First reporter

I. Topic Presentation/Discussion:

COGNITIVE AND METACOGNITIVE

FACTORS Cognitive factors refer to the mental processes the learners undergo as they
process information. The way learners think about their thinking as they engage in mental
tasks is the concern of the metacognitive factors.

1. NATURE OF LEARNING PROCESS The learning of complex subject matter is most

effective when it is an intentional process of constructing meaning from information and
experience. Teachers play a significant role in guiding their learners to become active, goal-
directed, and self-regulating, and to assume personal responsibility for their learning. The
learning activities and opportunities provided by the teacher are very important situations where
learners can integrate knowledge and concepts to their experiences. Whenever teachers plan their
lessons and topics, they always need to consider how they can bring reality in the classroom.
Learners need to have a clear and concrete understanding of knowledge and concepts presented
so that they would also know in what particular situations they have to apply them. Learning
through experience is the most effective way of teaching. An intentional learning environment is
one that fosters activity and feedback and creates a culture that promotes metacognition, that is,
one in which the learner becomes aware of his or her learning process and can use tools to
enhance this learning process (Bereiter & Scardamalia, 1989).

2. GOALS OF THE LEARNING PROCESS The successful learner, over time and with
support and instructional guidance, can create meaningful, coherent representations of
knowledge. Learners need to be goal-directed. Teachers have to guide learners in terms of
determining their personal goals. They need to set their goals, not dictated by others, to ensure
thei willingness to achieve them. Meaningful learning takes place when what is presented to
learners is very much related to their needs and interests. When learners have good
understanding of the concepts discussed in school, they can reach long-term goals most likely.
Indeed, it is challenging to motivate learners to succeed.

3. CONSTRUCTION OF KNOWLEDGE The successful learner can link new information

with existing knowledge in meaningful ways. In planning a new lesson to be presented, teachers
would usually find it more effective wher they connect the leamers existing knowledge to new
information. The integration of prio experiences to a new concept to be learned is a way of
making connections between what is new and what is already known. That new knowledge is
created from old knowledge is the very heart of constructivism. Teachers should initiate more
opportunities for learners to share ideas, experiences,

observations, and readings as the need arises. Sharing prior knowledge can be done in creative
strategies like concept mapping, group activities, and other collaborative techniques where
learners are also able to learn from each other's experiences.
4. STRATEGIC THINKING The successful learner can create and use a repertoire of thinking
and reasoning strategies to achieve complex learning goals. Strategic thinking is a person's
ability to use knowledge in different ways to solve problems, address concerns and issues,
decrease difficulties in certain situations, and make sound decisions and judgments in varied
conditions. Strategic thinkers do not easily give up even in difficult situations. They are more
challenged to find ways to solve a problem no matter how many times they already failed. They
are not afraid to commit mistakes because they perceive them as meaningful leaming
experiences to continuously discover other ways of arriving at solutions. Teachers are supposed
to give them as many opportunities to learn, experiment, solve, and explore new ideas and
concepts. Thus, to motivate and encourage the learners to
be more creative and innovative in their ideas, opinions, and responses are musts for teachers.

5. THINKING ABOUT THINKING Higher-order strategies for selecting and monitoring

mental operations facilitate creative and critical thinking. One of the most challenging roles of
the teachers is to develop among their learners' higher order thinking skills (HOTS). It means
that their learners can do evaluation, synthesis, analysis, and interpretation of varied concepts,
information, and knowledge. As previously mentioned, learners develop their thinking skills
when they are provided with opportunities and learning experiences to process varied events and
situations, specifically if given real problems. This context means that aside from mastering
information, discovery, problem-solving, creation, and evaluation should also be integrated into
their learning experiences. Assessment tools in school should be authentic. Students can make
inferences, sound judgments, and relevant conclusions, and use their learned knowledge to
varied situations. HOTS are very much needed in this fast-changing world.

6. CONTEXT OF LEARNING Learning is influenced by environmental factors, including

culture, technology, and instructional practices. Learning does not only take place inside the
classroom. Much of what learners learn in the classroom with their teachers can only have
meaning once they see them concretely in their everyday life. Examples given in the classroom
should be a reflection of their actual life experiences. The digital tools and instructional practices
must be carefully selected to facilitate a motivating, stimulating, and encouraging learning
environment geared toward effective acquisition of knowledge, concepts, and skills among
learners.

MOTIVATIONAL AND AFFECTIVE FACTORS

How the learners push themselves to learn and how they value learning are the concerns of
the motivational factors. Meanwhile, the affective factors relate to the attitude, feelings,
and emotions that learners put into the leaming task.

