EDUC 1203

Facilitating learner-centered teaching

This course explores the fundamental
principles, processes, and practices
anchored on learner-centeredness and
other educational psychological theories as
these apply to various teaching-learning
delivery modes to enhance learning.

Prof. Bryan Paul Espinosa

Course Facilitator
MODULEs 2 & 3

Prof. Bryan Paul Espinosa

EDUC 1203 Course Facilitator
MODULEs 2

Learning Outcomes
I challenge myself to achieve these:

1. explain the 14 principles and

2. advocate the use of the 14 principles in the
teaching-learning process.
 LC classrooms
LC classrooms
LC classrooms accommodate
foster critical
are engaging learner
thinking and
where students differences.
problem
are motivated
solving.
to learn.

LC classrooms
promote LC classrooms
responsibility LC classrooms can lead to
and consider real- improved
independence. world academic
application. outcomes.
 by the
pertain to the learner and the learning process.
applicable to

children and other lifelong learners, such as

parents, teachers, administrators, community members, etc.
These principles focus primarily
on internal factors that are
under the control of the learner
not on physiological factors or conditioned habits.

However, they also attempt to acknowledge

external environment or contextual factors
that interact with these internal factors.
 internal factors
NOTE
These principles are meant (1)cognitive and metacognitive
to be understood as an (2)motivational and affective
organized set of principles
(holistic perspective); no
(3)developmental and social
principle should be viewed (4)individual differences
in isolation.
These psychological principles are
divided into these four categories.
cognitive and motivational and developmental individual
metacognitive affective and social differences
1. Nature of the 7. Motivational and emotional 10. Developmental 12. Individual
learning process influences on learning influences on learning differences in leaning
2. Goals of the
learning process 8. Intrinsic 13. Learning and
motivation to learn 11.Social influences diversity
3. Construction on learning
of knowledge 14.Standards and
9. Effects of
4. Strategic motivation on effort assessment
thinking
5. Thinking
about thinking
6. Context of
learning
 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.

What does learning being intentional

“Forcing” students to do a task is not making
mean? learning intentional. The choice has to come
from the students themselves.
This means learning that is deliberate
and purposeful. It's not passive or Question:
accidental. Learners actively engage How do we make
students purposefully
with the material, set specific learning choose to do
objectives, and actively seek out the task?
information and strategies to achieve
those goals.
 Goals of the learning process
The successful learner, over time and with support and instructional guidance,
can create meaningful, coherent representations of knowledge.
What do these representations of
knowledge mean? Through discovery learning, spiral progression
and scaffolding, learners are able to create
schemas as representation of their knowledge.

Question:
What activities should
I conduct to allow
learners to discover
and create their
own representation
of knowledge?
 Construction of knowledge
The successful learner can link new information with
existing knowledge in meaningful ways.
How can we link new information with
existing knowledge? It is a common misconception that all students
1. Ask students questions to tap onto their have prior knowledge or foundational
knowledge over a topic. This is a challenge
stored knowledge.
among teachers.
2. Use analogies or metaphors. (“You are
familiar with playing Mobile Legends. Studying Question:
is like that, as you increase in rank, the In this case, what
should teachers do if
opponents become more complex. The early
they have a student
stages are a form of training to prepare you for who lacks foundational
the next stages.”) knowledge?
3. Use graphic organizers.
 Strategic thinking
The successful learner can create and use a repertoire of thinking and reasoning
strategies to achieve complex learning goals.

Thinking about thinking

Higher order strategies for selecting and monitoring mental operations facilitate
creative and critical thinking.

Strategic thinking focuses on seeing the

bigger picture, setting goals, problem solving
and decision making. This is necessary in Review Question:
regulating metacognition. In other words,
strategic thinking is an important aspect of Many students struggle
metacognition. Metacognition uses strategic with cramming and
thinking, self-awareness, self-monitoring, procrastination. Suggest
strategies to avoid these.
and self-regulation.
 Context of Learning
Learning is influenced by environmental factors,
including culture, technology, and instructional practices
How can environmental factors
influence learning? You believe in gender equality but you are
1. Classroom conditions like temperature, made to teach in an environment where
lighting, noise, air quality, space women are taught to become housewives.
2. Social environment like peer interactions, Your idea of gender equality is not aligned
teacher-student relationship, family support with the community values.
3. Socioeconomic factors like access to resources, What should you do?
nutrition and health, stress and trauma Will you change the
4. Cultural factors like beliefs and values, community or respect
language and communication, and cultural their culture?
expectations

ALL OF THESE CAN SHAPE THE LEARNING EXPERIENCE.

