Done SUB-TED Prelim-Module EDUC 302

CONTACT US
If you have questions regarding the content of this module, please contact any of the following
persons or offices for clarification. Please channel questions to rightful persons/offices.
A. Professor
Name : RAYMUNDA L. APOSTOL

Email Address : [email protected]
Phone Number : +639752310703
Facebook : www.facebook.com/raymunda.apostol
B. Program Head
Name : ANGEL MAE M. PONTILLO

Phone Number : +639956989236
Facebook : www.facebook.com/mary.virginia.94064
C. Reproduction In-Charge
Name : ANNIE M. MADUAY

Phone Number : +639094401026/+639759219372
Facebook : www.facebook.com/annie.maduay
S.Y. 2021-2022 |Education Program|Module_EDUC 302|First Term, First Semester Page|1

The Marian Way
God listens to true prayers. During this trying time, we encourage
our Marians to religiously ask for the guidance of our Almighty.
The plague dramatically breaks out borders to borders. Millions of people died, and overwhelming
numbers of infected people caused fear and panic amongst us. Let us continue to pray and
practice the Ignacian-Marian way. Together, we will survive and heal as one.
Vision Mission
Dynamic and Holistically We commit ourselves to:

developed individuals 1. promote the total formation of persons through
actively witnessing the quality instruction and integration of activities
gospel values in the 2. form vibrant, responsible community leaders
community. inspired by the virtues of Mo. Ignacia and imbued
with the Gospel values;
3. provide development programs for the acquisition of
appropriate skills, promotion of positive attitudes
and enhancement of personal discipline;
4. foster the development of multiple and holistic
competencies to ensure work effectiveness.
GOAL STATEMENT
St. Mary’s College is a Catholic School that is an instrumentality of the Congregation of the Religious of
the Virgin Mary that aims to provide within its community of students and personnel Catholic values. Its
goal is to provide an educational program and environment animated by Catholic doctrine, beliefs,
teachings, traditions, and practices, the exercise of which is protected by, among others, Article III,
Section 5 of the 1987 Philippine Constitution. In order for us to approximate our vision and live our
mission, we dedicate to produce graduates who are God-fearing, capable of independent learning and
critical thinking, enabling them to respond successfully by continuing education in a technologically
advanced world and to serve the society, promoting justice and peace and protecting the youth against
harassment and immorality.
QUALITY POLICY
We, at the St. Mary’s College, commit to provide quality Catholic Ignacian Marian education to mold
students to be Ignacian Marian leaders of faith, excellence, and service wherever they are at all times.
We commit to collaboratively comply and maintain an effective quality management system by
periodically reviewing and validating the processes and services in line with the quality objectives and
standards for continual improvement.

Course Code/Name : Educ.302-Facilitating Learner-Centered Teaching
Course Credits : 3 units
Course Description This course explores the fundamental principles, processes and
practices anchored on learner-centeredness and other educational
:
psychologies as these apply to facilitate various teaching-learning
delivery modes to enhance learning.
Prerequisite : None
Timeframe : 9 weeks
Course Objectives/ At the end of the term, you will be able to:
Outcomes 1. Demonstrate understanding of learner-centered theories
of learning and types the of learning.
2. Relate the dimensions of learning in selecting effective
strategies and methodologies.
: 3. Design learning activities to address the diverse needs of
learners.
4. Develop motivational techniques for effective learner-
centered learning.
5. Design learning activities to facilitate the cognitive process
in learning.
Course Requirements ✓ Activity Sheets
✓ Worksheets
:
✓ Quizzes
✓ Performance Task
Grading System Quiz 30%
Performance Task 40%
: Major Exam 30%
-------------
100%

How to Use the Module
In this module, you will undergo through a series of learning/ experiential activities to
accomplish requirements as projected in each lesson and subtopics. Each term period contains
Assessment Sheets, Lesson or topic exercise sheet, and Performance Task Exercises
Sheet.
Summative Assessments such as Term Period Examinations will be separated from the
module. The accomplishment of each task is on your comfort, however following the scheduled
submission of every module.
THINGS TO REMEMBER!
1.) Carefully read all the information sheets,

2.) Follow the directions in answering all the tasks, or exercises,
3.) Answer all the exercises, and accomplish your performance task,
4.) Submit the module based on the scheduled date,
5.) Do not write unnecessary markings inside the module,
6.) All questions should only be answered on the given worksheet after every lesson.
7.) Lastly, inform your parents/guardians to affix their signatures on the sheet that will
be provided on the scheduled day of module distribution.
Should you have any questions about this module, please do not hesitate to reach us via email,
group chat, or mobile number as projected on the instructor’s information above.
For the schedule of module distribution/submission and date of examination, refer to the
information box below. Please take note that the modules shall be distributed to
respective barangay cluster.
Overview
What does it really mean to have a learner-centered classroom? How can you, as a
teacher, work to put your students at the center of your planning and instruction? Being learner-
centered means adopting a bottom-up approach to curriculum, teaching, and management.
Rather than entering the school year with a set of rigidly fixed units and activities, a truly learner-
centered teacher begins by getting to know her students and understanding their hopes, dreams,
and needs.
A large part of facilitating classrooms that are centered on learners is releasing control.
When you're comfortable with your classroom community's collaborative nature, you'll be able to
trust your students to help each other along, and you won't feel compelled to manage anything
that goes on.

