DARAGA COMMU ITY COLLEGE

SALVACION, DARAGA, ALBAY

MODULE
IN
PROF ED 6
BY: GROUP 2
REGINE S. OLINO
ARA LOVENIA
JENNY MARTILLANA
ANGELA ESTRABELA
JACKELYN JASARINO
REY NOEL ANONUEVO
CHARLES MASCARDO
SELWYN AYENDE
BEED III-3
OBJECTIVES
At the end of the lesson, the learners should be:
 a) Discuss the psychological principles of learner-centeredness as a basis for
differentiated teaching to suit learner’s gender, needs, strengths, interests and
experiences;
b) Identify factors that promote learner-centeredness and motivate learners to work
productively and be accountable for their own learning;
c) Reflect on how developmental and social factors can influence learning
environments to promote fairness, respect and care; and
d) Relate RA 10533 and K-12 framework to the principles of learner-centeredness.

UNIT 2: LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES

A. COGNITIVE AND METACOGNITIVE FACTORS

Applying Learner-Centered Principles:
Cognitive Factors:
 The student may be struggling to process and retain the vast amount of
information related to the scientific topic. They may also have difficulty
understanding the underlying concepts and their connections.
Metacognitive Factors:
 The student may not be aware of their own strengths and weaknesses in terms
of public speaking and information organization. They may also lack effective
strategies for managing anxiety and preparing for presentations

1. NATURE OF THE LEARNING

 The instructor could provide the student with strategies for breaking down
complex information into smaller, manageable chunks. They could also
introduce techniques for organizing information effectively, such as mind
mapping or using visual aids.

2. GOALS OF THE LEARNING PROCESS

 Setting clear goals for the presentation, such as explaining the scientific topic in
a way that is understandable to the audience, can help the student focus their
efforts and reduce anxiety.

3. CONSTRUCTION OF KNOWLEDGE
 The successful learner can link new information with existing knowledge in
meaningful ways.
  Knowledge widens and deepens as students continue to build links between
new information and experiences and existing knowledge base.

4. STRATEGIC THINKING
 The successful learner can create and use a repertoire of thinking and
reasoning strategies to achieve complex learning goals.

 Successful learners use strategic thinking in their approach to learning

reasoning, problem solving, and concept learning.

5. THINKING ABOUT THINKING

 Metacognition often described as “thinking about thinking” is a critical aspect
of cognitive psychology that has significant implications for learning, problem
solving, and self-regulation.

 It refers to the awareness and control of one’s cognitive processes and is

integral to effective learning strategies.

 Metacognition involves two key components:

1. Metacognitive knowledge – refers to an individual’s understanding of

their cognitive processes – knowing what you know, what you don’t know,
and what you need to know.

2. Metacognitive regulation – involves the ability to plan, monitor, and

evaluate your learning strategies and processes. Importance of
metacognition.

 Metacognition helps students to transmit their knowledge and understanding

across tasks and contexts, including reading comprehension, writing,
mathematics memorizing, reasoning, and problem solving

6. CONTEXT OF LEARNING
 The context of learning refers to the environment, circumstances, and
conditions in which learning takes place. It includes factors such as the
physical environment, social dynamic, and Cultural influences.

The different types of contexts of learning.

1. Physical environment
  The physical environment plays a curial role in learning. This includes the
classroom design, availability of resources, and even lighting and seating
arrangements. A well-organized resources rich environment can facilitate
better concentration and interaction thereby promoting more effective
learning.

2. Social dynamic

 Can refer to the behavior of groups that results from the interaction of
individual group members as well to the study of the relationship between
individual interactions and group level behaviors
3. Cultural influences

 Cultural influences refer to the impact that a culture, including its norms,
values, beliefs, and practices has on shaping the behaviors and perception of
individuals who belong to it or interact with it. These influences reflect the
ways individuals within a culture perceive the world and behave accordingly.

