Republic of the Philippines

Department of Education
SOCCSKSARGEN REGION
SCHOOLS DIVISION OF SARANGANI
GLAN PADIDU NATIONAL HIGH SCHOOL

7TH SCHOOL LEARNING ACTION CELL (LAC) SESSION

THE LEARNING PARTNERSHIP MODEL

by Marcia Baxter Magolda
April 6, 2024 | 4 Story Functional Room

LYNN MARIE S. INFANTE

LAC Facilitator

Doc. Ref. Code: SDO-SGOD –F005

Effectivity: 11.17.2023
Revised: 01
OBJECTIVES
a. Identify the key principles and components of a student
learning partnership activities between teachers and
students, including roles and responsibilities,
communication strategies, and methods for setting and
achieving shared learning goals;
b. Analyze real-world examples of successful student
partnership activities; and
c. Design an activity that shows practical skills and tools for
implementing, and assessing learning partnership among
students in the classroom.

3
Pre-Test

4
1. According to the Learning Partnerships Model,
what is emphasized as a key component of the
collaborative learning process?
A) Memorization of facts
B) Passive listening
C) Mutual respect
D) Competitive environment

5
2. In the Learning Partnerships Model, what role do
educators typically take on?
A) Authoritarian figures
B) Passive observers
C) Guides or facilitators
D) Sole decision-makers

6
3. Which of the following is NOT a key
component of the Learning Partnerships
Model?
A) Dialogue
B) Memorization
C) Shared Responsibility
D) Developmental Feedback
7
4. What type of communication is encouraged
in the Learning Partnerships Model to foster
deeper understanding and critical thinking?
A) Closed-ended communication
B) Monologue
C) Dialogue
D) Lecturing
8
5. According to the Learning Partnerships Model,
what is the importance of mutual respect?
A) It leads to competition among students.
B) It acknowledges the unique perspectives and
experiences of both students and educators.
C) It encourages passive learning.
D) It promotes a hierarchical relationship between
students and educators.

9
6. Which activity is NOT recommended as a
way to apply the Learning Partnerships Model
in the teaching-learning process?
A) Reflective Journals
B) Socratic Seminars
C) Lecture-based teaching
D) Peer Teaching
10
7. What is the primary purpose of providing
developmental feedback in the Learning
Partnerships Model?
A) To discourage self-reflection
B) To promote students' intellectual and personal
development
C) To maintain a competitive learning environment
D) To discourage collaboration

11
8. In the Learning Partnerships Model, what is the
goal of collaborative learning experiences?
A) To encourage passive learning
B) To discourage interaction among students
C) To promote competition
D) To enable students to learn from each other and
the educator

12
9. Which activity promotes collaboration and
allows students to take on the role of both
learner and educator?
A) Reflective Journals
B) Socratic Seminars
C) Peer Teaching
D) Lecture-based teaching
13
10. How do activities such as Learning Contracts and Peer
Feedback align with the Learning Partnerships Model?
A) They promote a hierarchical relationship between students
and educators.
B) They discourage collaboration among students.
C) They empower students to take ownership of their learning
and assessment process.
D) They encourage passive learning.

14
Answers:
C) Mutual respect
C) Guides or facilitators
B) Memorization
C) Dialogue
B) It acknowledges the unique perspectives and experiences of both students and
educators.
C) Lecture-based teaching
B) To promote students' intellectual and personal development
D) To enable students to learn from each other and the educator
C) Peer Teaching
C) They empower students to take ownership of their learning and assessment
process.

15
Picture Analysis

16
Peer Teaching 17
Community Engagement
18
Mutual Respect 19
Reflective Journaling
20
 LEARNING
PARTNERSHIP MODEL

21
 Marcia Baxter Magolda
-known for her work in student development theory
-in the areas of epistemological reflection and self-authorship.

22
 LEARNING PARTNERSHIP MODEL
- collaborative nature of learning between students and educators
- both parties are active participants
- students are responsible for their learning
- educators serve as guides or facilitators

23
 Key components
of the
Learning Partnerships Model

24
Dialogue:
Encouraging open
communication and
dialogue between
students and
educators. 25
Mutual Respect:
Recognizing and
respecting the unique
perspectives, experiences,
and knowledge.

26
Shared Responsibility:
Emphasizing the shared
responsibility for
learning between
students and
educators.
27
Developmental Feedback:
Providing constructive
feedback that supports
students' intellectual and
personal development.

28
Collaborative
Learning: Promoting
collaborative learning
experiences.

29
List of Activities
Reflective Journals
Socratic Seminars
Peer Teaching
Case Studies and
Problem-Based Learning
30
Learning Contracts
Community
Engagement Projects

Peer Feedback and

Review
Co-creation of
Assessments
31
How to implement
the Learning
Partnership Model?

