1

Lesson 1
DEFINITIONS OF LEARNING

I.

LEARNING OBJECTIVES
1. Discuss the Definitions of learning
2. Describe how learners acquire learning
3. Discuss the nature of learning and how it occurs

II.

LEARNING STRATEGY
For the learning strategy, we will use the brain storming method. The class will be

divided into 4 groups and each group will discuss their views about learning and how
would they define learning. After the groups finalize their answers, they will choose
representatives who will share to the class what their group discussed earlier. After the
activity, the facilitator will now discuss the topic and explain or relate their answers to the
Definitions of Learning. A pre-assessment with 10 items multiple tests with four choices
will be given after the lesson is discussed and being presented.

III.

GRAPHIC ORGANIZER

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IV.

DISCUSSION

DEFINITIONS OF LEARNING
What is this thing called learning? This question generates a hundred and one
answers. So we can say that learning:

Is a way of knowing things

Is an increase in knowledge
Refers to the method of acquiring information
Is way of thinking
Means the process of storing ideas
Is defined as the process of memorization
Is one way of storing information that can be reproduced, retrieved and used

when it is needed
Is a means through which we make sense out of this world
Is a way of interpreting and understanding realities
Is a change through which we conceptualize the world

DEFINITIONS OF LEARNING
The definitions of learning are embedded in the word itself. They are as follows
Table 1.1

The learners need to listen to those with whom they can extend their
L Listen

knowledge. They must also listen to their inner voice and feel how
such voice echoes deep within them.

Learning must change the learners from one form to another. It

E Evolve

means that learners need to follow the ladder of knowledge. They

do not just confine themselves to acquiring mere facts.

The learners change their cognitive structures in order to

accommodate new bits of information. They monitor, regulate and
A Adapt

modify their own thoughts and create new avenues for

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transformation.

The learners are able to recognize their personal worth and

contribute to the welfare of the majority. It means that they are able
R Reciprocate

to transcend what they have learned and use it for the benefit of all.

The learners do not limit their selves to the confines of the

classroom. Rather, they go out and explore new horizons and
N Network

acquire novel experiences as they share their learning to others

.
The learners have the ability to organize their knowledge around the

I Integrate

existing schemata which they use to aid understanding.

The learners are willing to explore new things and follow the right
N Navigate

path to learning. They find meanings as well as enjoyment while

they are on their journey to learning
.
The learners do not just accept things as they are. Rather, they

G - Grow

quibble about how and why things are done. They grow from their
own mistakes and use such mistakes as building blocks of learning.

Definitions of Learning according to different Authors

1. Pavlov - One of the most famous psychological experiments in learning and
behavior was conducted by Ivan Petrovich Pavlov. His experiments are part of
classical conditioning, which concerns itself with the formation of new reflexes, a
response automated by a stimulus, according to Gray. Essentially, Pavlovs
conditioning studied dogs and their response to food. The dogs had tubes
permanently implanted to collect their salivary juices. Pavlov discovered that the
dogs salivated uniquely to different food stimuli.

4
2. Watson - According to Gray, psychologist John B. Watson was the first to use
Pavlovs conditioning solely to describe learning. Watson was consistent with
using behavior and not feeling or thought, as a means of testing learning. He was
the founder of the school behaviorism.
3. Bruner Bruner views learning as an active process. He has been a prime
proponent of the discovery learning approach. In this approach, students are
presented with a problem and some evidence: they must seek to reconcile that
information and discover the solution of the problem
4. Ausubel David Ausubel was a cognitive learning theorist who focused on the
learning of school subjects and who place considerable interest on what the
students already know as primary determiner of whether and what he/she learns
next. Learners seek to make sense of their surroundings by integrating new
knowledge with that which they have already learned.
5. Piaget His view of how childrens minds works and develops has been
enormously influential, particularly in educational theory. His particular insight
was the role of maturation in childrens increasing capacity to understand their
world.

V.

POST ASSESSMENT
With a creative design, the students will make a bookmark and embedded in their

bookmark, they will write on it their own definition of learning. They can choose whatever
design they want.

VI.

POST TEST

Direction: Encircle the letter that corresponds your answer

1. The learners need to listen to those with whom they can extend their knowledge. They
must also listen to their inner voice and feel how such voice echoes deep within them.
a. Listen
b. Evolve
c. Network
d. Integrate

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2. He was the first to use Pavlovs conditioning solely to describe learning.
a. Ausubel
b. Watson
c. Pavlov
d. Piaget
3. His experiments are part of classical conditioning, which concerns itself with the
formation of new reflexes, a response automated by a stimulus, according to Gray.
a. Pavlov
d. Piaget
c. Bruner
d. Ausubel
4. The learners do not limit their selves to the confines of the classroom. Rather, they go
out and explore new horizons and acquire novel experiences as they share their learning
to others.
a. Listen
b. Navigate
c. Integrate
d. Network
5. His view of how childrens minds works and develops has been enormously influential,
particularly in educational theory.
a. Ausubel
b. Bruner
c. Piaget
d. Watson
6. A cognitive learning theorist who focused on the learning of school subjects and who
place considerable interest on what the students already know as primary determiner of
whether and what he/she learns next.
a. Bruner
b. Pavlov
c. Ausubel