COURSE OUTLINE
Program : BEED/ BSED Term Period : Prelim
Year Level : Third Year Time Frame : Three (3) Weeks
Desired Learning Outcomes

At the end of the term period, you will be able to:
1. Analyze learner-centered theories of learning.
2. Compare child, adolescent and adult learning.
3. Categorize knowledge according to type: declarative, procedural and functional
knowledge.
Course Requirements
• Accomplished Worksheets
• Graded Writing Paper
• Performance Tasks
Week Lesson Topics

Week 1-3 Lesson 1: Understanding Learning 1. Learner-Centered Theories of
Learning
2. Child, Adolescent, and Adult
Learning
3. Declarative, Procedural, and
Functional Knowledge
MY TIMELINE
August 9, 2021 August 26, 2021
Distribution of Module Submission of Worksheet:
(Lesson 2)
Prelim Examination, First Term
August 18, 2021

Submission of Worksheet:
(Lesson 1)

LESSON Understanding Learning
1
Learning Outcomes:
At the end of the lesson, it is expected that you can:

1. Analyze learner-centered theories of learning.
2. Compare child, adolescent and adult learning.
3. Categorize knowledge according to type: declarative, procedural and functional
knowledge.
“If you can teach a person what to learn, you are preparing that person for the past. If you
teach a person how to learn, you are preparing for the future.”
-Cyril Houle
Let’s Discuss!
1. LEARNER-CENTERED THEORIES OF LEARNING
THE NATURE OF LEARNING
For a start, learning is generally defined as any change in the behavior of the learner. The
change can be deliberate or intentional, for better or for worse, correct or incorrect and conscious
and unconscious (Mayer, 2011: and Shunk, 2012 in Woolfolk, 2013). To qualify for learning,
change should be brought about by experience or by interaction of the person with the
environment. It is not learning if the change is brought about by maturation like getting taller or
hair turning gray. Temporary changes due to illness, fatigue, or huger are not also included as
examples of learning.
While the definition may generally connote change either in the direction of the positive
or negative, it should be borne in mind that for our purposes in education, it means conscious
and deliberate effort to effort behavioral changes among learners in the positive direction. Thus,
we should be thinking about improving and enhancing learners’ knowledge, abilities, skills and
values, quantitatively and qualitatively speaking. Toward this end, we should look to the goals
and objectives of education as our guide to successfully effect the desired learning outcomes.
Learning is a process that brings together personal and environmental experiences

influences for acquiring, enriching or modifying one’s knowledge, skills, values, attitudes, behavior
and world views (“Education,” n.d.).
Burns (1995) defined learning as a relatively permanent change in behavior with behavior
including both observable activity and internal processes such as thinking, attitudes, and
emotions.

Santrock (2012, p. 217) defined learning as a relatively permanent influence on behavior,
knowledge, and thinking skills that comes about through experience. Santrock goes further to
say that it is a long-term change in mental representations or associations as a result of
experience. For example, as a result of experience, children will change from being unable to
operate a computer into individuals who can. However, not everything that an individual knows
or is able to do is the result of experience. There are some things an individual can do due to
inherited capacities. An example of this is swallowing or blinking of the eyes. If, however, an
individual develops new methods of study, works harder to solve problems, asks better questions,
then these are learning as a result of experience.
The definition of learning covers the following elements:

1. It is a long-term change (though it does not necessarily last forever)
2. The change is bought about by experience.
3. It does not include changes that are psychological line maturation, mental illness,
fatigue, hunger or the like.
4. It involves mental representation or association, presumably, it has its basis in the
brain.
Woolfolk (2016) asserts that “learning occurs when experience (including practice) causes
a relatively permanent change in an individual’s knowledge, behavior or potential for behavior.”
For Ormrod (2015), “learning is a long-term change in mental representations or associations as
a result of experience.”
Learning is also defined as “any relatively permanent change in behavior that occurs as a
result of practice and experience.” From the definitions, learning has three important elements:
a) a change in behavior, better or worse; b) change takes place through practice or experience,
(not changes due to growth or maturation); and, c) behavior change must be relatively permanent
and lasts for a fairy long time. All learning involve activities, whether physical or mental. Activities
learned by the individual refer to types of learning, as for example, habits, skills, facts (“Learning:
Meaning, Nature, Types and Theories of Learning” n.d.).
Types of Learning
There are types of learning resulting from engagement or participation in classroom

activities. These types of learning are basic ingredients to success in school. These are what
schools desire of students to develop.
a. Motor Learning. It is a form of learning for one to maintain and go through daily life
activities as for example, walking, running, driving, climbing, and the like. These activities
involve motor coordination.
b. Verbal Learning. It involves the use of spoken language as well as the communication
devices used. Signs, pictures, words, figures, sounds are tools used in such activities.
c. Concept Learning. A form of learning which requires the use of higher-order mental
processes like thinking, reasoning, and analyzing. It involves two processes: abstraction
and generalization.
d. Discrimination Learning. It is learning to differentiate between stimuli and responding

appropriately to these stimuli. An example is being distinguish the sound of horns of
different vehicles like bus, car, and ambulance.

e. Learning of Principles. It is learning principles related to science, mathematics,
grammar, and the like. Principles show the relationship between two or more concepts,
some examples of which ae formulas, laws, associations, correlations, and the like.
f. Problem Solving. This is a higher-order thinking process. This learning requires the use
of cognitive abilities – such as thinking, reasoning, observation, imagination, and
generalization.
g. Attitude Learning. Attitude is a predisposition which determines and predicts behavior.

