CHAPTER 1: MODULE
LEARNER-CENTERED PSYCHOLOGY PRINCIPLE
Lesson 1:
Activity 1: Read and analyze the statements. If true, write YES before the item; if
false, write NO.
1. Differentiated instruction attempts to resolve diversity of learners in the
classroom.
2. The motivation of a learner from the urban community is similar to that from the
rural area.
3. The development of higher-order thinking skills is attainable among the lower
years.
4. Making learning alive and active initiates students’ positive love for the subject.
5. 5. Verbal reinforcements, as they seem fitted for the elementary level, are
avoided in the senior high school level.
6. The practice of unlocking difficulties for a difficult lesson provides scaffold to the
learners.
7. The assistance of a more advanced student to a slow learner in explaining the
lesson is defeating the purpose of active engagement of the learner.
8. Praising a slow learner for a little effort exerted is a stepping stone for his or her
progress.
9. Using new technologies in the classroom has more disadvantages and
advantages, as learners are overwhelmed.
10. A teacher who facilitates learning becomes the main source of knowledge in
every lesson in class.
Activity 2: in a three-paragraph essay, explain the cognitive, metacognitive,
motivation, and affect factors of psychological learner-centered principle of leaming in
your own words. Cite at least se classroom situations that apply two principles of these
factors.
CHALLENGE
1. “Variety is a spice of life.” How is this statement applicable in the selection of
instructional strategies, motivational strategies, and affective strategies?
2. “This subject is my Waterloo”-a statement most learners attribute to subjects
they find difficult. If you were the teacher, what motivation and affective
strategies would you use to alter this perception and attitude?
Lesson 2:
ASSESS
Activity 1: Put a check mark (✔) before each item if the teaching practice satisfies the
development and social factors, and individual differences of learning, put an X mark
if not.
1. A teacher varies the level of difficulty of the same task for bright and slow
learners.
2. A teacher allows a learner in Social Science to explain the answer to the
question in the dialect in which the learner is fluent and the class understands
3. Mr. Ramos asks far-sighted learners to be seated in front.
4. Mrs. Jurado tolerates the minor misbehavior of a learner.
5. Miss Renante discourages the use of local materials in the Art projects of her
learners.
6. A teacher cites cultural practices of the students as examples for learning.
7. Mr. Ruma asks the fast learners to coach or mentor the learners needing
assistance
8. Miss Pascual tells Rema, the class singer, to enroll in the Special Program for
the Arts track.
9. Girlie was told by the teacher to concentrate on academics, not on the school
paper assignment.
10. The Science teacher asks for the help of the school nurse to explain fertilization.
CHAPTER 2: MODULE
METACOGNITION: THINKING ABOUT THINKING
Identify if the following thoughts are more a declarative, procedural, or conditional
knowledge. Write your answers on a separate sheet of paper.
1. I know that the context of this problem is not suited to the theory.
2. There are three ways to solve this problem.
3. This fact is essential to recall for the situation presented.
4. ROYGBIV makes it easy for me to remember the colors of the rainbow.
5. This is an irregular verb, thus, adding -ed to the word to make it past tense
does not apply.
CHALLENGE
1. Why is metacognition important to a teacher and a learner?
2. Is prior knowledge essential in developing metacognitive knowledge? Justify
your answer.
3. Using available search tools, read about organization, rehearsal, and
elaboration strategies as learners’ aid to enhance the content of the meta
memory. With the diverse types of learners in the classroom, how would you
use these strategies to benefit your learners?
Lesson 2
Activity 2: Classify the following questions statements if the learner is engaged in
planning, monitoring, or evaluating phases of metacognitive regulation and control
Write your answer on a separate sheet of paper
1. In this strategy leading me to the correct answer?
2. My answer does not meet the standards in this scoring rubric
3. What strategy is best for this type of problem?
4. What does this task expect me to produce?
5. The teacher is nodding as I speak I am right in organizing my answer
CHALLENGE
1. What is the importance of metacognitive experiences and metamemory in
metacognitive regulation and control?
2. How is your awareness of how you study and learn significant to thinking
metacognitively.
3. Using your search tools, read about the differences between novice and
expert learners? With this knowledge, identify facilitating strategies to support
the novice learners.
Lesson 3: METACOGNITIVE INSTRUCTIONS
ASSESS
Activity 1: Identify the metacognitive teaching strategy used based on the
description given.