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d. Watson
7. The learners have the ability to organize their knowledge around the existing
schemata which they use to aid understanding.
a. Evaluate
b. Integrate
c. Listen
d. Navigate
8. The learners are able to recognize their personal worth and contribute to the welfare
of the majority. It means that they are able to transcend what they have learned and use
it for the benefit of all.
a. Integrate
b. Reciprocate
c. Listen
d. Evaluate
9. He views learning as an active process.
a. Pavlov
b. Piaget
c. Ausubel
d. Watson
10. The learners do not just accept things as they are. Rather, they quibble about how
and why things are done.
a. Grow
b. Navigate
c. Listen
d. Integrate

Lesson 2
THE LEARNER AND THE LEARNING PROCESS

I.

LEARNING OBJECTIVES
1. Identify the important metaphors of the learning process
2. Describe how the process of learning occurs
3. Discuss the process of acquiring learning

II.

LEARNING STRATEGY
For the learning strategy, the students will form a circle. There will be music and

a ball provided. When the music is on each student will pass the ball to their seatmate
until to whom the ball lands when the music stops. The person, who will receive it, will
share to his/her classmates their views about learning and how they acquire it. . After the
activity the Facilitator will now present the class the topic and relate it to the activity
given earlier. A pre-assessment with 10 items multiple tests with four choices will be
given after the lesson is discussed and being presented.

III.

GRAPHIC ORGANIZER

Percivng Decidng Actions Fedback

IV.

Learning
Process
DISCUSSIONS
THE LEARNER AND THE

LEARNING PROCESS
Learning sis finding out what you already know. Doing is demonstrating that you
know it. Teaching is reminding others that they know just as well as you. You are all
learners, doers and teachers.. You teach best what you most need to learn says
the famous author Richard Bach.
Learners and learning are not so much in the spotlight as teachers and teaching.
And while the fantastic role of teachers can never be overlooked, it may not be a bad
idea to look at learners and the learning process and distinct approaches to it, but to
apply a lay persons common sense approach and understanding to look at something
that is so very fascinating and critical to our survival and growth.

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We start learning as soon as we are born. Watching a child jump with the joy of
discovery, struggle to stand up, or strive to master the first word are big rewards of
parenthood. The point is, all of us have an amazing capacity to learn and have been
through the process. The reason thus needs to be emphasized is that many of us forget
this later as adults.
Behavior, Experience and Change affects learning.
There are 4 Stages in the Learning Process:
1. Perceiving

- stage of the learning process that uses sense and experience

2. Deciding

- stage of learning where you found and figure what to do.

3. Actions

- stage of process where you can perform or act what was

decided.
4. Feedback

- stage of learning process where we could relate to the other

peoples experience and give our opinions and reactions.

V.

POST ASSESSMENT
The students will write on a short sized bond paper an essay regarding the topic.

On their essays, they will explain how they acquire learning or the process of learning
and its significance in our everyday lives. They can make designs on the borders or
whatever design or style they prefer.

VI.

POST TEST

Direction: Encircle the letter of the correct answer.

1. The following are all definitions of learning except one.
a. A way of knowing things
b. An increase of knowledge
c. The process of rejecting things
d. A way of thinking
2. We learn when we are.

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a. Doing something
b. Talking & applying what we know
c. Researching
d. All of the above
3. What branch of Psychology deals with the study of learning?
a. Forensic psychology
b. Educational psychology
c. Occupational psychology
d. None of the above
4. The stage of learning process that uses sense and experience.
a. Deciding
b. Perceiving
c. Action
d. Feedback
5. All definitions of learning point three significant concepts. Which of these?
a. Change, adaptation & behavior
b. Learning, adaptation & change
c. Change, behavior & experience
d. Change, creation & experience
6. Which stage of process you can perform or act what was decided?
a. Deciding
b. Perceiving
c. Action
d. Feedback
7. The following are the factors that influence learning except one.
a. Environmental condition
b. Use of assessment & reinforcement
c. Teachers personality
d. Direct observations

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8. Which of the following is true of learning?

a. Learning is relatively permanent
b. Learning involves a change in behavior
c. Learning is an active process
d. All of the above
9. The stage of learning process where you figure out or decide what you want to do
a. Deciding
b. Perceiving
c. Action
d. Feedback
10. Stage of learning process where we could relate to the other peoples experience
and give opinions or reactions.
a. Deciding
b. Perceiving
c. Action
d. Feedback

Lesson 3
THE TEACHER AND THE TEACHING STYLES

I.

LEARNING OBJECTIVES
1.
2.
3.
4.

Describe the different styles in teaching

Explain why knowing the different teaching styles is important
Identify what learning style are used by teachers
Describe the role of the teacher in the four corners of the classroom

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II.

LEARNING STARTEGY

For the learning strategy, the facilitator will divide

the class into 5 groups and in grouping the class
there is colored paper provided beneath their arm
chairs to know what group color they belong. After
the students have settled down, the facilitator will
give each group the definitions of the different
learning styles and the group must create a short
presentation regarding the given definition and guess
or choose what learning style fits to their given
situation that are provided in the board. After the
activity the Facilitator will now present the class the
topic and relate it to the activity given earlier. A preassessment with 10 items multiple tests with four
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choices will be given after the lesson is discussed

and being presented.