Learned attitudes influence one’s behavior toward people, objects, things, or ideas
(“Learning: Meaning, Nature, Types and Theories of Learning,” n.d.).
NATURE OF THEORIES OF LEARNING
The nature of learning or the changes occurring within an individual is difficult to visualize
and understand because it is an internal process. Hence it is not easy to present, or explain in
concrete terms what this complex process is all about. Thus, there is a need to look at theories
of learning to enable one to better conceptualize and operationalize what learning is all about.
Learning is a very comprehensive and complex concept, and it covers a wide range of
activities which cannot be explained with a limited framework. This may be the reason why there
is available wide range of theories of learning, each propounding and focusing on a particular
perspective or view to explain what learning is.
A learning theory is an organized set of principles explaining how individuals acquire,

retain, and recall knowledge. Learning theories try to explain how people learn and why they
learn. They also try to explain the phenomenon of learning – its nature, and the conditions under
which learning best occurs. The explanations are, however, considered as tentative. Be as it may,
these statements are not the result of guesswork. Instead, they are well studied or seriously
thought out, and in many cases, the result of scientific study. These theories especially guide
teachers to have a better understanding of how learning occurs and how learners learn
(“Educational Learning and Learning Theories,” n.d.).
The term “learning” may mean differently to different people and used differently by
different theorists. As theories of learning evolved over time, definitions of learning shifted from
changes that occur in the mind or behavior of an individual, to changes in participation in ongoing
activities with other individuals, to changes in person’s identity within group. (“Theories of
Learning,” n.d.).
DEFINING “LEARNER-CENTERED”
Lately, there has been a strong advocacy and push for learner-centeredness in educational
practice, especially in curriculum development and teaching methodology. This means that policy,
planning, and implementation of educational practice should have the learner as its focus. It is
therefore expected that theories of learning and their applications should be learner-centered.
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.

For a better understanding of the term learner-centered, following are learner-centered
principles, meant to provide a framework for developing and incorporating new strategies and
designs of teaching.
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 the control of the
learner.
c. They deal with external or contextual factors that interact with the internal factors.
d. They are seen as 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 difference factors related to learning.
f. These principles apply not only to all learners but to everybody involved in the
educational system, as for example, teachers, administrators, parents, staff, and
guidance counselors.
Cognitive and Metacognitive Factors
1. Nature of the Learning Process. Learning of complex subject matter is most effective
when it is an intentional process of constructing meaning from information and
experience.
2. Goals of 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.
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 facilitate creative and critical thinking.
6. Context of Learning. Learning is influenced by environmental factors including culture,

technology, and instructional practices.
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. Motivation to learn is in turn influenced
by the learner’s emotional states, beliefs, interests, goals and habits of thinking.
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.

Developmental and Social Factors
10. Developmental Influences on Learning. As individuals develop, they encounter

different opportunities and experiences, as well as constraints for learning. Learning is
most effective when differential within and across physical, intellectual, emotional, and
social domains is taken into account.
11. Social Influences on Learning. Learning is influenced by social interactions,

interpersonal relations, and communication with others.
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.
Santrock (2011) identifies some learner-centered instructional strategies which address learners’
needs. They are:
1. Problem-Based Learning
This strategy 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 uses 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.
2. Essential Questions
Essential questions are asked of learners, with perplex them. This is followed by other
questions, which motivate the students to explore the questions and look for answers.
The questions cause the students, and provoke their curiosity. These questions are
creative. A “dull” question, like “What is the effect of the People Power Revolution in our
political and economic life?” can be translated into a more thought-provoking one line, “Is
the People Power Revolution still going on?”
3. Discovery Learning
This approach is in contrast to direct-instruction approach. Teachers create the situation

where students explore and figure out things for themselves. The guided discovery
learning evolved from discovery learning, where student still construct their own
understanding but with the guidance of the teacher.
THOEORIES OF LEARNING

Behaviorism
Behaviorism is a world view that assumes the learner is essentially passive, responding to
environmental stimuli. This perspective emerged in the early 1900s through the research efforts
of Ivan Pavlov and Edward Thorndike who made more objective studies on learning which
relied heavily on introspection.
The learner starts off with a clean slate (i.e., tabula rasa) and behavior is learned or
shaped through positive reinforcement. Both of these increase the probability that the antecedent
behavior will be repeated or will happen again. Behaviorism advances the idea that when a cue
or stimulus in the environment is presented, the individual makes a particular response to that
stimulus. Behaviorism contends that new behaviors or changes in behaviors are acquired by
associating stimuli and responses. Thus association leads changes in behavior. Behaviorism is a
world view that operated on the principle of “stimulus-response” (S-R). All behavior can be
explained without the need to consider the internal mental states or consciousness. Behaviorism
instruction, however, does not prepare the learners for problem-solving which currently is the
skill being developed among learners for survival. This is because behaviorism looks at the learner
as a passive learner. Learning is promoted by environmental factors like reinforcement, feedback,
practice, or repetition (“Behaviorism,” n.d.).
Following are the basic assumptions of behaviorism, which many behaviorists share
(Omrod, 2015, pp. 52-53)
a. Principles of learning should apply equally to different behaviors and to a variety of animal
species. This is on the assumption that humans and other animals learn in similar ways.
Thus behaviorists-researchers apply to humans and other animals learn in similar ways.
Thus behaviorists-researchers apply to humans what they have derived from the studies
of animals.
b. Learning processes can be studied most objectively when the focus of study is on the
stimuli and responses. It is argued that stimuli and responses are observable and
measurable which contribute to objectify of studying learning.
c. Internal processes tend to be excluded or minimized in theoretical explanations. This

thinking stemmed from the argument that these internal behaviors cannot be directly
observed. Recently, however, there has emerged a thinking propounded by neo-
behaviorists that learning is better understood if cognitive processes, be included as a
factor, that explains learning.
d. Learning involves a behavior change.
e. Organisms are born as blank slates.
f. Learning is largely the result of environmental events.
g. The most useful theories tend to be parsimonious (or concise).
The areas of application of theories under behaviorism are listed below: (Ormrod, 2015 and
Kelly, September 2012)
a. Drill/Rote work
b. Repetitive practice
c. Giving bonus points