1. Mrs. Cruz asks her Mathematics learners, “Give me one significant learning you
derived from this lesson.”
2. Mr. Ravena groups his learners into two, with each member inquiring how the
other has arrived at the measures to combat air pollution.
3. At the beginning of the Social Studies class, Miss Agulay uses a matrix to elicit
learners’ prior knowledge about the topic for discussion.
4. Miss Tomas assigns the EPP learners to reflect on the learnings in class, and
what these meant to them as a member of the family.
5. To process their thinking, Mr. Paraiso asks learners who failed to get the answer
correctly to identify the reason how and why they went wrong.
CHALLENGE
1. Why should any instructional plan abide with the three fundamental principles
for metacognitive skills development?
2. Why should teachers adapt, not adopt, the existing metacognitive teaching
strategies?
3. How should teachers handle novice and expert learners in the classroom so
that they both develop metacognitive thinking skills?
Activity 2: Write a two-paragraph essay explaining one of the principles of effective
metacognitive instruction. Cite a classroom situation to illustrate your argument.
CHAPTER 3: COGNITIVE LEARNING THEORIES
Lesson 1:
CHALLENGE
1. As a future teacher in the elementary of secondary school, how will you apply
your knowledge of the process of equilibration and Paper’s MAROS
knowledge influence your selection of what to teach and how to teach I es of
development in your classroom? How does this
2. Why does a teacher prefer the use of more concrete instructional methods in
teaching to encourage students to think more formally?
Lesson 2:
ASSESS
Activity 1: Tell whether the statements depict practices supportive of cognitive
development according to the sociocultural theory of Vygotsky Write S (supportive) if
the stated action supports cognitive development, NS if not supportive Write your
answer on the space provided before each number.
1. models to his son how to saw wood.
[Link]. Reyes permits the learners to use trial and error to solve a difficult task.
[Link]. Cruz requests Jose’s parents to tutor their son.
[Link] seeks the help of his friend, Mario, the Math wizard, to teach him to
divide..
[Link] asks why Mom has to peel the carrot, her mom has no time to explain.
[Link] one example of adding binomial, Mr. Andres gives board exercises.
[Link] of confiscating cell phones, Mr. Cruz uses them to test spelling among
learners.
[Link] toys bought by the Mother are just for display, not for her child’s play.
[Link] Melad groups the class by two’s, with members critiquing each other’s work
[Link]. Rivad relies on peer tutors in enhancing poor learners’ achievement.
CHALLENGE
1. “Playing house” is part of kids childhood experiences. How beneficial is it in
cognitive development?
2. Research has shown that learners from low-income groups are at a
disadvantage because parents cannot provide educational toys and
entertainment media. How important are these technological tools at an early
age?
3. Recall your past teachers whom you labeled as good teachers, What were their
practices that could be labeled as scaffolding? How were these helpful in
understanding difficult lessons?
Lesson 3:
ASSESS
Activity 1. Fill the blank with a word or phrase that best completes the sentence.
Write your answer on the space provided
1. Stimuli perceived from the environment are held temporarily and briefly at the
2. The loss of the information in the memory is called
3. Repeating the meaning of a word several times will keep the information at
the
4. Strategies using rhymes, acronyms, and configuration clues are examples of
5. Any stimulus that distracts the person, for him or her to lose the information is
called
6. People who are good in narrating their memorable experiences have memory
content called
7. A person who knows the answer to a question but could not immediately utter
it illustrates the phenomenon called
8. Ruben can group vegetables and fruits separately. This process of grouping
information is called
9. Teachers asking the learners to give a synonym of a word to define a term is
an example of
10. Joe’s style of rewriting the meaning of terms in his effort to memorize them is
called
CHAPTER 4: BEHAVIORAL LEARNING THEORIES
Lesson 1:
ASSESS
On the space provided before each item, write “YES” if the statement is true and “
NO Is false.
1. Pavlovian conditioning is an example of associationism, which involves
rewards and punishments.
2. Watson: psychologist::Pavlov: physiologist
3. Classical conditioning is applied in teaching kindergarten pupils and college
students.
4. Behaviorists consider anything that triggers a response in the environment as
stimulus. Of behaviorism.
5. The formation of stimulus and response is the major concern
6. Pavlov theorized that learning and relearning of conditioned responses might
occur.
7. Watson posited that as time passes, extinction may occur, but the
unconditioned response may still be restored.