III.

GRAPHIC ORGANIZER

IV.

DISCUSSION

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WHAT ARE THE DIFFERENT STYLES IN TEACHING?

No two teachers are alike, and any teacher with classroom teaching experience
will agree that their style of teaching is uniquely their own. An effective teaching style
engages students in the learning process and helps them develop critical thinking skills.
Traditional teaching styles have evolved with the advent of differentiated instruction,
prompting teachers to adjust their style towards students learning needs.
Although it is not the teachers job to entertain students, it is vital to engage them
in the learning process. Selecting a style that addresses the needs of diverse students at
different learning levels begins with a personal inventory a self evaluation of the
teachers strengths and weaknesses. As they develop their teaching styles and integrate
them with effective classroom management skills, teachers will learn what works best for
their personalities and curriculum.
The following list of teaching style highlights the five main strategies teachers use
in the classroom, as well as the benefits and potentials of each respective teaching
method. And what each teaching styles means.

Table 1.2

Teaching Styles

Definition

The authority model is teacher-centered and

Authority or Lecture Style

frequently entails lengthy lecture sessions or

one way presentations. Students are expected
to take notes or absorb information.

The demonstrator retains the formal authority

Demonstrator or Coach Style

role while allowing teachers to demonstrate

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their expertise by showing students what they
need to know.

Facilitators promote self-learning and help

Facilitator or Activity Style

students develop critical thinking skills and

retain knowledge that lead to selfactualization.

The delegator style is best suited for

Delegator or Group Style

curriculum that requires lab activities, such as

chemistry and biology, or subjects that warrant
peer feedback, like debate and creative
writing.

Hybrid or blended Style follows an integrated

Hybrid or Blended Style

approach to teaching that blends the teachers

personality and interests with students needs
and curriculum-appropriate methods.

V.

POST ASSESSMENT
On a short-sized bond paper, the students will make a poem regarding what kind

of teacher they will be and how will they impart their knowledge to his/her students in the
future. They have the will to create any number of verses they like. They can also design

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their work or put it in a construction paper with the same size as the short bond paper if
they wish. (Be creative)

VI.

POST TEST

Direction: Encircle the letter of the corresponding answers

1. Below are the listed qualities of a great teacher except one.
a. A role model who inspires and encourages us to strive for greatness, live to
our fullest potential and see the best in ourselves
b. A teacher that has an effective discipline skill and can promote positive
behaviors and change in the classroom.
c. A teacher that makes it difficult for students to learn or decrease their desire to
learn
d. A teacher who we can look to them for advice and guidance.
2. What type of learning style wherein a teacher will often give students a choice in
designing and implementing their own complex learning projects and will act in a
consultative role? This is best suited for a curriculum that requires lab activities or
subjects that warrant peer feedback and necessitate group work.
a. Authority Style
b. Facilitator Style
c. Delegator Style
d. Demonstrator
3. This type of teaching style tends to focus on activities. Teachers typically design group
activities which necessitate active learning, student-to-student collaboration and problem
solving.
a. Facilitator Style
b. Authority Style
c. FTCL
d. Demonstrator

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4. This achieves the inclusive approach of combining teaching style cluster enables
teachers to tailor their style to students needs and appropriate subject matter.
a. Authority Style
b. Facilitator Style
c. Hybrid Style
d. Delegator Style
5. A teaching Style that focuses on content and can be very instructor centered and
frequently entails lengthy lectures sessions or one way presentations.
a. Facilitator Style
b. Authority Style
c. Silent teaching
d. Demonstrator
6. This teaching style concentrates on the performance of an academic procedure. The
teacher defines the steps to accomplish necessary tasks as well as defines the
standards which would indicate the mastery in applying these procedures.
a. Boomer style
b. Hybrid Style
c. Demonstrator
d. Facilitator
7. This teaching style follows an integral approach to teaching that blends the teachers
personality and interests with students needs and curriculum-appropriate methods.
a. Delegator style
b. Boomer Style
c. Facilitator
d. Hybrid Style
8. In this teaching style, the teachers often change the volume of his/her voice from low
to high or mid to low in order for the students to be intellectually active.
a. Boomer Style
b. Boom Style
c. Authority Style

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d. Demonstrator
9. A teaching style wherein the teacher lectures using a minimal volume of his/her voice.
Students tend to get bored and some are being attentive in order to hear the teacher
clearly.
a. Sit-cher
b. Authority Style
c. Delegator Style
d. Silent-teaching
10. They promote self learning and help students develop critical thinking skills and
retain knowledge that leads to self-actualization.
a. Delegators
b. Facilitators
c. FTCL
d. Demonstrators

Lesson 4
THE LEARNING STYLES

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I.

LEARNING OBJECTIVES
1. Explain the various styles or difference in acquiring learning
2. Describe the diversities of learning
3. Discuss what learning styles the learner used or approaches to learning
tasks that work best for them.

II.