d. Giving participation points
e. Verbal reinforcement
f. Establishing rules
g. Giving of rewards
h. Applying punishment
i. Giving feedback
j. Positive reinforcement
k. Token reinforcers
l. Negative reinforcement
Cognitivism or Cognitive Constructivism
The cognitive revolution in the late 1950s to 1960s replaced behaviorism as the dominant
paradigm for learning. The human mind is seen as a “black box” and it is necessary to open it for
a better understanding of how people learn. Mental processes such as memory, knowing,
problem-solving, reasoning, and other such process need to be explored. People are seen not as
programmed beings that simply respond to environmental stimuli, as is propounded in
behaviorism. Cognitivism requires active participation in order to learn and actions are seen as a
result of thinking. Knowledge can be seen as schema or symbolic mental constructions, thus
learning is defined as change in learner’s schemata. Changes in behavior are observed but this
only indicates what is going on in the learner’s head. The learner’s mind is compared to a
computer which does a lot of processing of the data fed into it. Thus individuals are thought od
as active learners, actively engaged in their learning; and actively seeking ways to understand
and process information that they receive and relate this to what is already known and stored
within memory. Learning is thought of as internal process rather than simply dealing with or
responding to external stimuli. Learning involves the reorganization of experiences, either by
attaining new insights or changing old ones. Thus, learning is a change in knowledge which is
stored in memory and not just change in behavior (Kelly, September 2012).
Examples and applications of the cognitive theory learning (Kelly, September 2012).
a. Classifying or chunking information

b. Linking concepts (associate new content with something new)
c. Providing structure (organizing lectures in efficient and meaningful ways)
d. Real world examples
e. Discussions
f. Problem-solving
g. Analogies
h. Imagery/providing pictures
i. Mnemonics
Social Constructivism
As a worldview or paradigm that emerged in the 1970s and 1980s, it posits that learning
is an active constructive process. The learner himself constructs knowledge. People actively
construct or create their own representation of objective reality. New information is linked to prior
knowledge, thus mental representations are subjective. Learning is seen as an active
contextualize process of constructing knowledge instead of simply acquiring it. Knowledge is
based on learners’ personal experiences and expectations of the environment and when they
continuously test these expectations through social negotiations. Each person may have a
different interpretation and construction of the knowledge process. The person is not a blank
slate but brings social and cultural factors to a situation. It assumes that all knowledge is
constructed from the learner’s previous knowledge regardless of how one was taught. Thus, a

simple task of listening to a lecture involves active attempts to construct new knowledge and not
just absorbing what is being said int eh lecture. Each person generates knowledge based on his
previous experiences or knowledge. Thus, the individual develops his own mental models to
accommodate experiences.
The theory is about preparing the individual to solve problems. Thus, the individual needs
to have a wide and significant base of knowledge upon which to create and interpret ideas. It
may be said that results may not be the same because learners create their own ideas and thus,
may be unique to the individual persons. So constructivism does not work when results ar
expectedly fixed or consistent.
Following are some applications of social constructivism (Kelly, September 2012).
a. Case Studies
b. Research Projects
c. Problem Solving
d. Brainstorming
e. Collaborative Learning/Group Work
f. Discovery Learning
g. Simulations
The applications of social constructivism show that class activities which require the
participation and contributions of many learners in a task enables learning to occur.
The table below represents some salient points about the above-mentioned theories of
learning considered as basic to the further study of learning.
Cognitive Social
Behaviorism
Constructivism Constructivism
View of Knowledge Knowledge is a Knowledge systems Knowledge is
repertoire of of cognitive constructed within
behavioral responses structures are social contexts
to environmental actively constructed through interactions
stimuli. by learners based in with a knowledge
cognitive structures. community.
View of Learning Passive absorption of Active assimilation Integration of
predefined body of and accommodation students into a
knowledge by the of new information to knowledge
learner. Promoted by existing cognitive community.
repetition and structures. Discovery Collaborative
positive by learners. assimilation and
reinforcement. accommodation of
new information
View of Motivation Extrinsic, involving Intrinsic, learners set Intrinsic and
positive and negative their own goals and extrinsic. Learning
reinforcement. motivate themselves goals and motives
to learn. are determined both
by learners and
extrinsic rewards
provided by the
knowledge
community.

Implications for Correct behavioral Teacher facilitates Collaborative learning
Teaching responses are learning by providing is facilitated and
transmitted by an environment that guided by the
teachers and promotes discovery teacher. Group work.
absorbed by and assimilation/
students. accommodation.
1. Social Learning theory
This theory was espoused by Albert Bandura who works with both cognitive and
behaviorist frameworks that embrace attention, memory, and motivation. This theory
suggest that people learn within a social context and that learning is facilitated through
concept like modeling, observational learning, and imitation. Bandura put forward
“reciprocal determinism” that holds a view that a person’s behavior, environment and
personal qualities all reciprocally influence each other. He argues that children learn from
observing others as well as from model behavior, which are processes involving attention,
retention, reproduction, and motivation. The importance of positive role modeling on
learning is well-established.
Implications of Social Learning of the Practice of Education

a. Students often learn a great deal simply by observing people.
b. Describing consequences of behavior can effectively increase appropriate behaviors
and decrease inappropriate ones.
c. Modeling provides an alternative to shaping for teaching new behaviors. It can provide
a faster, more efficient means of teaching new behavior.
d. Teachers and parents must model appropriate behaviors and take care not to model
inappropriate behaviors.
e. Teachers should expose students to a variety of other models to break down traditional
stereotypes.
2. Socio-constructivism
In the late 20th century, the constructivist view of learning was further changed by the
perspective of “situated cognition and learning.” It emphasized the significant role of
context particularly social interaction in learning. Criticism against the information-
processing between constructivist approach to cognition and learning became stronger as
the pioneer work of Leo Vygoysky as anthropological and ethnographic research by
scholars like Barbara Rogoff and Jean Lave came to the fore and gathered support. The
essence of this criticism was the information-processing constructivism saw cognition and
learning as process occurring within the mind in isolation from the surroundings and
interaction with it. Knowledge was considered as self-sufficient and dependent of the
contexts in which if finds itself. In the new view, cognition and learning are understood
as interactions between the individual and a situation; knowledge is considered as situated
and is a product of the activity, context, and culture in which it is formed and utilized. This
gave way to the new metaphor, for learning as “participation and social negotiation.”
Implications of Socio-Constructivism on the Practice of Education

a. Teachers should create opportunities for students to engage in group work or
cooperative learning.
b. In group or cooperative work, teachers should make that each learner is able to
make his contribution to accomplish the task.
c. The topics or subject matter should contain local instructional materials which are
familiar to the learners. This is for more meaningful learning.