 JIGSAW PUZZLE DISCUSSION
Count to 5, so there will be five groups.

Each group will be experts on a few principles.

You will be given handouts which you will first discuss among
yourselves.

You will then be reshuffled and meet other experts from other
groups. You will discuss your concepts with your group.
 Context of Learning

What and how much is learned is influenced by motivation. Motivation to learn, in

turn, is influenced by the individual's emotional states, beliefs, interests and goals,
and habits of thinking.

One’s emotional states, What and

beliefs, interests and goals, motivation how much is
and habits of thinking. learned
Intrinsic Motivation to Learn

The learner's creativity, higher order thinking, and natural curiosity (intrinsic
motivation) 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.
 Effect 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 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.

Social influences on learning

Learning is influenced by social interactions, interpersonal relations, and
communication with others.
 Individual differences in learning.
Learners have different strategies, approaches, and capabilities for learning that
are a function of prior experience and heredity.

Learning and diversity.

Learning is most effective when differences in learners' linguistic, cultural, and
social backgrounds are taken into account.

Standards and assessment

Setting appropriately high and challenging standards and assessing the learner as
well as learning progress -- including diagnostic, process, and outcome assessment -
- are integral parts of the learning process.
REVIEW. Identify whether the following statements are true or false.

1. Learning is a constructive process where learners actively

build understanding.
2. Construction of knowledge is most effective individually
than through collaboration.
3. Strategic thinking is most effective in evaluating
performance.
4. Metacognition is relevant to some learners.
5. The learning environment, including social and cultural
factors, significantly influences learning.
REVIEW. Identify whether the following statements are true or false.

6. Motivation is within the control of the students; teachers

have little influence on student motivation.
7. Standardized tests are the only reliable way to measure
student learning.
8. Intrinsic motivation is often enhanced by tasks that are
challenging, relevant, and offer autonomy.
9. Learning is most effective when done in isolation.
10. Developmental differences across learners should be
considered in instructional planning.
MODULEs 3

Learning Outcomes
I challenge myself to achieve these:

1. explain the salient concepts and principles of the

major development theories
2. apply these theories to teaching-learning
situations.
 ERIKSON’s
FREUD’s PIAGET’s
Psychosocial
Id, Ego, Cognitive
stages
Superego & the Development &
Psychosexual Schema
Stages

KOHLBERG’s
Moral BROFENBRENNER’s
Development VYGOTSKY’s Bioecological
systems
ZPD
 WORD FOCUS
THREE COMPONENTS OF ID, SUPEREGO, EGO

THE PERSONALITY
 WORD FOCUS
CONSCIOUS, PRECONSCIOUS,
ICEBERG ANALOGY UNCONSCIOUS, PSYCHOANALYSIS

Conscious: This is your current

awareness – what you're thinking,
feeling, and perceiving right now.

Unconscious: This is the realm of

repressed thoughts, desires, and
memories that are often hidden
from awareness due to their
disturbing or unacceptable nature.

Preconscious: It's the middle

ground – not in immediate
awareness like the conscious, but
not deeply repressed like the
Which of these unconscious.
emerges first?
 WORD FOCUS
FIXATIONS, ORAL, ANAL, PHALLIC,
Psychosexual LATENCY (SUBLIMINATE), GENITAL,
EROGENOUS ZONE,
development theory
A fixation is a persistent focus on an earlier psychosexual stage
of development. It arises when conflicts (satisfying erogenous
zones) during that stage are not fully resolved, leading to a kind
of "stuck" point in development. This unresolved conflict can
result in personality traits and behaviors characteristic of that
stage persisting into adulthood.