LEARNING STRATEGY
For the learning strategy, the facilitator will divide the class into 3 groups and he /

she will use the carousel method with 3 stations and with different tasks to accomplish.
The first station will be the Auditory Station, in this station students will be given different
tongue twisters which will start with the first representative and relay it to the other
members until it reaches to the last student. The last representative will now tell the
facilitator the given tongue twister. For the second station it will be the Visual Station, in
this station the group members will have to solve a certain puzzle given by the facilitator
and lastly the third station will be the Kinesthetic Station wherein the group will choose
one representative and he/she will be given by the facilitator a word and the members
must guess the given word and construct their answers with the cups given and form it
into a pyramid. After the activity the Facilitator will now present the class the topic and
relate it to the activity given earlier. A pre-assessment with 10 items multiple tests with
four choices will be given after the lesson is discussed and being presented.

III.

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GRAPHIC ORGANIZER

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IV.

DISCUSSION

LEARNING STYLES
Students vary greatly in terms of learning modes, otherwise known as
approaches to learning tasks that work best for them. Such variations are most
commonly known as learning styles, learning style preferences, or cognitive style. A
learning style is an individuals preferences for the condition of the learning process that
can affect ones learning including where, when, and how learning occurs and with what
materials he/she learns best.
As teachers, we are concerned about students learning. It is for this reason that
we exert a lot of effort to make the lessons both teachable and learnable. When we
reflect about what and how we teach, we also reflect on how students learn and what
learning styles they use. Often times, we hear people talk about students learning
styles. According to Davies (2006) the VAK is the most common. Most students prefer
one of the following learning styles to another. It will be shown in the table below:

Table 1.3

LEARNING STYLE

MEANING

EXAMPLES

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These learners need to see

our body language and facial
expression; they prefer to sit
V Visual Learner
In front of the class. They also
think in terms of visual
displays such as diagrams,
charts, illustrated textbooks,
over head transparencies,
interactive whiteboards,
flipcharts and handouts.

A Auditory Learner

K Kinesthetic Learner

V.

POST ASSESSMENT

These are students who learn

through verbal lectures,
discussions, listening to audio
tapes and to other who are
talking. For auditory learners,
written information has no
meaning unless it has spoken
and heard.

These students learn by

doing. They prefer the handson approach rather than
listening to lectures. They do
not comprehend the
information unless they
manipulate or they are
actively involved I it. In other
words, they enjoy exploring
the physical world around
them.

Learners prefer to see

or turn pictures, charts,
or maps.
Learns the big picture
first and then focuses
on the details.
Make
minds
and
concepts maps instead
of outlines
Used flash cards when
trying
to
study
vocabulary.

Prefer to hear it than

read it
Records lectures and
them listen to them
Read textbooks aloud.
Repeat materials out
loud in your own words
Listen to background
music
Take study breaks
often
Chew
gum
while
studying
Work while study
Learn materials while
doing something
Try to take classes with
instructor
who
encourage
demonstrations
and
fieldwork

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The students will make a name tag and write on it what kind of Learning Style
they prefer when studying/learning. With a very creative design, the students will explain
why he/she choose such Learning Style. Their explanation will be placed at the back
portion of their name tag.

VI.

POST TEST

Direction: Read each question carefully and encircle the best answer.
1. It is the more or less, consistent way, in which a person perceives, conceptualizes,
organizes, and recalls information.
a. Teaching Style
b. Learning Style
c. Technique
d. Strategy
2. The following are the three main cognitive learning styles except.
a. Auditory
b. Visual
c. Automatic
d. Kinesthetic
3. Anna is a visual learner and she tends to __________.
a. Remember things that are written down
b. Learns best through hands-on approach
c. Notice different aspects of speaking
d. Chew gum while studying
4. Roxie loves to move around while studying. She cant concentrate on anything when
she is just staying still. What kind of learner is she?
a. Kinetic
b. Visual
c. Auditory

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d. Kinesthetic
5. This is the Learning Style where a learner learns best through graphs, charts, pictures
and seeing visual information.
a. Kinesthetic
b. Visual
c. Auditory
d. Automatic
6. Sheena is a person who prefers to hear it than read it. What kind of learning style she
have?
a. Automotive
b. Visual
c. Auditory
d. Kinesthetic
7. Gillian is a kinesthetic learner and she tends to _________.
a. Learns best through hands-on approach
b. Remember things that are written down
c. Notice different aspects of speaking
d. Read silently
8. The following are the characteristics of an auditory learner EXCEPT _________.
a. Prefers to hear it than read it
b. Prefers oral lectures
c. Notices different aspects of speaking
d. Reads silently
9. Nathalie likes to read in quite places with no distractions. She prefers written
information over oral ones. What kind of learning style does she have?
a. Auditory
b. Kinetic
c. Visual
d. Kinesthetic

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10. These are learners that learn best by dancing or moving the body while studying
a. Kinesthetic
b. Automatic
c. Visual
d. Auditory

Lesson 5
THE LEARNING THEORIES

I.

II.

