La Consolacion College-Bais Formerly

Sacred Heart Academy

In Partial Fulfillment

Of the Course

EDUC 4

Facilitating Human Learning

SY: 2015-2016

Submitted by: Submitted to:

Ronalyn B. Cañete Mrs. Araceli A. Derequito
BEED – II Instruktor
 ACKNOWLEGDEMENT

The completion of this Project will not be

accomplished without continuous monitoring of its
process by our dearest teacher, Mrs. Araceli A.
Derequito

I would also like to express my deepest appreciation

to my friends for supporting me.

Finally to my parents, thank you for the unending

support and understanding to whatever expenses
entailed therein.

Thank you so much, guys!


 TABLE OF CONTENTS

Modules Page
Module 1 1
Module 2 2-3
Module 3 4-6
Module 4 7
Module 5 8
Module 6 9
Module 7 10
Module 8 11
Module 9 12
 MODULE 1

Differences between Novice and Expert Learners

ASPECT OF
NOVICE LEARNERS EXPERT LEARNERS
LEARNING
Have deeper
knowledge in
Knowledge in Have limited different subject
different subject knowledge in the areas because they
areas different subject areas look for
interrelationships in
the thing they learn
First try to understand
Satisfied at just
the problem, look for
scratching the
boundaries, and
Problem Solving surface; hurriedly
create a mental
gives a solution to the
picture of the
problem
problem
Employ rigid strategies Design new strategies
Learning/Thinking that may not be that would be
strategies appropriate to the appropriated to the
task at hand task at and
Select important
information to
Selecting in Attempt to process all process; able to
Processing information they breakdown
receive information to
manageable chunks
Do not examine the Check their errors
quality of their work, and redirect their
Production of Output
nor stop to make efforts to maintain
revisions quality output

1
 MODULE 2

Research connection
Read a research or study related to Learner-Centered
psychological principles (LCP) Fill out the matrix box below.

PROBLEM RESEARCH METHODOLOGY

My learning problems stated Applied Research

in the middle school. When I
was in elementary school, Aims at finding a
my classes were small and I solution for an immediate
received a lot of attention problem facing a society
from my teachers. I went to or an industrial or business
middle school, my teachers organization.
no longer seemed
concerned for me. My
grades went from As to Cs
and Ds. My teachers did not
notice… they just kept
teaching, (Ann, Age 12)

Title and Source

THEORY INTO PRACTICE, Volume 42, Number 2, spring 2003 Copyright

Co 2003 College of Education, The Ohio State University.

2
 FINDINGS
THE MIDDLE SCHOOL
YEARS are critical turning
point in young people’s
lives. Early adolescence is
an important time for
youth to adjust to a rapidly
changing body, learn new
cognitive abilities, form
positive social relationships,
develop a personal code
of ethics and morality
(Eccles & Midgley, 1989;
Jackson & Davis 2000).
Schools, along with peers
and families, play
important role in fostering
young people’s healthy
development through the
adolescent years. In a
groundbreaking report,
turning points: Preparing
American youth for the 21st
century (Carnegie Council
on Adolescent
Development, 1989), a
group of educators,
researchers, policy makers
and media leaders
concluded that middle
schools are “potentially
society’s most powerful
force to recapture millions
of youth adrift” (p.32)
CONCLUSIONS/
RECOMMENDATIONS
Much of the research on the
middle school transition has
focused on negative
changes in motivation and
achievement. Findings from
research with the LCP’s
suggests that the use of
learner-centered teaching
practice can help offset
some of these negative
changes. Specifically, results
with the ALCP teacher and
student surveys confirm the
positive relations of learner-
centered practices to
students’ mastery goals,
cognitive engagement, and
achievement. Moreover
findings revealed that
student’s perceptions of
their learning environment
are more predictive of
student motivation and
learning than were
teacher’s self-reported
beliefs and practice. Thus, in
keeping with a learner-
centered approach, the
classroom needs to be
viewed from the student’s
perspective.
3
 Module 3
Synapse Strengtheners

