REVIEWER IN

FACILITATING
LEARNER-
CENTERED
TEACHING (2ND) 
STAGES OF MORAL DEVELOPMENT
KOHLBERG
PRE-CONVENTIONAL LEVEL A. PUNISHMENT/OBEDIENCE B. MUTUAL BENEFIT
CONVENTIONAL LEVEL C. SOCIAL APPROVAL D. LAW AND ORDER
POST-CONVENTIONAL LEVEL E. SOCIAL CONTRACT F. UNIVERSAL PRINCIPLE
 • STUDENT DIVERSITY
• Individual Differences

•Factors that bring about Student Diversity – Socioeconomic Status,

Thinking/Learning style, Exceptionalities

•How Student Diversity Enriches the Learning Environment

• Student’s self-awareness is enhanced by diversity
• Student diversity contributes to cognitive development
• Prepares the learners for their role as responsible members of society
• It can promote harmony
•Some Tips 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.
• Aside from highlighting diversity, identify patters of unity that transcends group differences.
• Communicate high expectations to students from all subgroups.
• Use varied instructional methods to accommodate student diversity in learning styles.
• Vary the examples you use to illustrate concepts in order to provide multiple contexts that are
relevant to students from diverse backgrounds.
• Adapt to the students’ diverse backgrounds and learning styles by allowing them personal choice
and decision-making opportunities concerning what they will learn and how they will learn it.
• Diversify your methods of assessing and evaluating student learning.
• Purposely, form small-discussion groups of students from diverse backgrounds.
•LEARNING/THINKING STYLES

•Sensory Preferences
• Visual Learners - visual-iconic, visual-symbolic
• Auditory Learners – The “listeners”, The “talkers”
• Tactile/Kinesthetic Learners – hands-on approach

•Global-Analytic continuum
• Analytic – analytic thinkers tend toward the linear, step-by-step processes of learning. (more on
details, parts than whole, tree-seers)
• Global – Global thinkers lean towards non-linear thought and tend to see the whole pattern rather
than particle elements. (forest-seers)
• Left Brain(Successive Processor) – analytic while the
• Right brain(Simultaneous Processor) is Global or Holistic
 MULTIPLE
INTELLIGENCE
S
HOWARD GARDNER

This Photo by Unknown Author is licensed under CC BY-SA-NC

• .MUSICAL- (Music Smart)
• VISUAL-SPATIAL (Picture-Space Smart)
• BODILY-KINESTHETIC (BODY-SMART)
• INTERPERSONAL (PEOPLE-SMART)
• INTRAPERSONAL (SELF-SMART)
• VERBAL LINGUISTIC (DRAMATIST)
• LOGICAL-MATH (RESEARCH-ORIENTED)
• NATURALISTIC – (Nature Smart)
• EXISTENTIAL – (Spirit Smart)
•LEARNERS WITH EXCEPTIONALITIES

•DISABILITY – a measurable impairment or limitation that interferes with a person’s ability for
example to walk, lift, see, hear, or learn.
•HANDICAP – A disadvantage that occurs as a result of disability or impairment.

•Categories of Exceptionalities (Omrod’s Educational Psychology,2000)

•Specific Cognitive or Academic Difficulties
•Learning Disabilities- involve difficulties in specific cognitive processes like perception,
language, memory or metacognition that are not due to other disabilities like mental
retardation, emotional or behavioral disorders or sensory impairments. Examples include
dyslexia(reading), dyscalculia(number operations), and dysgraphia(writing).
•Attention-Deficit Hyperactivity Disorder- ADHD is manifested in either or both of these:
• (1) difficulty in focusing and maintaining attention and (2) recurrent hyperactive and
impulsive behavior
•Speech and Communication Disorders- There is difficulty in spoken language including
voice disorders, inability to produce the sounds correctly, stuttering, difficulty in spoken
language comprehension that significantly hamper classroom performance.
•Social/Emotional and Behavioral Difficulties –
•Autism- is a condition manifested by different levels of impaired social interaction and
communication, repetitive behaviors and limited interests. Individuals with autism
usually have an intense need for routine and predictable environment.
•Mental Retardation – refers to significant sub-average intelligence and deficits in
adaptive behavior.
•Emotional/Conduct Disorders – This involves the presence of emotional states like
depression ad aggression over a considerable amount of time that they notably disturb
learning and performance in school.
PHYSICAL DISABILITIES AND HEALTH IMPAIRMENTS

1. Limited energy and strength

2. Reduced mental alertness
3. Little muscle control
Severe and Multiple Disabilities – refers to the presence of two or more
different types of disability, at times at a profound level. The combination of
disabilities makes it necessary to make specific adaptations and have more
specialized educational programs.
SENSORY IMPAIRMENTS – Visual impairment, Hearing Impairment
GIFTEDNESS – This involves a significantly high level of cognitive
development.

People-First Language – it involves putting the person first, not the disability
•BEHAVIORISM – Focuses on the study of observable and measurable behavior.

•Ivan Pavlov – Classical Conditioning

•Dr. Eduard Lee Thorndike – Connectionism Theory, Primary Laws – Readiness,
Exercise, Effect
•John B. Watson – Experiment on Albert (controversial Classical Conditioning)
•Burrhus Frederick Skinner – Operant Conditioning- Learning is a result of change in
overt behavior.
QUERIES???
THANK YOU AND GOOD
LUCK!!!