LEARNING OBJECTIVES
1. Describe the role of theories in learning
2. Compare and contrast the different theories of learning
3. Discuss how these theories explain learning
4. Summarize the importance of each learning theory
5. Describe how we enhance our memory

LEARNING STRATEGY
For the learning strategy, the facilitator will group the class into 2. Each team will

receive different situations which will be acted after reading it, while the opposite team
will guess what learning theory is being presented not orally but using the jumbled letters
given and raise their answers for confirmation then vice-versa. After the activity, the
facilitator will now discuss the topic and explain or relate why the given situation falls
under such learning theory. A pre-assessment with 10 items multiple tests with four
choices will be given after the lesson is discussed and being presented.

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III.

GRAPHIC ORGANIZER

IV.

Behavior Theory
Cognitive Theory
Social Cognitive Theory
Social Constructivism
Situated Learning
Jerome Bruners Theory
Dual-code Theory

Learning
Theory

DISCUSSION

WHAT IS THEORY?
Theory refers to a set of circumstances, rules, propositions or principles that are
analyzed in their relation to one another and used to explain certain phenomena.
A set of circumstances refers to conditions that affect what happens or how somebody
reacts to a particular situation. Circumstances are the conditions that may affect
somebodys life that are beyond hi/her control. The word rules applies to ones conduct
or one that which explains the prevailing condition or quality. The word proposition on the
other hand, refers to the basic assumption required in a system of thought. It is a
principle that governs ones actions, perceptions, or thoughts.
SPECIFIC FUNCTIONS

A learning theory helps us to discover novel ideas and approaches in teaching

students how to learn.

A learning theory helps us organize our findings from many desperate
observations and investigations into a framework that explains certain

phenomena.
A learning theory helps us show relationships between and among variables

LEARNING THEORIES

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Table 1.4

THEORIST

THEORY

DEFINITION
Personality is the result of the interaction
between an individual and the environment.

Ivan Pavlov

Behavior Theory

This association of new responses with

existing stimulus-response pairs.

Based on the individuals thinking,

understanding, learning and reasoning skills
Jean Piaget

Cognitive Theory

to interpret or absorb the information. This

theory perceives that an individual sees that
the whole is greater than the sum of its parts.

Theoretical perspective in which learning by

observing others and its social environment is
Albert Bandura

Lev Semeonovich

Social Cognitive

the focus of the study. Behavior can be

Theory

learned through observing others.

Social Constructivism

Learning grows from our interactions with the

Vygotsky

other members of our culture.

Learning involves a process of engagement in

a community of practice. Situated learning
Jean Lave

Situated Learning

conveys the idea that learning is embedded in

or connected to the context in which
knowledge and skills are developed.

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Individual actively construct knowledge by

Jerome Seymour

Jerome Bruners

comparing new ideas or concepts with their

Bruner

Theory

current knowledge (schema or models)

Both visual and verbal information are

Allan Paivio

Dual-code Theory

processed differently and along distinct

channels with the human mind in order to
create separate representations for
information processed in each channel.

V.

POST ASSESSMENT
In a short-sized bond paper the students will draw a representation or a thing that

describe their personality. And in that drawing, they will write what learning theory they
prefer the most that best explains on the views of learning and explain why.

VI.

POST TEST

Direction: Encircle the letter of your corresponding answers.

1. Refers to a set of circumstances, rules, propositions or principles that are analyzed in
their relation to one another and used to explain certain phenomena.
a. Theory
b. Hypothesis
c. Experiment
d. Learning Theory
2. Learning involves in a community of practice.
a. Behavior Theory
b. Cognitive Theory
c. Situated Learning Theory
d. Jerome Bruners Theory
3. Below are the specific functions of theory except one.
a. It helps us discover novel ideas and approaches in teaching students how to
learn

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b. It helps us understand something and because more solid information is not
available.
c. It helps us organize our findings from many disparate observations and
investigations into a frame work that explains certain phenomena
d. It helps us show relationships between and among variables.
4. To perceive is to categorize, to conceptualize is to categorize, to learn is to form
categories and to make decisions is to categorize.
a. Jerome Bruners Theory
b. Dual code Theory
c. Social Constructivism
d. Social Cognitive theory
5. The CWTS commander discussed the ways on how to activate the fire extinguisher.
They did this by explaining every step accordingly. What theory is being applied?
a. Cognitive Theory
b. Jerome Bruners Theory
c. Social Cognitive Theory
d. Behavior Theory
6. Learning grows from our own interaction with the other members of our culture.
a. Dual-code theory
b. Social Constructivism
c. Behavior Theory
d. Social Cognitive Theory
7. A theoretical perspective in which learning by observing others and its social
environment is the focus of the study.
a. Social Cognitive Theory
b. Jerome Bruners Theory
c. Cognitive Theory
d. Situated Learning Theory
9. Personality is the result of the interaction between an individual and their environment.
a. Behavior Theory
b. Cognitive Theory
c. Social Cognitive Theory
d. Social Constructivism
10. Mrs. Graysons class went to the national museum to learn more about the
dinosaurs. What theory is being applied in the situation?
a. Social Constructivism
b. Behavior Theory
c. Situated Learning Theory
d. Cognitive Theory

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Lesson 6
14 PSYCHOLOGICAL PRINCIPLES OF LEARNING

I.