Freud’s Components of the Personality

ID EGO SUPEREGO

The id is the primitive The ego develops The superego

and instinctive in order to mediate incorporates the
component of between the values and morals of
personality. It unrealistic id and society which are
consists of all the the external real learned from one’s
inherited (i.e. world. It is the parents and others. It
biological) decision making develops around the
components of component of age 3-5 during the
personality, personality. Ideally phallic stage of
including the sex the ego works by psychosexual
(life) instinct- Eros reason whereas the development.
(which contains the id is chaotic and
libido), and the totally The superego consists
aggressive (death) unreasonable. of two systems: the
instinct- Thanatos. consciences and
The ego operates ideal self. The
The id is the according to the conscience can
impulsive (and reality principle, punish the ego
unconscious) part of working out realistic through causing
our psyche which ways of satisfying feeling of guilt. For
response directly the id’s demands, example, of the ego
and immediately to often compromising gives into the ids
the instincts. The or postponing demands, the
personality of the satisfaction to superego may make
new born child is all avoid negative the person feel bad
id and only later consequences of to guilt.
thus it develop an society.
ego and super-ego.
Review the three components and write important concepts
about them in the spaces provided.

4
Freud’s Psycho-Sexual Stages of Development
Write the description, erogenous zone and fixation of each of
the stages below.

 ORAL STAGE

In the first stage of personality development if libido is centered

in a baby’s mouth. It gets much satisfaction from putting all sorts of
things in each mouth to satisfy the libido, and thus its id demands.
Which at this stage in life are oral, or mouth orientated, such as
sucking, biting and breast-feeding.

 ANAL STAGE

The libido now comes focused on the anus and the child derives
great pleasure from defecating. The child is now fully aware that they
are a person in their own right and that their wishes can bring them
into conflict which the demands of the outside world (i.e. their ego
has developed)

 PHALIC STAGE

Sensitivity now becomes concentrated in the genitals and

masturbation (in both sexes) becomes a new source of pleasure. The
child becomes aware of anatomical sex differences, which sets in
motion the conflict between erotic attraction, resentment, rivalry,
jealousy and fair which Freud called the Oedipus complex (in boys)
and electa complex (in girls). This is resolved through the process of
identification, which involves the child adopting the characteristics of
the same sex parent.

5
  LATENCY STAGE

No further psycho-sexual development takes place during this

stage (latent means hidden). The libido is dormant. Freud through
that most sexual impulses are repressed during the latent stage and
sexual energy can be sublimated (re: depends mechanisms) towards
school works hobbies and friendships. Much of the child’s energies
are channeled into developing new skills acquiring new knowledge
and play becomes largely confined to other children of the same
gender.

 GENETAL STAGE

This is the last stage of Freud’s psycho-sexual theory of

personality development and begins in puberty. It is a time of
adolescent sexual experimentation, the successful resolution of which
is settling down in a loving one-to-one relationship with another
person in our 20’s. Sexual instinct is directed to heterosexual pleasure,
rather than self-pleasure like during the phallic stage.

6
 Module 4

Research connection
Read a research or study related to student diversity. Fill out the
matrix below.

PROBLEM: Students from many constituencies were interested in

having more conversations, addressing issues and listening to others.
“Students from minority communities… often have to take on the
‘burden of educating others.’’ Hurtado wrote. Some student also
attributed “ignorance” to differences in attributed “ignorance” to
differences and experiences and prior socialization. Many students
recommended having diversity requirements in the curriculum across
all colleges.

RESEARCH METHODOLOGY- In October the research team engaged

in face-to-face in interactions with 99 students in 14 focus groups
representing diverse constituencies including Latino, Asian, Black,
Native American and LGBT.

TITLE AND SOURCE: The Climate for Diversity at Cornell University:

Student Experiences”.

FINDINGS- In discussions on diversity and equity, student respondents

encouraged recognition of diverse communities based on disability,
religion, international identities and political viewpoints. “We are
constantly thinking about not only the black community, but how we
bridge the gap between our community and other communities”, a
male African-American student surveyed said.

CONCLUSION: Researchers said students find their sense of belonging

in specific niches at Cornell, such as areas of mutual interest related
to their personal goals.