8. A boy always associates the sound of the school bell with either break time or
dismissal of classes. When he can decipher that the sound of the church bell
does not mean the dismissal of classes, as when the school bell rings, the
phenomenon present in this association scenario is a generalization.
9. When an unconditioned response is paired with a conditioned stimulus, the
phenomenon, according to Watson, is called discrimination.
10. The UCS and UCR are considered unlearned stimulus-response units termed
as reflexes.
CHALLENGE
1. Teacher Clariza is a neophyte teacher in a public elementary school. She
always complains about her noisy and unruly pupils. Telling them to keep
quiet in a soft manner has not been effective. Suggest some tips on how she
can condition her class to keep still by applying the Pavlovian and Watsonian
Behaviorism theories.
2. How do teachers form a good and lasting image to their students by using
classical conditioning?
3. Why is it important for in-service teachers to learn the concept of conditioning
in teaching a learner-centered classroom?
Lesson 2:
CHALLENGE
1. In what ways do the theories of Pavlov and Thorndike become similar and
different?
2. If you were to critique the Laws of Learning postulated by Thorndike, what
may be its weakness/es Defend your answer.
3. Do you think the laws of learning can be applied to all ages and subject
areas? Why or why not?
Lesson 3
ASSESS
Activity 1: On the space provided before each item, write “YES” if the statement is true
and “NO” if it is false.
1. In the context of operant conditioning, punishment aims to strengthen pleasant
behavior.
2. Operant conditioning is the type where learning occurs as a consequence of
the learner’sbehavior
3. Classical conditioning: Watson Operant conditioning: Skinner
4. Every time the students get the correct answer to a word problem, Teacher X
gives them appreciative statements. This is a sample application of the
intermittent schedule of reinforcement.
5. The main aim of negative reinforcement is to diminish the occurrence of
unpleasant behavior.
6. Positive reinforcement is adding something pleasant to sustain the occurrence
of the behavior.
7. Negative punishment strengthens the occurrence of behavior by taking away
something pleasant to the learner.
8. Operant conditioning is also referred to as associationism
9. In the context of operant conditioning, the consequences that strengthen any
behavior ar referred to as “reinforcers.”
10. Negative reinforcement is taking something away from a situation that
increases the occurrence of the response.
CHALLENGE
1. React on a criticism to operant conditioning that there is no lasting behavioral
change. In short, reinforcing a behavior through rewards or punishments only
lasts temporarily
[Link] does operant conditioning create the opposite effect than what was
intended? Cite a sample classroom situation.
[Link] does feedbacking interplay in the use of punishments and rewards in
classroom situations to facilitate a learner-centered class? You can provide
sample classroom situation/s to illustrate your point.
CHAPTER 5: CONSTRUCTIVIST LEARNING THEORIES
ASSESS
Activity 1. On the space provided before each item, write “YES” if the statement is
true and “NO” if It is false.
1. Constructivism is one among the instructional deliveries of RA 10533. It
means that learners should be active in creating knowledge.
2. According to Ausubel, before a new set of knowledge can be learned, a
person’s cognitive structure should be strengthened.
3. Categorization involves perception, conceptualization, learning, decision-
making, and making inferences.
4. One of Gestalt’s law of grouping is similarity, which means that elements near
to each other are grouped together. S Superordinate subsumption means that
a new concept is combined with a prior known concept to enrich both
concepts.
5. Superordinate subsumption means that a new concept is combined with a
prior known concept to enrich both concepts.
6. Ausebel: Subsumption:: Bruner: Gestalt
7. An advance organizer is a tool used to introduce the lesson topic and illustrate
the relationship between what the students are about to learn and the
information they have already learned.
8. Enactive stage of cognitive strategy is the representation of knowledge
through visual summarization of images.
9. The symbolic stage refers to the development of the ability to think in abstract
terms.
10. Subsumption means to put or include something within something larger or
more comprehensive.
CHALLENGE
1. In classroom, how does language play an important role to increase the ability
to deal with abstract concepts?
2. How does constructivism become a learner-centered strategy in 21st Century
classrooms?
3. What is the essence of knowing and applying the tenets of constructivism in
implementing the K to 12 curriculum?
CHALLENGE
1. How do cooperative and experiential learning relate to the features of
constructivism?
2. How does collaboration help in boosting inclusivity in a K to 12 classroom setting?
3. In your experiences in using cooperative and experiential learning activities, what
should teachers consider to ensure order and maximize participation among learners?
