.CORRELATIONS
5. ONE OF THE TYPES OF LEARNING THAT INFLUENCES
ONE’S BEHAVIOR TOWARD PEOPLE, OBJECTS, THINGS,
OR IDEAS?
a.DISCRIMINATION LEARNING
b.PROBLEM SOLVING
c.ATTITUDE LEARNING
d.LEARNING OF PRINCIPLES
6. WHAT DO YOU CALL AN ORGANIZED SET OF
PRINCIPLES EXPLAINING HOW INDIVIDUALS
ACQUIRE, RETAIN, AND RECALL KNOWLEDGE?
a.LEARNING LAWS
b.LEARNING PRINCIPLES
c.LEARNING THEORY
d.LEARNING BEHAVIOR
7. IN EDUCATION, IT IS THE PERSPECTIVE THAT FOCUSES ON
INDIVIDUAL LEARNERS AND GIVING MOST EFFECTIVE TEACHING
STRATEGIES IN PROMOTING THE HIGHEST LEVELS OF
MOTIVATION, LEARNING, AND ACHIEVEMENT FOR ALL
LEARNERS?
a. TEACHER CENTERED
b. PROBLEM CENTERED
c. LEARNER CENTERED
d. TRADITIONAL TEACHING
8-10 SELECT FROM THE FOLLOWING THE
DIFFERENT LEARNER- CENTERED
INSTRUCTIONAL STRATEGIES ACCORDING TO
SANTROCK.
a. PROBLEM-BASED LEARNING
b. ESSENTIAL QUESTIONS
c. DISCOVERY LEARNING
d. THINK PAIR SHARE