d. Local resources should be used as jump-off point for group discussions, and
problem-solving tasks.
3. Experiential Learning
Experiential learning theories build on social and constructivist theories of learning but
situate experience at the core of the learning process. They aim to understand the manner
in which experiences, whether first- or secondhand motivate learners and promote their
learning. Therefore, learning is about meaningful experiences in everyday life- that lead
to a change in individual’s knowledge and behaviors. Carl Rogers is an influential
proponent of these theories suggesting that experiential learning is “self-initiated” learning
as people have a natural inclination to learn; and they learn if they fully involved in the
learning process. Rogers put forward the following insights: a) learning can only be
facilitated; we cannot teach another person directly; b) learners become more rigid under
threat; c) significant learning occurs in an environment where threat to the learner is
reduced to a minimum; d) learning is most likely to occur and to last if it is self-initiated.
He supports a dynamic continuous process or change where new learning results in an
affects learning environment.
Implications of Experiential Learning to the Practice of Education
a. Teachers should be keen and sensitive to the history and experiences of the
learners, which could serve as inputs for related lessons. In so doing, students
would feel that they are involved in the learning process, because it is their own
experiences which they are studying.
b. Teachers should make sure that they have a feel of the experiences of the
students, so that they are better able to create an atmosphere for students that is
relaxed.
c. Teachers should apply strategies meant to facilitate and guide students’ learning,
so that they do not have to always be the source of learning materials.
4. Multiple Intelligences
Howard Gardner’s theory of intelligence challenges the understanding that intelligence

is dominated by a single general ability. He argues that intelligence actually consist of
many distinct intelligences: logico-mathematical, linguistic, spatial, musical, bodily-
kinesthetic, interpersonal and intrapersonal ability, and naturalistic ability. The MI theory
“requires” the teachers to come up with a variety of instructional materials and strategies,
to make sure that the needs of students with specific intelligences or abilities are
addressed.
5. Situated Learning Theory and Community of Practice
These concepts were developed by Jean Lave and Ettiene Wenger. Situated Learning
recognizes that there is no learning that is not situated. It emphasizes the relational and
negotiated character of knowledge and learning as well as the engaged nature of learning
activity for the individuals involved. The theory further asserts that it is within communities
that learning occurs most effectively. Interactions taking place within a community of
practice, i.e. cooperation, problem solving, building trust, understanding and relations-
have the potential to foster community social capital that enhances the community
members’ well-being. Sergiovanni reinforces the idea that learning is most effective when
it takes place in communities. Communities of practice is not confined only to schools but

to cover other settings like workplaces and organizations. It seeks to understand bth the
structure of communities and how learning occurs int hem (“Education,” n.d.).
According to McCarthy (1981,1987) the concept of communities of practice is based

on the following assumptions:
a. Learning is fundamentally a social phenomenon. People organize their learning

around social communities to which they belong. Therefore, schools are powerful
learning environments for students whose social communities coincide with the
school.
b. Knowledge is integrated in the life of communities that share values, beliefs,
language and ways of doing things. These are called communities of practice. Real
knowledge is integrated int eh doing, social relations, and expertise of these
communities.
c. The process of learning and membership in a community of practice are
inseparable. Because learning is intertwined with community membership, it is
what lets us belong to adjust our status in the group.
d. Knowledge is inseparable from practice. It is impossible to know without doing. By
doing, we learn.
e. Empowerment or the ability to contribute to a community creates the potential for
learning. This is because individuals learn from the experiences of others.
6. 21st Century Learning Skills
These are skills necessary for students to master for them to experience school and life
success in an increasingly digital and connected age. Current discussions about 21st
century skills lead classrooms and other environments to encourage the development of
core subject knowledge as well as media literacy, critical and systems thinking. Group
learning and use of thematic projects involving inquiry-based collaborative work that
addresses world issues support the learning of the 21st Century Skills. (Source:
http://unesco.org/new/en)
2. CHILD, ADOLESCENT, AND ADULT LEARNING
PRINCIPLES OF COGNITIVE DEVELOPMENT
1. Development proceeds in an orderly and predictable pattern. Development occurs

through developmental milestones, defined as the appearance of developmentally more
advanced behavior, which appear in a predictable manner. Thus for example, a child
babbles before he learns to walk using one-syllable words. Or he rolls over before he
learns to crawl.
2. There are periods of rapid growth spurts in between periods of slower growth.
It means development is not constant. For example, a learner might proceed through a
rapid growth at early childhood, but slower cognitive growth in adolescence.
3. Different individuals develop at different rates. Most often, average age for the
entire development period is used to describe learners. This is simply an approximation
due to individual differences. Still some learners reach developmental milestones early,
some later, eve if they are within the same developmental period.

4. Development is continually affected by both nature (heredity) and nature
(environment) (Hurst, n.d.).
YOUNG LEARNERS (CHILDREN)
1. They can learn through talking about themselves, families, and their lives.
2. They are curious to learn and discover new concepts on their own.
3. They like to use their imagination and discover things.
4. They naturally need to touch, see, hear and interact to learn.
5. Their attention span is very short, thus they need engaging and entertaining activities so
as not to lose their interest.
6. They like to cooperate and work in groups.
7. They need support and encouragement while learning.
8. They need to work with their students individually because they need to be guided.
ADOLESCENT LEARNING
1. They are in search for personal identity.