1. MOTIVATIONAL AND EMOTIONAL INFLUENCES ON LEARNING What and how

much are learned are influenced by the learner's motivation. Motivation to learn is influenced by
the individual's emotional stat beliefs, interests and habits of thinking. Motivation plays a very
important role in learning. It pertains to an individual's inner drive to do something, accomplish
something, pursue a goal, learn, and master a skill, or just discover
without necessarily being forced or pushed by anyone. The level of one's motivation would
also determine the extent of his or her ability to accomplish desired tasks. The way teachers
motivate their learners is then crucial to make them actively engaged in the learning process. In
lesson planning, the motivation part of the lesson sets the positive mindset of the learners.
No matter how new, challenging, and technical a topic is, if the level of their motivation is high,
they would always find the interest to participate and get themselves engaged. Meanwhile, if
there were no efforts to motivate learners, then, there would also be no engagement to learning.
Teachers and parents' encouragements, praises, and rewards can boost the learner's confidence.
They can also establish positive emotional states and good habits of thinking in individuals.
Learners will always feel that mistakes and errors are normal parts of learning. Teachers should
also use learning materials and strategies that would eradicate learners 'anxiety, panic, and even
insecurities.

2. INTRINSIC MOTIVATION TO LEARN The learner's creativity, higher-order thinking,

and natural curiosity all contribute to the motivation to learn. There are two kinds of motivation
intrinsic and extrinsic motivation. Intrinsic motivation is manifested when an individual engages
in an activity or task that is personally gratifying. It is personally rewarding, and there is no
expectation for any external or tangible reward. Extrinsic motivation, meanwhile, is its direct
opposite. A person engages in a task or activity to earn external rewards or to avoid punishments
in some situations. Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty,
relevant to personal interests, and providing for personal choice and control. As teachers and
mentors, the most important way to motivate the students to learn is to present the value of that
knowledge or concept to their life. Learning is not only about getting good grades or complying
with requirements, but it is more of knowing why they need to learn such and to what specific
instances in their lives that they would be able to use them. When what is being taught to the
students is presented creatively, it stimulates their HOTS, enhances their curiosity, and heightens
their interest to learn more about it. Teaching strategies that allow personal choice and control,
collaboration, and creation for learners contribute to a more heightened intrinsic motivation for
learning.

3. EFFECTS OF MOTIVATION ON EFFORT Acquisition of sophisticated knowledge and

skills requires extensive learner's effort and guided practice. The learners' motivation to learn is
also partnered by their extended efforts. Teachers facilitate learning opportunities and
experiences that encourage learners to exert time and effort and at the same time commitment
and enthusiasm toward a task they have to do and a concept they have to learn. It is through the
teachers' encouragement that they will have to do tasks with quality and not just for compliance's
sake. Teachers can praise works that have been done well. They can also acknowledge every
little achievement of a person. Teachers can use the students' errors or mistakes as opportunities
for mentoring. All these raise a person's motivation to learn. Positive emotions establish in the
classroom as well as with others make leaming interesting for everybody in general. The learning
environment can also foster positive emotions when there is no competition between and among
learners, and numeric grades are just secondary considerations as pieces of learning.

DEVELOPMENTAL AND SOCIAL FACTORS

Development and social factors as well as individual differences are considered critical
factors in the capacity of learners to engage in learning. These principles include the
following:

1. DEVELOPMENTAL INFLUENCES ON LEARNING As individuals develop, there are

different opportunities and constraints for learning. Learning is most effective when differential
development within and across physical, intellectual, emotional, and social domains is taken into
account. Knowledge on the physical, intellectual, emotional, and social
domains of the learners is an excellent springboard for planning learning activities, materials,
and assessment. Often, some learners are not learning well because there is a mismatch between
the learning activity and the learners' developmental stage. Teachers are persons and
professionals who should be knowledgeable of the various developmental milestones of learners.
They should not be working alone along instructional planning. They should always collaborate
with the school administrators, guidance counselors, learners' parents, guardians, and even
family. Specifically, teachers should always investigate the readiness of the learners through
keen observations, diagnostic tools, authentic assessments, and the like. All of these will help to
create optimal learning contexts and environment.

2. SOCIAL INFLUENCES ON LEARNING learning is influenced by social interactions,

interpersonal relations, and communication with others. Collaboration is a 21st century skill. All
learners should learn the skill of working with others in an instructional setting. This ability will
prepare them for the real world where they are expected to interact effectively to a community of
diverse people. Collaborative skills encompass social Interactions, interpersonal relations, and
communication. Leaming activities in the classroom should offer opportunities for such
collaborative skills. Group works, group dynamics, as well as group tasks are examples of
situations where such can be developed. When learners work with their peers and classmates,
they learn to appreciate and respect diversity. They practice their listening skills and at the same
time consider each other's perspectives and contributions on the task to be completed. When
adequately facilitated by the teacher, this ability contributes to a positive and healthy learning
such as respect for each other's opinions, give-and-take relationships, and taking responsibility
for assigned tasks to develop the interpersonal relationships of the leamers.