B. MOTIVATIONAL AND AFFECTIVE FACTORS

1. MOTIVATIONAL AND EMOTIONAL INFLUENCES

Motivational and Emotional influence on learning:
Motivation
 The process of sustaining interests in activity towards a goal. - Sometimes
need or want that serves to active behavior.
Emotion
 Relating to a person's emotion.
 Having feeling that are easily existed and openly displayed.
How motivational and emotional influence on learning?
 Motivation to learn, in turn, is influenced by the individuals’ emotional states,
beliefs, interests and goals and habits of thinking.
 Students’ beliefs about themselves as learners and the nature of learning have a
marked influence on motivation.
 Motivational and emotional factors also influence both the quality of thinking and
information processing as well as an individual's motivation to learn
 Positive emotions, such as curiosity, generally enhance motivation and facilitate
learning and performance Mild anxiety can also enhance learning and
performance by focusing the learner's attention on a particular task. However,
 intense negative emotions (e.g., anxiety, panic, rage, insecurity) and related
thoughts (eg, worrying about competence, ruminating about failure, fearing
punishment, ridicule or stigmatizing labels generally detract from motivation,
interfere with learning and contribute to low performance.

2. INTRINSIC MOTIVATION TO LEARN

 Drives when learners perceive something as interesting and personally

relevant and meaningful.
 The learner's 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.
 Curiosity, flexible and insightful thinking, and creativity are major indicators of
the learners' intrinsic motivation to learn, which is in large part a function of
meeting basic needs to be competent and to exercise personal control.
 Intrinsic motivation is also facilitated on tasks that are comparable to real-
world situations and meet needs for choice and control.
 Educators can encourage and support learners' natural curiosity and
motivation to learn by attending to individual differences in learners'
perceptions of optimal novelty and difficulty, relevance, and personal choice
and control.

3. EFFECTS OF MOTIVATION ON EFFORTS

Motivation
 The term motivation derived from Latin word "movere" means to "move"
provides the necessary energy to people's action.
 Motivation can be characterized as a series of cost benefits in which we weigh
the amount of effort we are willing to exert in return for particular rewards.
Effort
 Effort is another major indicator of motivation to learn, the acquisition of
complex knowledge and skills demands the investment of considerable
learner, energy and strategic effort along with persistence over time. -
Educators need to be concerned with facilitating motivation by strategies that
enhance learners’ effort and commitment to learning and to achieving high
standard of comprehension and understanding.
 Effective strategies include purposeful learning guided by practices that
enhance positive emotions and intrinsic motivation to learn, and methods that
increase learners’ perceptions that a task is interesting and personally
relevant.
C. DEVELOPMENTAL AND SOCIAL FACTORS
 This domain refers to previous experiences and learning preparation of students (i.e.,
developmental factors), as well as interpersonal relations between and among students
and teachers or facilitators (i.e. social factors) that influence current learning.
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, social domains is taken
into account.
 Individuals learn best when material is appropriate to their developmental level and is
presented in an enjoyable and interesting way.
 Because individual development varies across intellectual, social, emotional, and
physical domains, achievement in different instructional domains may also vary.

1. DEVELOPMENTAL INFLUENCES ON LEARNING

1. Individual factor
2. Community factor
3. Parental Involvement
4. Developmental Differences

2. SOCIAL INFLUENCES ON LEARNING

1. Social Interactions
2. Quality Personal Relationships
3. Family Influences
4. Positive Learning Climates

D. INDIVIDUAL DIFFERENCES

1. INDIVIDUAL DIFFERENCES IN LEARNING

“Learners have different strategies, approaches, 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.
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.
Culture makes one person distinct from each 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.

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 assessment 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.

E. LEGAL AND POLICY FRAMEWORKS AND LEARNER-CENTERED TEACHING

1. RA 10533
What is RA 10533?
 Republic Act 10533 is the Enhance Basic Education Act of 2013 (Section 1)
 It is an act enhancing the Philippine Basic Education System by Strengthening
Its Curriculum and Increasing the Number of Years for Basic Education

Who and when it is Implemented?