2. They are in need of activities that meet their needs and learning expectations.
3. They become disruptive when they lost interest in the lesson or if they feel bored.
4. They need help and support from the teacher and to be provided with constructive
feedback.
5. They can draw upon a variety of resources in the learning environment including personal
experience, the local community, and the internet.
6. They need the teachers to build bridges between the syllabus and their world of interests
and experiences.
7. They can learn abstract issues and do challenging activities.
8. Their personal initiative and energy are moved into action through meaningful
involvement with relevant and current content
ADULT LEARNING
Malcolm Knowles is a theorist on adult learning and who popularized the concept of
andragogy. This term means the art and science of helping adults learn, contrasting it with
pedagogy which is the art and science of teaching children. He did research on adult learning.
Based on his findings, following are posited about adult learners’ characteristics along five areas:
1. Self-concept. Adults move from dependency to increasing self-directedness as the

mature. They can direct their own learning, meaning they can initiate their learning even
without the help of others in planning, carrying out, and evaluating their learning activities.
2. Adult learner experience. They draw on their accumulated experiences as their
resource for learning.
3. Readiness to learn. They are ready to learn when they assume new social or life roles.
4. Orientation to learning. They are problem-centered and they want to apply new
learnings immediately. They are interested in subjects that have immediate relevance and
impact into their job or personal life.
5. Motivation to learn. They are motivated to learn by internal rather than external factors.

What makes adult learners different from adolescent and young learners?
1. Adults are more disciplined than adolescents.

2. They have a clear understanding of their learning objectives.
3. They need to be involved in choosing in what and how to learn.
4. They prefer to rely on themselves and work on their own pace.
5. They come to the classroom with a wide range of knowledge, expectations, and
experiences.
6. They are able to do a wide range of activities.
7. Adults learn at various rates and in different ways according to their intellectual ability,
educational level, personality and cognitive learning styles.
8. They come into the classroom with diverse experiences, opinions, thoughts, and beliefs
which they need to be respected.
The following table shows the differences between adult and adolescent learning in terms of
characteristics of the learning experiences.
Pedagogy (Adolescent) Andragogy (Adult)

Teacher-structured Learner-structured
Minimal control by the learner Minimal control by the teacher
Focus on training for events to come Focus on assimilation of learning from past
experiences
Encourages convergent thinking Encourages divergent thinking
Focus on memory Focus on thinking/doing
Content supplied by teacher/class materials Content supplied partially by students
Based on specified content standards Outcomes evolve as learning progresses
Educational Implications for Teaching Adult Learners
On the basis of the characteristics of adults, following are some implications for teaching
this group of learners, and suggestions given by Malcom Knowles.
a. Set a climate for learning in the classroom.

b. Assess the learner’s specific needs and interests because these are the more important
things he wants to learn.
c. Develop learning objectives based on the learner’s needs, interests and skill levels.
d. Design sequential activities to achieve the objectives.
e. Work collaboratively with the learner to select methods, materials and resources for
instruction.
f. Evaluate the quality of the learning experience and make adjustments as needed, while
assessing needs for further learning.
g. The experiences provided them should be problem-centered rather than content oriented.
h. They have to be involved in the planning and evaluation of their instruction.

3. DECLARATIVE, PROCEDURAL, AND FUNCTIONAL KNOWLEDGE
CATEGORIES OF KNOWLEDGE
Declarative Knowledge
Declarative knowledge is the information acquired that once can speak about. It is that
which we know. It is the information that once can “declare”. The capital of the country is a
declarative piece of information. They are facts and events that can be explicitly stored and
consciously recalled or declared.
Declarative knowledge is a product of declarative learning It is that skill that we use to

acquire new information. Declarative learning is associated with tasks that require greater amount
of attention as what happens in school.
These are three subtypes of declarative knowledge cognition:
a. Labels and names (pairing information)

b. Facts and lists (describing relationships)
c. Organizational discourse (thread of meaning running throughout)
Procedural Knowledge
As opposed to declarative knowledge, it refers to what one can do and what one is able
to do. An example of procedural knowledge is knowing how to ride a bike. Other concepts related
to procedural learning include automatic or habitual learning referred to as motor learning and/or
procedural learning. As opposed to declarative knowledge, procedural knowledge may not have
a language component; can be performed without conscious thought or attention given to the
process; sometimes learned implicitly rather than explicitly. It is often less conscious than
declarative learning. Declarative learning can eventually become procedural knowledge. For
example, in teaching a child to cross the street, first, the mother recites the phrase everytime
they cross the street, “Look left, look right; If free, cross the street. This can go on and on, until
such time, that the child can cross the street, without reciting the phrases learned from his
mother. This is an example of a case where learning is declarative first, then transition to
procedural knowledge. This is knowledge that a person knows to do, by doing it better than when
explaining in words. This is exemplified best by riding a bike or dancing the tinikling. Some
knowledge is shared between declarative and procedural learning. For example, singing correctly
Bahay Kubo means one can recall the names of vegetables usually grown in the farm.
Functional Knowledge
It is any piece of stored information that can be adapted and applied to different
circumstances, or are transferable to different settings. Functionality of that knowledge is the
key. Functional learning is how people acquire and categorize data often referred to as “schema”
by cognitive theorists. If information is acquired several circumstances, situations and is recalled
through different situations, that knowledge becomes functional as the schema becomes robust
and readily adjustable. This is knowledge that is concrete and usable rather than abstract and
theoretical.