INDIVIDUAL DIFFERENCES FACTORS

1. INDIVIDUAL DIFFERENCES IN LEARNING Learners have different strategies,

approaches, and capabilities for learning that are a function of prior experience and heredity.
Diversity is a natural part of life. The learning environment is the best example where diversity is
manifested between and among learners. Each learner has his or her learning style, intelligence,
potential, skills, talents, learning preferences, as well as cognitive abilities, which are the effects
of both experience and heredity. Theories on multiple intelligences, learning styles and the
differentiated instructions are all to be considered when planning the delivery of lessons.
Teachers assist and support their learners in identifying their most effective learning style,
dominant intelligence, skills, and potentials, and help them identify the ways and means on how
they can use them to maximize learning. Current trends in teaching encourage teachers to apply
concepts on multicultural teaching, differentiated instruction (D), and the Universal Design for
Learning (UDL). All these principles support the premise that teachers should be creative,
innovative, and supportive of the individual
differences of their learners. These trends in teaching offer various, options and ways by which
diversity can best be used for meaningful teaching and learning.

2. LEARNING AND DIVERSITY Learning is most effective when differences in learners"

linguistic, cultural, and social backgrounds are taken into account. Multicultural teaching
encourages teachers to consider their learners' linguistic, cultural and social backgrounds.
Language can be a barrier in learning when learners cannot express themselves properly and
when the learning material is not also related to their social context. Examples given may be
too vague or abstract because their most specific application cannot be found outside of the
school. Cases and situations should be contextualized and localized. When learners find that their
lessons are also concretely seen in their places and are closely related to their environment, the
more they can appreciate learning. Culture makes one person distinct from other people.
Students manifest differences in language, values, belief systems, and way of life. An inclusive
classroom is one that welcomes and respects these differences, which are incorporated into their
learning activities. They are also used as actual examples of concepts presented during
discussions. Students do not feel discriminated upon and ridiculed because of their uniqueness as
an individual. When each learner feels valued, accepted, and appreciated for what he or she is,
this affirmation contributes to a positive learning environment.

3. STANDARDS AND ASSESSMENT Setting appropriately high and challenging standards

and assessing the learner as well as the learning progress-including diagnostic, process, and
outcome assessment-are integral parts of the learning process. Assessment and evaluation are
essential pats of the teaching and learning process. The results of assessments conducted are used
to gauge the learners' strengths, weaknesses, imitations, and areas of difficulties. Teachers can
also determine what kind of support and scaffold the learners need. This process also includes
knowing which instructional material would best assist a learner for better school performance.
should be used as a means of improving the teachers' strategies and techniques in teaching. Low
results may not always be attributed to students' negligence and difficulties but may also be
because the teacher's strategy was not effective during the delivery of the lesson. Assessment,
therefore, is for both the teacher and leamer.
Second reporter
II. Topic Presentation/Discussion:

HUMAN DEVELOPMENT is a pattern of movements or change that begins at conception

and continues through the life-span. (Santrock 2002)
Human development Also includes growth and decline. Human development also can be
positive or negative.

SOME MAJOR PRINCIPLES OF HUMAN DEVELOPMENT

1.Human Development is relatively Orderly

A. Proximodistal Pattern – The muscular control of the trunk and the arms comes first earlier as compared to
the hands and fingers.

B. Cephalo-caudal pattern – During infancy, the greatest growth always occurs at the top – the head – with
physical growth in size, weight and future differentiation gradually working its way down from top to
bottom.

2. While the pattern of development is likely to be similar, the outcomes of development

processes and the rate of development are likely to vary among individuals.

3.Development takes Gradually

4. Development as a process is complex, because it is the product of biological, cognitive and

socio-emotional process. ( Santrock, 2002)

. Biological process – Involves changes in the individual’s physical nature.

. Cognitive process – Involves changes in the individuals thought, intelligence, and language.

. Socio-emotional process – Includes changes in the individual’s relationship with other people,
changes in emotion and changes in personality.

Two Approaches to Human Development

•Traditional Approach
Extensive change from birth to adolescence, little or no change in adulthood and decline in late
old age.

•Life-span Approach
Emphasizes to the full process of human development from conception to death.

Characteristics of Life-span Perspective

1. Development is life-long – It does not end in adulthood. No development stage

dominates development.

2. Development is multidimensional – Development consists of biological, cognitive, and

socio emotional deminsions.

3. Development is plastic – Development is possible throughout the life-span.

4. Development is contextual – Individuals are changing begins in changing worlds.