32
How to implement the
Learning Partnership
Model?
- The Learning
Partnerships Model is
based on “Self –
Authorship”
33
 Becoming self-authored requires
transformational learning that helps
students "learn to negotiate and act
on [their] own purposes, values,
feelings, and meanings rather than
those [they] have uncritically
assimilated from others"

34
 Three dimensions of self –
authorship:
1.Epistemological Component
2.Intrapersonal Component
3.Interpersonal Component

35
 Dimension External Formulas
Epistemological View knowledge as certain or
(How do I know what I know?) partially certain, yielding
reliance on authority as source
of knowledge; lack of internal
basis for evaluating knowledge
claims results in externally
defined beliefs
Intrapersonal Lack of awareness of own
(How do I understand myself?) values and social identity, lack
of coordination of components
of identity, and need for others’
approval combine to yield an
externally defined identity that
is susceptible to changing
external pressures
Crossroads
Evolving awareness &
acceptance of uncertainty &
multiple perspectives; shift from
accepting authority’s knowledge
claims to personal processes for
adopting knowledge claims;
recognize need to take
responsibility for choosing
beliefs
Evolving awareness of own
values and sense of identity
distinct from external others’
perceptions; tension between
emerging internal values and
external pressures prompts self-
exploration; recognize need to
take responsibility for crafting
own identity
Self-authorship
View knowledge as contextual;
develop an internal belief system
via constructing, evaluating, &
interpreting judgments in light of
available evidence and frames of
reference
Choose own values & identity in
crafting an internally generated
sense of self that regulates
interpretation of experience and
choices
36
37
 Sample 1

Activity: Classroom Debate on Social

Issues

38
Sample 1

Epistemological Component:
In a junior high school social studies class, the teacher organizes a
debate on a current social issue, such as the use of social media,
school or environmental conservation. The students are divided
into groups and assigned different perspectives to research and
defend during the debate. They are encouraged to gather
information from a variety of sources, including articles, videos,
and interviews, to support their arguments. Throughout the
preparation process, the teacher facilitates discussions about
critical thinking, bias, and the importance of evaluating evidence.
This component encourages students to develop their own
understanding of complex issues and to critically analyze
information from multiple perspectives.
39
Sample 1

Intrapersonal Component:
As part of a reflection activity after the debate, students
are asked to journal about their personal beliefs and values
related to the topic. They reflect on how their own
experiences, culture, and upbringing influence their
opinions. The teacher encourages students to consider
alternative viewpoints and challenges them to articulate
their reasons for supporting a particular position. Through
self-reflection and introspection, students deepen their
understanding of their own beliefs and identities. This
component promotes self-awareness and encourages
students to take ownership of their beliefs and values.
40
Sample 1

Interpersonal Component:
During the debate, students must collaborate with their
teammates to prepare arguments, anticipate counterarguments,
and strategize their approach. They also engage in respectful
dialogue with their opponents during the debate, listening
attentively to opposing viewpoints and responding thoughtfully.
After the debate, the teacher facilitates a reflection discussion
where students share their thoughts on the experience, including
what they learned from engaging with different perspectives and
how their views may have evolved. This component emphasizes
the importance of effective communication, empathy, and
understanding in interpersonal interactions.

41
Sample 1

Takeaway:

Through this scenario, junior high school students

are provided with opportunities to engage in self-
authorship by developing their own understanding
of social issues, reflecting on their personal
beliefs and values, and learning how to effectively
interact with others in a collaborative and
respectful manner.

42
 Sample 2

Activity: Classroom Community

Service Project - Creating a School
Garden

43
Sample 2

Epistemological Component:
In an elementary school classroom, the teacher introduces a
community service project centered around creating a school
garden. The teacher starts by discussing the importance of
healthy eating, sustainability, and the environment. Students are
encouraged to ask about where food comes from and why fresh
fruits and vegetables are essential for their health. The teacher
then guides the students through interactive lessons about
gardening basics, such as planting seeds, caring for plants, and
composting. Students may also watch educational videos or read
age-appropriate books about gardening to deepen their
understanding. Through hands-on activities and guided
exploration, students construct their knowledge about gardening
and its benefits. 44
Sample 2

Intrapersonal Component:
As part of the school garden project, students are given
opportunities to reflect on their connections to food and nature.
They may journal about their favorite fruits and vegetables, or
share stories about experiences they've had in gardens or farms.
The teacher encourages students to consider their roles in caring
for the environment and making healthy choices. Students might
set personal goals for their involvement in the project, such as
committing to try new vegetables they grow or taking
responsibility for watering the plants. Through self-reflection and
goal-setting, students develop a deeper sense of self-awareness
and responsibility.

45
Sample 2

Interpersonal Component:
During the school garden project, students work together in small
groups to plan and maintain different aspects of the garden, such
as planting beds, watering schedules, and compost bins. They
must communicate effectively, listen to each other's ideas, and
collaborate to solve problems that arise, such as pest control or
soil management. Students may also interact with community
members, such as local gardeners or nutrition experts, who offer
guidance and support. Through teamwork and cooperation,
students learn the value of working together toward a common
goal and develop essential interpersonal skills, such as empathy,
cooperation, and conflict resolution.

46
Sample 2

Takeaway:

By engaging in a comprehensive community

service project like creating a school garden,
elementary students have ample opportunities to
experience self-authorship by constructing their
knowledge, reflecting on their values and
contributions, and collaborating with others to
make a positive impact on their school and
community.