LEARNING OBJECTIVES
1. Discuss how the 14 Learner-centered Psychological Principles relates to the
learners and the learning process.
2. Identify the importance of studying the 14 Principles of learning.
3. Evaluate the analogical principles of learning.

II.

LEARNING STRATEGY
For the learning strategy the facilitator will divide the class into 2 and each group

will receive 7 Principles each. After reading and discussing the given principles, both
groups will choose 7 representatives who will share the class their understanding in the
given principles. After the activity the facilitator will present the lesson using visual aids
etc. and will now discuss the class and explain each principle and give certain examples
and relate it to the thoughts given by each group. A pre-assessment with 10 items
multiple tests with four choices will be given after the lesson is discussed and being
presented.

III.

GRAPHIC ORGANIZER
C

&

&

ff

Learning
Theories
D

ff

&

29

IV.

DISCUSSION

14 Learner-centered Psychological Principles of Learning

Below are the 14 psychological principles that deal with the learners and the
learning process. These psychological principles paint a picture of the learner as actively
seeking knowledge by 1.) Reinterpreting information and experience from themselves,
2.) You are being self-motivated by the quest for knowledge, 3.) You are working with
others to socially construct meaning, and 4.) You are being aware of their own learning
strategies and capable of applying them to new problems or circumstances. The 14
Principles are divided into cognitive and meta-cognitive, motivational and affective,
developmental and social, and individual difference factors.

COGNITIVE AND META-COGNITIVE FACTORS

Principle 1: Nature of the learning process
The learning of complex subject matter is most effective when it is an intentional
process of constructing meaning from information and experience.
Principle 2: Goals of the learning process
The successful learner, over time and with support and instructional guidance,
can create meaningful, coherent representations of knowledge.
Principle 3: Construction of knowledge
The successful learner can link new information with existing knowledge in
meaningful ways.
Principle 4: Strategic thinking
The successful learner can create and use a repertoire of thinking and reasoning
strategies to achieve complex learning goals.
Principle 5: Thinking about thinking
Higher-order thinking strategies for selecting and monitoring mental operations
facilitate creative and critical thinking.

30

Principle 6: Context of learning

Learning is influenced by environmental factors, including culture, technology
and instructional practices

MOTIVATIONAL AND AFFECTIVE FACTORS

Principle 7: Motivational and emotional influences in learning
What and how much is learned is influenced by the learners motivation.
Motivation to learn, in turn, is influenced by individual states, beliefs, interests,
goals, and habits of thinking.
Principle 8: Intrinsic motivation to learn
The learners creativity, higher-order thinking and natural curiosity all contribute
to motivation to learn. Intrinsic motivation is stimulated by tasks of optimal
novelty and difficulty, relevant to personal interests and providing for personal
choice and control.
Principle 9: Effects of motivation on effort
Acquisition of complex knowledge and skills requires extended learner effort and
guided practice. Without learners motivation to learn, the willingness to exert this
effort is unlikely without coercion.

DEVELOPMENTAL AND SOCIAL FACTORS

Principle 10: 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.
Principle 11: Social influence on learning
Learning is influenced by social interactions, interpersonal relations, and
communication with other.

31

INDIVIDUAL DIFFERENCE FACTORS

Principle 12: Individual difference in learning
Learners have different strategies, approaches and capabilities for learning that
are a function of prior experience and heredity.
Principle 13: Learning and diversity
Learning is most effective when differences in learners linguistic, cultural and
social backgrounds is taken into account.
Principle 14: Standards and assessment
Setting appropriately high and challenging standards and assessing the learners
as well as their learning progress - including diagnostic, process, and outcome
assessment are integral part of the learning process.

VI.

POST ASSESSMENT
The students will make a ribbon and write on it what Principle of learning they

prefer the most. With a very creative design, the students will explain why he/she choose
such Principle. Their explanation will be placed at the back portion of their ribbon.

VI.

POST TEST

Direction: Read each question carefully and encircle the best answer.
1. The following are the factors influencing learners and learning except
a. Cognitive and Meta-cognitive
b. Individual motivation & effectiveness
c. Developmental and social
d. Individual differences

32
2. Ana migrated from US being a learner her social backgrounds, culture and
experiences must be valued, respected and accommodated in doing tasks and context.
What principle it is?
a. Language and diversity
b. Standard and assessment
c. Strategic thinking
d. Context of Learning
3.