Id first

Ego second

Superego
third Sublimation is a mature defense mechanism where
unacceptable or socially inappropriate impulses are
channeled into socially acceptable and even admirable
behaviors.
 THREE COMPONENTS OF
WORD FOCUS THE PERSONALITY
ID, SUPEREGO, EGO

CONSCIOUS, PRECONSCIOUS, ICEBERG ANALOGY

UNCONSCIOUS, PSYCHOANALYSIS

FIXATIONS, ORAL, ANAL, PHALLIC, Psychosexual

LATENCY (SUBLIMINATE), GENITAL,
EROGENOUS ZONE, development theory
 WORD FOCUS

Psychosocial LIFESPAN PERSPECTIVE

Development theory Lifespan Perspective emphasizes that development is a

continuous process that occurs throughout the entire
lifespan, not just during childhood.
 WORD FOCUS
CONFLICT/CRISIS, VIRTUE,
Psychosocial MALIGNANCY, MALADAPTATION

Development theory
At each life stage, individuals
face a conflict/crisis. Successful
resolution or balance of crisis
yields a virtue, a positive
strength. Unresolved conflicts
lead to negative outcomes:
maladaptation, an
overemphasis on the positive, or
malignancy, an overemphasis
on the negative, both hindering
balanced development.
 WORD FOCUS Psychosocial
LIFESPAN PERSPECTIVE Development theory
CONFLICT/CRISIS, VIRTUE,
MALIGNANCY, MALADAPTATION
 WORD FOCUS
Sensorimotor (object permanence),
Preoperational (egocentrism),
Cognitive development Concrete operational (conservation),
and formal operational (abstract)
Theory
Piaget proposed four distinct
stages, each characterized by
unique ways of thinking:

• Sensorimotor: Infants learn

through senses and actions,
developing object permanence.
• Preoperational: Young children
use symbols but think intuitively
and egocentrically.
• Concrete Operational: Children
develop logical thinking about
concrete events and understand
conservation.
Object permanence: The Egocentrism: The inability to Conservation: The understanding Abstract thinking: The ability to • Formal Operational: Adolescents
understanding that objects understand that other people that the amount of something reason about hypothetical develop abstract thinking and
continue to exist even when have different perspectives than remains the same even if its situations and concepts beyond the
they are out of sight. one's own. appearance changes. concrete world. can reason hypothetically.
 WORD FOCUS
Schema, Assimilation, Equilibrium,
Schema Theory Disequilibrium, Accommodation

Schema: A mental
framework organizing
knowledge and
assumptions about the
world.
Assimilation: Fitting new
information into existing
schemas.
Equilibrium: A state of
cognitive balance.
Disequilibrium: A state of
cognitive imbalance.
Accommodation: Changing
schemas to fit new
information.
 WORD FOCUS
Sensorimotor (object permanence),
Cognitive development
Preoperational (egocentrism), theory
Concrete operational (conservation),
and formal operational (abstract)

Schema, Assimilation, Equilibrium, Schema theory

Disequilibrium, Accommodation
TEACHING IMPLICATIONS
EXPLORING HOW THEIR THEORIES GUIDE OUR DECISIONS IN THE CLASSROOM
 Psychosexual Development theory
Many behavioral problems inside the
classroom are a result of impulse. Children
are still developing their ego and superego,
so in most cases, they tend to act on
impulse and create conflict. When two kids
fight, what should you do as a teacher?
Steps for conflict resolution.
Understand the behavior (Need? Trigger?)
Be consistent with rules and routines.
Teach self-regulation skills.
Teach conflict resolution skills.
 Psychosocial Development theory

Yes or No, then Explain

PRESCHOOL: We should provide more opportunities for play than study.
SCHOOL AGE: We should welcome competition with clear winners and losers.
ADOLESCENCE: We should impose rules to lessen rebellious behavior.
 COGNITIVE Development theory

Identify which activity suits which stage and explain why

a. “I Spy” or “Guess What I see”

b. Debate on issues related to justice
c. Peek-a-boo
d. Use blocks to visualize math concepts
To be continued
ACTIVITY CHECKLIST

SOLO ACTIVITY 1 QR CODED SURVEY 1

PAIR ACTIVITY PAPER & PENCIL 1

GROUP ACTIVITY 1 OUTSIDE THE CLASSROOM

CLASS ACTIVITY 1 LIBRARY USAGE
GAMES
BOARD ACTIVITY
MUSIC
VIDEO 1

MOVING AROUND THE ROOM