Other Ways of Classifying Knowledge
a. Episodic Knowledge
Refers to biological memory reflecting not only what happened but also where and
when it happened. Examples of episodic memory are memories of childhood days or a
girl’s first day in school.
b. Semantic Knowledge
Deals with memories and information but not tied to personal biographies. It is
organized knowledge about facts, concepts, generalizations, and their associations.
Anderson & Krathwohl (2001) claim that there are three subtypes of semantic
knowledge.
a. Declarative. Statement truth that deals with what we know about the world.
b. Procedural. Knowledge about how things are done.
c. Conditional. If declarative knowledge accounts for what, if procedural knowledge
accounts for how conditional knowledge accounts for knowing when.
Declarative knowledge is organized according to various levels:

a. Descriptions
b. Time elements
c. Process
d. Causal relationship
e. Episodes
f. Generalization
g. Principles
h. Concepts
Dimensions of Knowledge (Anderson & Krathwohl)
a. Conceptual Knowledge. Knowledge of classification, principles, generalizations,

theories, models, situations pertinent to a particular discipline. One may able to know and
explain the theory of multiple intelligences.
b. Metacognitive Knowledge. Awareness of one’s own cognition and particular cognitive
processes.
c. Factual. Knowledge basic to specific disciplines like science or math.
EDUCATIONAL IMPLICATIONS OF KNOWLEDGE ACQUISITION
Santrock (2011) claimed that mental processes of experts can help the teachers guide the
students into becoming more effective learners. The question is, “What is it exactly the experts
do?” Studies have shown that experts are better than novices along the following.
a. Detecting features and meaningful patterns of information

b. Accumulating more content knowledge and organizing it in a manner that indicates
understanding of the topic
c. Retrieving important aspects of knowledge with little effort
d. Adapting an approach to new situations
e. Using effective strategies

Knowing the above approaches that experts use in dealing with knowledge or information,
teachers would be able to determine appropriate strategies to help students also apply these
approaches that experts use.
a. Detecting Features and Meaningful Patterns of Organization. Experts are better

able to detect important features of problems and context not noticed by novices. When
confronted with information or data, experts engage in chunking of information where,
they deduce hierarchical structures, making them recall the more important therein.
b. Organization and Depth of Information. Experts’ knowledge is organized around the

important ideas or concepts. Thus, they have a deeper understanding knowledge than
novices. Usually, experts have more elaborate networks of information about an area. As
such the curriculum should be designed in a way that it is easy for the students to organize
information.
c. Fluent Retrieval. Experts along a certain area, are able to retrieve information fluently
without much effort. The advantage of effortless retrieval is that it places less burden on
the conscious effort of retrieving the information. For example, expert readers can readily
read the written word with less effort than novices, thus, making them pay attention as
well as comprehending and deriving meaning from the written word. Novice readers spend
more time retrieving information from the written word, thus there is less time spent given
to comprehension.
d. Adaptive Expertise. Experts are able to approach unique or new situations in a flexible
manner and are not limited to the “old” approach they usually use. They are flexible and
can adapt equally well, even to new situations, rather than always responding in a rigid
or fixed way.
e. Strategies. Experts use effective strategies in understanding information in their area

of expertise and in advancing it. Acclimation is the initial stage of expertise in a particular
domain (science, mathematics). At this stage, students have limited and fragmented
knowledge that limits their ability to differentiate between accurate and inaccurate
information, or between relevant and irrelevant information. Teachers should help
students go beyond the acclimation stage, by guiding them into differentiating between
important and non-important, or what is accurate from inaccurate. Teachers should also
teach students strategies and practice them in relevant situations.
f. Spreading Out and Consolidating Learning. Teachers should always talk to students
on the importance or reviewing and monitoring regularly what they have learned; and
that it is better to distribute their learning over a period of time, rather than cramming at
the last minute for review.
g. Asking Themselves Questions. Teachers should encourage students to ask themselves

questions. When students do this, they expand the number of associations with the
information they need to retrieve. Teachers should also encourage the students to
periodically ask questions, as for example, while listening to a lecture, watching a video,
or even while reading. They can also be encouraged to generate questions about their
experiences, and this way, they can better remember such experience.
h. Taking Good Notes. This refers to taking good notes while reading a text or from a
lecture. However, in taking down notes, they should be taught strategies to organize their
notes, so that they can get the bigger picture of the material they are dealing with.

• Summarizing: Have children listen first, then deduce the main idea.
• Outlining: This requires writing down the main topic and then the sub-topics.
• Using concept maps: They visually portray information in spider-like format.
i. Using a Study System. This refers to a system that students should adapt for studying.
An established study system will help learners for more meaningful learning.
Certain types of teaching methods or techniques are appropriate to best develop particular
types of knowledge and outcomes. It therefore requires the teacher to know exactly what kind
of learning students need to develop.
a. For developing declarative knowledge, the appropriate methods would be to provide

activities on organizing, listing, and elaborating to facilitate learning. This calls for
rehearsals, use of facts sheets, graphic organizers, use of thinking maps, recall and
remembrance strategies, and organizational concepts.
b. For developing concept learning, applications of learning is the most appropriate. This
does not involve memory or recall as in declarative learning but the use of inquiry or
expository approach is the more appropriate to use.
c. For learning procedures, the application of procedural methods to reach the final
product is a good approach. This entails the following: recognition, recall, application,
analysis and completion steps. Simple procedures should be demonstrated and practiced
one at a time.
d. For learning of principles, cause and effect strategies are effective to teach principles.
Processing Your Knowledge
A. Consult any book on educational psychology or theories of learning. Read at least two
theories of learning and identify their proponents. Outline the highlights of each theory
using the table given in the worksheet.