Learning is

influenced by social

interactions,

interpersonal

relations

and

communication with others.

a. Social influence on learning
b. Cognitive and meta-cognitive
c. Intrinsic motivation
d. Goals of the Learning process
4. Learning occurs by environmental factors. It does not occur in vacuum. For instance,
a teacher may play a major interactive role with both the learner and instructional
process.
a. Context of learning
b. Effects of Motivation on effort
c. Developmental influences on learning
d. Standards and assessment
5. Amie studied well last night as a preparation for her major exam. She aims to get high
scores to get good grades. What principle it is?
a. Standard and assessment
b. Thinking about thinking
c. Goals of the learning process
d. Nature of the learning process
6. Martha was born with a natural talent in singing. Every day she tries to develop her
own skills. What principle is being applied?
a. Goals of the learning process
b. Construction of knowledge

33
c. Thinking about thinking
d. Individual difference on learning
7. Individuals learn best when material is suited to their developmental level and is
presented in an enjoyable and interesting way.
a. Goals of the learning process
b. Developmental influences
c. Individual differences
d. None of the above
8. Acquisition of complex knowledge and skill demands the investment of learners
energy and strategic effort that affects motivation.
a. Intrinsic motivation to learn
b. Effects of motivation on effort
c. Context of Learning
d. Standards and assessment
9. A successful learner can create other techniques in their approach to learning,
reasoning and problem solving.
a. Nature of the learning process
b. Thinking about thinking
c. Strategic thinking
d. Construction of knowledge
10. Stimulated by tasks optimal novelty and difficulty, relevant to personal interest that
meet with basic needs to become competent and to exercise personal control.
a. Intrinsic motivation to learn
b. Context of learning
c. Effects of motivation on effort
d. Standard and Assessment.

dTaontgchreli

34

Lesson 7

TWO GENERAL TYPES OF TEACHING

I.

LEARNING OBJECTIVES

1. Identify the two general types of teaching.

2. Discuss the significance of the role of the teacher in the classroom basis.
3. Distinguish the type of teaching the facilitator applies.

II.

LEARNING STRATEGY

For the learning strategy, the class will be divided into 4 groups. Each group will
participate in the message relay activity. The groups will be given a definition regarding
the two general types of learning and guess what type was the given definition. After the
groups sum up their answers, they will be going to rearrange the humbled words and
after 30 seconds raise the definitions including their respective answers. After the activity
the facilitator will present the lesson using visual aids etc. and will now discuss the class
and explain why the group got the correct or wrong answers and cite different examples
or situations regarding the topic. A pre-assessment with 10 items multiple tests with four
choices will be given after the lesson is discussed and being presented.

III.

GRAPHIC ORGANIZER

2 Types of teaching

35

IV.

DISCUSSION

2 TYPES OF TEACHING
According to Novak, traditionalists regard students as having knowledge holes
that need to be filled with information. In short, the two general types of teaching views
that it is the teacher that causes learning to occur.
According to Jim Serivener, the teachers main role is to help the learning to
happen, which includes involving students on what is going on by enabling them to
work at their own speed, by giving them long explanations or by encouraging them to
speak.
FACILITATING TEACHING

Teaching is the activity of lecturing to the students

Teaching is the activity of transferring a body of knowledge to the students
Teaching is the activity of causing students to learn something
Requires active participation
Variety of activities in the lesson
It needs students involvement
Students learn by their own and work to the best of their ability
Process approach

TRADITIONAL TEACHING
The teacher is the controller of the learning environment
Power and responsibility is held by the teacher
Views that it is the teacher that causes learning to occur
Learning is chiefly associated in the classroom & is often competitive
Creates long discussions or explanations
Makes learners passive

V.

POST ASSESSMENT
For the product of learning, the students will make on a short sized bond paper

an essay showing the differences of traditional teaching and facilitating teaching. They
have the freedom to construct their sentences as many as they can. They can also
create borders or make a design on their work if they want to.

36

VI.

POST TEST

Direction: Read the questions carefully and encircle the letter that best describes your
answer.
1. Why is facilitating teaching better than traditional teaching?
a. Because facilitating teaching is modern and students prefer to have different
way
b. Because facilitating teaching entails spoon feeding and memorization
c. Because facilitating teaching induces students participation and involvement
d. Because facilitating teaching is new and most of the teacher use it
2. Which of the following statements is TRUE?
a. Traditionalists involve direct instruction
b. Facilitative teacher is the controller of the learning
c. Facilitative teaching is teacher-centered
d. All of the above
3. Why is it said that traditional teachers evoked passive learners?
a. Because he/she organizes the learning process
b. Because he/she presents long explanations
c. Because he/she spends more time standing in front and hand in a discussion
d. Because he/she uses brainstorming and little teacher
4. Mr.Montesino helps the students remember the subject matter. What type of teacher
is he?
a. Traditional teacher
b. Facilitative teacher
c. Little teacher
d. Student teacher
5. John is having his On the Job Training (OJT) at Cebu Normal University. He applied
what hed learned from his Elective 1 Class. He knows the different types of teaching

37
and he opted for Facilitative Teaching. Which of the following guidelines he must take
into account?
a. Discuss the lesson and force them to participate in class
b. Read and explain the contents of lesson
c. Group the students & let them think and come up with a brilliant presentation
d. Conduct an examination when the students are noisy and not paying attention
6. Traditional teacher expects that students will learn because we too with them. What
words mislead the statement?
a. Traditional
b. Expects
c. Will learn
d. None of these
7. Jade noticed that the chairs are arranged by row. What type of teaching is this?
a. Facilitating
d. Traditional
c. Both a & b
d. None of these
8. Is it effective if facilitating teaching observed in high school? Why or why not?
a. Yes, because it produces independent students
b. Yes, because it prepares the minds of the students for a more challenging
journey
c. No, their minds are still developed and mature as to college students
d. No, it will just make things wrong
9. The use of technology in class such as projector is considered traditional teaching.
When can it be considered as facilitative teaching?
a. The teacher let the students read everything in the PowerPoint presentation &
explain
b. The teacher discusses everything in the PowerPoint presentation & conduct
an exam.