7
 Module 5

TOPIC: TEACHING ELEMENTARY STUDENTS

LEARNING STYLE/MULTIPLE
LEARNING ACTIVITY
INTELLIGENCE

1. A student who often VISUAL LEARNING STYLE

recognize words by sight
2. Learner solve problems AUDITORY LEARNING STYLE
by talking about them.
3. Uses movement as KINESTHETIC LEARNING STYLE
memory said.
4. Writing and drawing as VISUAL/SPATICAL
memory aids. INTELLIGENCE
5. Draw on facts while ANALYTIC CONTINUUM STYLE
learning.
6. Give verbal instructions VERBAL LINGUISTIC
and explanations. INTELLIGENCE
7. Learns through singing AUDITORY LEARNING STYLE
or without music.
8. They can be taught INTRAPERSONAL
through independent INTELLIGENCE
study introspection.
9. Learn through INTERPERSONAL
interaction. INTELLIGENCE
10. Learns through seeking EXISTENTIAL INTELLIGENCE
connections to real world
understanding and
application of new learning.

8
 Module 6

1. The teacher thought of many strategies to teach the mentally

challenged.
 The teacher thought of many strategies to teach the mentally
retarded.
2. Their brother is mentally retarded,
 Their brother has a cognitive disability or diagnosis.
3. Their organization is for the autistic.
 Their organization is for the persons who has autism.
4. He is a polio victim who currently suffers from post-polio
syndrome.
 He is a polio victim who was currently diagnosed from post-polio
syndrome.
5. There was a blind girl in my psychology class.
 There was a visually impaired girl in my psychology class.
6. I attended a seminar about learning disabled children.
 I attended a seminar about learning children with disabilities.
7. That classroom was designed for the deaf and blind.
 That classroom was designed for the persons whose unable to
speak and those who are visually impaired.
8. I like to read books about the handicapped.
 I like to read books about people with disabilities.
9. When she was suffering from a spinal cord injury, in a car
accident, she became a paraplegic and was confined to a
wheelchair.
 When she was suffering from a spinal cord injury, in a car
accident, she became a paraplegic and now uses a wheelchair.
10. He is behaving like that because he is abnormal.
 He is behaving like that because he is diagnosed with a mental
health condition.

9
 Module 7

Application

HOW WOULD I APPLY THE

PRIMARY LAW
PRIMARY LAW
First, I would want to tell
or share something to
my students about the
beauty of nature and I
will ask them if what
plant they can consider
LAW OF READINESS beautiful with the use of
their sense of sight.
Afterwards I would
gladly introduce them
my decided lesson for
the day which will be
about plants.
The reinforcement that I
will be using will be
positive or rewards. I will
ask somebody to go in
front and dissect the
LAW OF EFFECT
flower by being careful
and I will give a reward
after for my students to
be interested on my day
to day lessons.
If anybody in my class
participated and
answered the wrong
LAW OF EXERCISE answer I will encourage
him/her to continue his
determination. Not just
to sit for the rest of the
subject.

10
 Module 8

Bandura’s Social Learning Theory

3 key concepts of Albert How I apply it in my

Bandura teaching
I will show my students
that I am a good role
1. First is the idea that model for them to be
people can learn inspired to follow my
through observation. good works and to be
enlightened that doing
bad is wrong.
As an intrinsically
2. Second is, the notion motivated future
that internal mental educator, I wanted my
states are an students to enjoy the
essential part of this way I teach and enjoy
process. our fun activities in the
class
Today, both teachers
3. Lastly, this theory
and parents recognize
recognizes that just
the importance of
because something
modeling appropriate
has been learned, it
behaviors so I consider
does not mean that
modeling as one factor
it will result in
for me to apply in my
change in behavior.
teaching.

11
 Module 9

Law of Good continuation: The teacher relates a new topic with

something the student already knows.

Law of Similarity: Topics with commonalities are taught next to each

other.

Law of Figure/Ground: The most important words in the paragraph

are written in bolder fonts.

Law of Closure: The teacher slows down her pace and varies her
tone of voice to emphasize a point.

Law of Good Pragnanz: Teachers remind children to keep their

numbers in straight columns when doing math operations.

FORMULATE 5 ITEMS

Law of Proximity: Items into 3 groups as opposed to 8 individual items.

Law of Similarity: We see the circles and triangles as forming four

horizontal rows (or at least some configuration where triangles and
circles are grouped depending on their shape).

Law of Good Pragnanz: consist of a configuration of a number of

brackets. When perceiving the configuration, we see three pairs of
symmetrical brackets as opposed to 6 individual brackets, or two
pairs and two singles.

Law of Continuation: A direction which says “This way to Boracay

Island” that was followed by the tourist’s.

Law of Closure: When looking at a complex arrangement of

individual elements, humans tend to first look for a single,
recognizable patterns.

12