Check Your Progress
A. Following are the learning activities and practices commonly applied inside the classroom.
Identify what theory is applied in each learning activity.
1. The teacher assigned the students to memorize he multiplication table.
2. The teacher showed a ten-minute video about an effective teacher to a group of
teacher-trainees.
3. The teacher gave five algebra problems for students to solve.
4. The teacher first gave a lecture on a topic on Philippine history, after which he asked
the students to answer recall questions.
5. The teacher asked the students to memorize and recite Jose Rizal’s “My Last Farewell”.
6. The teacher invited one resource person to give a lecture o n developing habits of
cleanliness and hygiene. After the lecture, the students were encouraged to ask
questions to the resource speaker.
7. In a science class, the teacher asked the students to do an experiment and answer
the questions based on the results of the experiment.
8. The teacher gives a “star” to the pupil who gave correct answers to her questions.
9. In a statistics class, the students were asked to interpret the data illustrated in graphs.
10. The teacher asked the students to do interviews with local officials. The purpose was
to identify who among the local officials are “good” and “effective” leaders based on
a set of criteria.
11. The teacher asked the students to observe a chef on the correct way of cooking a
recipe.
12. In a coconut-growing locality, many of the topics in the course had to do with
coconuts. In TLE, lessons are on cooking using coconut recipes. In science, lessons
are on hot wo improve the by-products of coconuts.
13. On a lesson in environmental conservation, students climbed a mountain to study the
kids of topographical changes taking place.
14. In an English (literature) class, the topic was Joyce Kilmer’s poem, “Trees”. The
teacher asked two students to write two paragraphs of their interpretation of the poem
from a science perspective. Two students were also asked to interpret the poem in
music form.
15. The topic under study is to study the use of computer programs needed for different
tasks in the workplace.

WORKSHEET
Name : Lesson No. 1

Program/ Year
: Module No.: 1
Level
Processing your Knowledge
Description/
View of Knowledge View of Learning View of Motivation
Definition
Check your Progress
1. 6. 11.
2. 7. 12.
3. 8. 13.
4. 9. 14.
5. 10. 15.
Parent’s /Guardian’s Full Name and Signature

PERFORMANCE TASK
Name: Date:
Program/Year Level:
Assume that you are a teacher teaching the concept of adding 2 + 3 to Grade 1 pupils. Write
the steps on how you are going to approach teaching the concept to ensure a better
understanding of the task. Give your reasons why.
Steps
Reasons:
Parent’s /Guardian’s Full Name and Signature

References
Printed Sources
Brawner, D. (2018) Facilitating learner-centered teaching. Quezon City: Adriana Publishing Co.,
Inc.

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CONTACT US

Name : RAYMUNDA L. APOSTOL

Name : ANGEL MAE M. PONTILLO

Name : ANNIE M. MADUAY

S.Y. 2021-2022 |Education Program|Module_EDUC 302|First Term, First Semester Page|1

Dynamic and Holistically We commit ourselves to:

S.Y. 2021-2022 |Education Program|Module_EDUC 302|First Term, First Semester Page|2

S.Y. 2021-2022 |Education Program|Module_EDUC 302|First Term, First Semester Page|3

1.) Carefully read all the information sheets,

S.Y. 2021-2022 |Education Program|Module_EDUC 302|First Term, First Semester Page|4

Desired Learning Outcomes

Week Lesson Topics

August 18, 2021

S.Y. 2021-2022 |Education Program|Module_EDUC 302|First Term, First Semester Page|5

At the end of the lesson, it is expected that you can:

1. LEARNER-CENTERED THEORIES OF LEARNING

THE NATURE OF LEARNING

Learning is a process that brings together personal and environmental experiences

S.Y. 2021-2022 |Education Program|Module_EDUC 302|First Term, First Semester Page|6

The definition of learning covers the following elements:

There are types of learning resulting from engagement or participation in classroom

d. Discrimination Learning. It is learning to differentiate between stimuli and responding

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g. Attitude Learning. Attitude is a predisposition which determines and predicts behavior.

NATURE OF THEORIES OF LEARNING

A learning theory is an organized set of principles explaining how individuals acquire,

Learner-centered is the perspective that focuses on individual learners – their heredity,

S.Y. 2021-2022 |Education Program|Module_EDUC 302|First Term, First Semester Page|8

These are the main ideas of these principles:

Cognitive and Metacognitive Factors

3. Construction of Knowledge. The learner can relate new information in meaningful

6. Context of Learning. Learning is influenced by environmental factors including culture,

Motivational and Affective Factors

8. Intrinsic Motivation to Learn. Learning is stimulated by tasks of optimal novelty and

9. Effects of Motivation on Effort. Acquisition of complex knowledge and skills requires

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10. Developmental Influences on Learning. As individuals develop, they encounter

11. Social Influences on Learning. Learning is influenced by social interactions,

Individual Differences Factors

12. Individual Differences in Learning. Learners have different strategies, approaches

This strategy emphasizes real-life problem-solving. It exposes learners to authentic life

This approach is in contrast to direct-instruction approach. Teachers create the situation

S.Y. 2021-2022 |Education Program|Module_EDUC 302|First Term, First Semester Page|10

c. Internal processes tend to be excluded or minimized in theoretical explanations. This

d. Learning involves a behavior change.

e. Organisms are born as blank slates.

f. Learning is largely the result of environmental events.

g. The most useful theories tend to be parsimonious (or concise).

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Cognitivism or Cognitive Constructivism

a. Classifying or chunking information

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Following are some applications of social constructivism (Kelly, September 2012).

S.Y. 2021-2022 |Education Program|Module_EDUC 302|First Term, First Semester Page|13

1. Social Learning theory

Implications of Social Learning of the Practice of Education

Implications of Socio-Constructivism on the Practice of Education

S.Y. 2021-2022 |Education Program|Module_EDUC 302|First Term, First Semester Page|14

Implications of Experiential Learning to the Practice of Education

Howard Gardner’s theory of intelligence challenges the understanding that intelligence