 The law was approved on May 15, 2013 by former President Benigno Simeon
Aquino III and took its effect June 8, 2013.

What are the reasons of implementing K to 12?

 Poor Quality of Education
 Too many non- practical subjects
 Not prepared for college education
 Too young for labor force
 No global recognition

What's more inside the RA 10533?

Section 2: Declaration of Policy

  The state shall establish, maintain and support a complete, adequate and
integrated system of education relevant to the needs of the people, the country
and the society at large.

Section 3: Basic Education

 It is intended to meet basic learning needs which provides the foundation on
which subsequent learning can be based.

Section 4: Enhance Basic Education

 2002 BEC CURRICULUM Highschool Year 1 to 4 | Elementary Grades 1 to 6 |
Optional Pre-school 17-18 YEARS OLD | 12-16 YEARS OLD | 6-11 YEARS OLD
| 5 YEARS OLD
 K TO 12 STRUCTURE Senior High School (Grades 11 to 12) | Junior High
School (Grades 7 to 10) | Elementary (Grades 1 to 6) | Mandatory Kindergarten

Section 5: Curriculum Development

 DepEd shall formulate the design and details of the education curriculum.
 DepEd shall work with CHED and TESDA
 DepEd shall undertake consultation to other national government agencies and
stakeholders

Section 6: Curriculum Consultative Committee

 Commission on Higher Education (CHED)
 Technical Education Skills and Development Authority (TESDA)
 Department of Labor and Employment (DOLE)
 Philippine Regulatory Commission (PRC)
 Department of Science and Technology (DOST)
 Information Technology- Business Process Outsourcing (IT-BPO)

Section 7: Teacher Education and Training

 In - service Training on Content and Pedagogy
 Training of New Teachers
 Training of School Leadership

Section 8: Hiring of Graduates of Science, Mathematics, Statistics, Engineering

and other Specialists in Subjects with a Shortage of Qualified Applicants,
Technical
 Vocational Courses and Higher Education Institution Faculty

Section 9: Career Guidance and Counselling Advocacy

 The DepEd in coordination with DOLE, TESDA and the CHED shall regularly
conduct career advocacy activities for secondary level.
  Sec. 27 of RA 9258 or Guidance and Counselling Act of 2004" Section 10:
Expansion Of E- GASTPE Beneficiaries
 The benefits accorded by RA No. 8545 or the "Expanded Government
Assistance to Students and Teachers in Private Education Act", shall be
extended to qualified students enrolled under Kto12

What is the importance of Enhanced Basic Education Act of 2013?

 Preparedness for tertiary learning
 Readiness to join the workforce
 Skill Competency in the Global Job Market

2. K-to-12 FRAMEWORK
The K to 12 CURRICULUMS
 Section 5 of the Enhanced Basic Education Act of 2013, stipulates the
following curricular standards which the curriculum developers adhered to on
crafting like the K to 12 curriculums.
 The K to 12 program covers Kindergarten and 12 years of basic education (six
years of primary education, four years of Junior High School, and two years of
Senior High School (SHS) to provide sufficient time for mastery of concepts and
skills, develop lifelong learners and prepare graduates for tertiary education,
middle- level skills development, employment, and entrepreneurship. The
purpose of K to 12 curriculums in the Philippines.
 The K TO 12 system aims to improve Filipino students’ skills in Mathematics,
Science and Linguistic to further exhibit competence in the global job market.
With new curriculum, the Department of Education promises to offer higher
quality education through the strands.
The curriculum shall be:
 learner-centered inclusive & developmentally appropriate
 Contextualized and global
 Culture- sensitive
 relevant, responsive and research-based
 Use pedagogical approaches
 Adhere to the principles of MTB-MLE
 Use spiral progression approach h. Be flexible enough
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