CHAPTER 6 : PSYCHOSOCIAL, PSYCHOSEXUAL, & HUMANIST THEORIES OF
LEARNING
ASSESS
Activity 1: On the space provided before each item, write “YES” if the statement is
true and “NO” is false.
1. According to Freud, gratification from urinating and defecating is experienced
by 6 to 8-year-old children.
2. Freud's challenges in an individuals' identity is called crisis.
3. The epigenetic principle refers to the different stages because Erikson
believed that human beings develop through a predetermined unfolding of
personalities.
4. The incestuous desire of 3 to 6-year-old children, according to Freud,
happens during the phallic stage.
5. Erikson believed that when there is too little of the positive and too much of
the negative aspect, maladaptation occurs.
6. The ego is the rational, logical, and problem-solving component of the
personality.
7. Stage 6 (intimacy vs. confusion) is the stage when teachers provide
teenagers with opportunities to develop a sense of self and personal identity
through group tasks.
8. According to Erikson, the best time to let the children feel that the
environment is secured and non-threatening is stage 3 (trust vs mistrust),
9. The structure based on the child's internalization of the adults" attributes,
beliefs, and standards is called superego.
10. The reawakening of sexual urges, according to Freud, happens during the
puberty stage.
CHALLENGE
1. Basing on the salient features of the theories of Erikson and Freud, what
may be a few of their implications for the beginning teachers?
2. You heard that some of your students watch adult/pornographic movies. As
a classroom adviser of Grade 7 students, how would you react to this and
what would be your advice to your students? Give three concrete ways on
how you will deal with this situation.
3. Your grade 8 student is being verbally bullied because he openly admits
that he is a gay. How can you explain the liberty to choose identity to your
bully students?
CHALLENGE
1. Explain why moral education must be a part of the school curriculum even
until tertiary level. What do you think are the possible challenges that the
school might face once moral education is given emphasis in the curriculum?
2. News reports show that there are students who have suicidal tendencies or
have committed suicide Suggest two concrete activities that would help
students to realize the value of life.
3. If you were to critic the application of Kohlberg's theory to education, what
may be its weaknesses or loopholes? Explain your answer.
CHAPTER 7 : STUDENT DIVERSITY
ASSESS
Activity 1: On the space provided before each number, write the concept that is
described or asked.
[Link] is a preferential way in which the students absorb, process, comprehend, and
retain information.
2. He is a known educational psychologist who promoted the concept of learning
styles in education.
3. This usually occurs when the learner experienced the four stages of the
experiential learning cycle.
4. This is a learning style where learners have the ability to reason inductively .
5. This learning mode focuses on actively influencing people and changing
situations.
CHALLENGE
1. Miss Pastelero, an English teacher, noticed that the dominant learning style of her
Grade 11 class is divergent. If you were to advice the teacher, what kind of learning
environment should she prepare for her class? What about strategies and activities
in teaching her lesson? Explain your reasons why you suggested those activities.
2. How does considering learning styles help in providing a conducive and healthy
learning environment? Explain each concept of the student diversity. Through a
graphic organizer, summarize the concepts Learning Styles, Learning Modes, and
Learning Environments. Explain the similarities and differences of these three
concepts.
ASSESS
Activity 1: On the space provided before each number, write the concept that is
being described or asked.
1. He is a professor of education in Harvard University whose early work in
psychology and later in human cognition and human potential led to the
development and discovery of intelligences.
2. This refers to the biopsychological potential of human being to process certain
kinds of information in certain kinds of way.
3. Learners with this kind of intelligence learn best through hands-on activities.
4. This intelligence refers to the ability of an individual to deal with varied people.
5. Learners who have this kind of intelligence can raise questions pertaining to the
importance of human existence.
CHALLENGE
1. Mr. Joseph Borromeo, a fresh BEEd graduate, was hired to teach in a private
school. He observed that his Grade 2 class is composed of different kinds of
learners. He noticed that some learn best once graphics and visuals are
presented to them, some are musically inclined learners, many learners prefer
to move and do actions as they learn the lesson. What will you advise to Mr.
Borromeo to satisfy the needs and characteristics of his learners? Give at least
two concrete examples for this situation.
2. How do Multiple Intelligences provide holistic learning for all learners?
3. Explain how Multiple Intelligences and Learning Styles complement each other.
Suggest ways on how to integrate these two big concepts in holistic teaching