38
c. The teacher presents a mind-blogging statement then let the students react on
it.
d. The teacher tasked the groups to come up with a presentation regarding their
notion of the types of teaching
10. The following best describes facilitating teaching except?
a. The use of visual aids and information technology
b. Students involvement and active participation
c. There is a variety of activities in the lessons
d. It helps students remember the subject matter

Lesson 8
ADULT LEARNING THEORY & ASSUMPTIONS ABOUT ADULT LEARNING

39

I.

LEARNING OBJECTIVE
1. Discuss the Adult learning theory and its assumptions
2. Explain the importance of studying the Adult learning theory
3. Describe and elaborate the assumptions of adult learning

II.

LEARNING STRATEGY
For the learning strategy, we will be going to use the brain storming method. The

class will be divided into 5 groups. Each group will be given one of the five assumptions
in Adult learning. After the group received the strips of paper, they will be given 10
minutes to conceptualize and finalize their answers. After delegating their thoughts and
ideas they will choose one representative to speak out and share to the class their given
assumptions as well as their thoughts about their given topic. After the activity the
Facilitator will now present to the class the topic and relate it to the activity given earlier.
A pre-assessment with 10 items multiple tests with four choices will be given after the
lesson is discussed and being presented

III.

GRAPHIC ORGANIZER

IV.

DISCUSSION

40

Malcolm Shepherd Knowles

(August 24, 1913

November 27, 1997) was an American Adult educator, famous for the adoption of the
theory of Andragogy initially a term coined by German teacher Alexander Kapp.
Knowles is credited with being a fundamental influence in the development of the
Humanistic Learning Theory and the use of learner constructed contracts or plans to
guide learning experiences.

ADULT LEARNING
Refer to the practice of teaching and educating adults. It is a lifelong education
usually in the form of short or part-time courses and training designed to make
professionals up-to-date with the latest development in their filed.
Andragogy - methods and practices used in teaching adults
Pedagogy methods and practices used in teaching children
5 Assumptions
Adults are motivated to learn as they experience needs and interests that

learning will satisfy

Adults orientation to learning is life-centered
Experience is the richest source for adults learning
Adults have a deep need to be self-directing
Individual differences among people increase with age

Theories
(1) Behaviorism

41
It is frequently the foundation for one of the largest segments of adult education.
Learning task is broken into segments or task and there is a correct response which is
rewarded. Such reward, according to behaviorist assures learning and repetition of the
desired behavior.
(2) Developmental Theory
It focuses on the challenge and stimulation that promotes learning and
development. It takes more active role in deciding what kind of learning experiences are
most likely to advance the individual to the next stage of growth. It emphasizes
challenge and stimulation in the environment.
(3) Humanistic Theory
There is natural tendency for adults to learn and that learning will flourish if
nourishing, encouraging environment are provided and are relevant to selfunderstanding

V.

POST ASSESSMENT
On a short sized construction paper, the students will make an essay regarding

the 5 assumptions of learning and choose only one topic. They can make their work
creative or they can put borders and designs if they wished as long as they are
comfortable with what they are doing.

VI.

POST TEST

Direction: Encircle the correct letter of your answer

1. He was an American Adult educator, famous for the adoption of the theory of
Andragogy.
a. Malcolm Shepherd Knowles
b. Malcolm Knows
c. Malcolm Now

42
d. Shepherd Knows
2. What is the resource of the highest value in adult education?
a. Learners experience
b. Learners orientation
c. Learners self-directedness
d. Learners differences
3. Which do you think are the appropriate starting points for organizing adult learning
activities?
a. Experience needs and interests that learning will satisfy
b. Experience needs and self-directing that learning will satisfy
c. Life situations and self-directing that learning will satisfy
d. Life situation and individual differences that learning will satisfy
4. Adults have a deep need to be self-directing; therefore, the role of the teacher is to:
a. Engage in a process of mutual inquiry with them rather than to transmit his/her
knowledge to them and evaluate their conformity to it.
b. Engage in a process of mutual inquiry without them rather than to transmit
his/her knowledge to them and evaluate their conformity to it.
c. Engage in a process of analyzing individuals experiences
d. Engage in appropriate units for organizing adult learning
5. It refers to the methods and practices used in teaching children.
a. Pedagogy
b. Andragogy
c. B & D
d. Adult learning
6. It refers to the methods and practices used in teaching adults.
a. Pedagogy
b. Andragogy
c. B & D
d. Adult learning

43

7. Adults orientation to learning is ___________.

a. Self-concept
b. Experience
c. Life-centered
d. Self-directedness
8. Individual differences among people increase with __________.
a. Interests
b. Beauty
c. Age
d. Experiences
9. Adults have a deep need to be __________.
a. Life-centered
b. Problem-centered
c. Self-directing
d. Readiness
10. Methods and practices used in teaching children?
a. Facilitating
b. Behaviorism
c. Humanistic
d. Pedagogy