47
 Sample 3

Activity:
Celebrating Indigenous Peoples Day - Learning
and Appreciating Indigenous Cultures

48
Sample 3

Epistemological Component:
The teacher introduces the concept of Indigenous Peoples Day as a way to
honor and recognize the rich history, culture, and contributions of
Indigenous peoples. The teacher initiates discussions about the
importance of acknowledging and respecting the land, traditions, and
knowledge systems of Indigenous communities. Students are introduced to
the diverse cultures and histories of Indigenous peoples from different
regions, such as Native American tribes, First Nations in Canada, or
Indigenous peoples in other parts of the world. They learn about
Indigenous art, music, storytelling, and traditional practices through age-
appropriate books, videos, and interactive lessons. Through these
activities, students construct their knowledge about Indigenous cultures
and develop a deeper appreciation for their heritage and contributions to
society.

49
Sample 3

Intrapersonal Component:
As part of the celebration of Indigenous Peoples Day, students are given
opportunities to reflect on their connections to Indigenous cultures and
histories. They may engage in activities such as exploring their family
heritage, researching local Indigenous communities, or reflecting on what
they admire most about Indigenous cultures. The teacher encourages
students to consider their values and beliefs related to respecting diversity
and understanding different perspectives. Students may also set personal
goals for their involvement in the celebration, such as learning a traditional
Indigenous craft or practicing mindfulness techniques inspired by
Indigenous teachings. Through self-reflection and goal-setting, students
deepen their self-awareness and develop a stronger empathy and respect
for Indigenous peoples.

50
Sample 3

Interpersonal Component:
During the celebration of Indigenous Peoples Day, students work collaboratively in
small groups to plan and organize activities that educate their peers about Indigenous
cultures and histories. They may create presentations, artwork, or performances that
showcase different aspects of Indigenous life, such as traditional dances,
storytelling, or cooking demonstrations. Students must communicate effectively,
listen to each other's ideas, and collaborate to ensure that their activities are
respectful and accurate representations of Indigenous cultures. They also have
opportunities to interact with Indigenous guest speakers, elders, or community
members who share their knowledge and experiences. Through teamwork and
cooperation, students learn the value of cultural diversity, inclusivity, and mutual
respect. They develop essential interpersonal skills, such as communication,
collaboration, and cultural sensitivity, as they work together to create a meaningful
and respectful celebration of Indigenous Peoples Day.

51
Sample 3

Takeaway:
By engaging in a comprehensive celebration of Indigenous
Peoples Day, elementary students have ample opportunities
to experience self-authorship by constructing their
knowledge, reflecting on their identities and values, and
collaborating with others to create a positive and inclusive
environment that honors the heritage and contributions of
Indigenous peoples.

52
53
54
DESIGNING ACTIVITY BY INTEGRATING
THE LEARNING PARTNERSHIP MODEL

55
Post-Test

56
1. According to the Learning Partnerships Model,
what is emphasized as a key component of the
collaborative learning process?
A) Memorization of facts
B) Passive listening
C) Mutual respect
D) Competitive environment

57
2. In the Learning Partnerships Model, what role do
educators typically take on?
A) Authoritarian figures
B) Passive observers
C) Guides or facilitators
D) Sole decision-makers

58
3. Which of the following is NOT a key
component of the Learning Partnerships
Model?
A) Dialogue
B) Memorization
C) Shared Responsibility
D) Developmental Feedback
59
4. What type of communication is encouraged
in the Learning Partnerships Model to foster
deeper understanding and critical thinking?
A) Closed-ended communication
B) Monologue
C) Dialogue
D) Lecturing
60
5. According to the Learning Partnerships Model,
what is the importance of mutual respect?
A) It leads to competition among students.
B) It acknowledges the unique perspectives and
experiences of both students and educators.
C) It encourages passive learning.
D) It promotes a hierarchical relationship between
students and educators.

61
6. Which activity is NOT recommended as a
way to apply the Learning Partnerships Model
in the teaching-learning process?
A) Reflective Journals
B) Socratic Seminars
C) Lecture-based teaching
D) Peer Teaching
62
7. What is the primary purpose of providing
developmental feedback in the Learning
Partnerships Model?
A) To discourage self-reflection
B) To promote students' intellectual and personal
development
C) To maintain a competitive learning environment
D) To discourage collaboration

63
8. In the Learning Partnerships Model, what is the
goal of collaborative learning experiences?
A) To encourage passive learning
B) To discourage interaction among students
C) To promote competition
D) To enable students to learn from each other and
the educator

64
9. Which activity promotes collaboration and
allows students to take on the role of both
learner and educator?
A) Reflective Journals
B) Socratic Seminars
C) Peer Teaching
D) Lecture-based teaching
65
10. How do activities such as Learning Contracts and Peer
Feedback align with the Learning Partnerships Model?
A) They promote a hierarchical relationship between students
and educators.
B) They discourage collaboration among students.
C) They empower students to take ownership of their learning
and assessment process.
D) They encourage passive learning.

66
67
Capitol Compound, Brgy. Maribulan, Alabel, Sarangani Province I (083) 508-2039 to 40
68