Republic of the Philippines

TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES

College of Industrial Education
Ayala Boulevard cor. San Marcelino St. Ermita, Manila 1000
Telefax (02) 523-2293, Tel Nos. (632) 521 – 4063, Website: http://www.tup.edu.ph

Angelica B. Alejandro January 05, 2021

BSIE-HE/4A Prof. Jacquilyn
Vargas

SEM 3 Seminar in Professional Education

Activity No. 6
Facilitating Learner Centered Teaching

1. Explain the meaning and nature of learning.

Meaning of learning:
 Learning is an important step in human behavior. Living is all about learning. When we contrast the
simple, crude ways in which a kid feels and behaves with the sophisticated patterns of adult
behavior, his abilities, habits, thoughts, feelings, and so on, we can see how much learning has
changed the individual.

 Learning is the process through which an individual develops the information, attitudes, and
abilities required to meet life's challenges. A youngster is burned when touching a flaming candle
and withdraws his fingers. When he is in a comparable circumstance, he withdraws his fingers
more quickly. Gradually, he learns to avoid not just the burning candle, but also other items that are
on fire. Individual behavior is so influenced by their experiences. This change in behavior caused
by experiences is generally referred to as learning.

 Thus, learning refers to a change in behavior or potential behavior that occurs as a result of
experience. Learning can occur as a result of both indirect and direct encounters. Vicarious is
witnessing and learning from someone else's experience without being personally involved in it. A
youngster, for example, learns how to clap hands by seeing someone else do so. Direct
encounters are another way to learn. A youngster, for example, learns to write by practicing writing.
Normally, a youngster learns through his parents, instructors, and his surroundings.
 Gardener Murphy, the term learning covers every modification in behaviour to meet environmental
requirements.

 Henry P. Smith, Learning is the acquisition of new behaviour or the strengthening or weakening of
old behaviour as the result of experience.

 Crow & crow, Learning is the acquisition of habits, knowledge & attitudes. It involves new ways of
doing things and it operates in individuals attempts to overcome obstacles or to adjust to new
situations. It represents progressive changes in behaviour. It enables him to satisfy interests to
attain goals.

Nature of learning:
 Learning is Universal. Every creature that lives learns. Man learns most. The human nervous
system is very complex, so are human reactions and so are human acquisition. Positive learning
vital for children’s growth and development.

 Learning is through Experience. Learning always involves some kind of experience, direct or
indirect (vicarious).

 Learning is from all Sides: Today learning is from all sides. Children learn from parents, teachers,
environment, nature, media etc.

 Learning is Continuous. It denotes the lifelong nature of learning. Every day new situations are
faced and the individual has to bring essential changes in his style of behaviour adopted to tackle
them. Learning is birth to death.

 It results in Change in Behaviour. It is a change of behaviour influenced by previous behaviour. It is

any activity that leaves a more or less permanent effect on later activity.
  Learning is an Adjustment. Learning helps the individual to adjust himself adequately to the new
situations. Most learning in children consists in modifying, adapting, and developing their original
nature. In later life the individuals acquire new forms of behaviour.

 It comes about as a result of practice. It is the basis of drill and practice. It has been proven that
students learn best and retain information longer when they have meaningful practice and
repetition. Every time practice occurs, learning continues.

 Learning is a relatively Permanent Change. After a rat wake up from his nap, he still remembers
the path to the food. Even if you have been on a bicycle for years, in just a few minutes practice
you can be quite proficient again.

 Learning as Growth and Development. It is never ending growth and development. At reach stage
the learner acquires new visions of his future growth and news ideals of achievement in the
direction of his effort. According to Woodworth, “All activity can be called learning so far as it
develops the individual.

 Learning is not directly observable. The only way to study learning is through some observable
behaviour. Actually, we cannot observe learning; we see only what precedes performance, the
performance itself, and the consequences of performance.

2. Define Learner Centered teaching.

 An approach to teaching that focuses on the learners and their development rather than on the
transmission of content; it addresses the balance of power in teaching and learning, moves toward
learners actively constructing their own knowledge, and puts the responsibility for learning on the
learners.

 Students learn information by systematically examining the subject and critically assessing the
situation. Students are active members of this learning process.
  A teaching approach where students are required to take on active learner roles and
responsibilities beyond listening passively to instructors’ lectures and taking notes.

3. Describe/identify the characteristics of a learner centered teaching.

 As proposed by Dr. Maryellen Weimer, the five characteristics of learner-centered teaching are:

1. directly engaging students in the hard, messy work of learning.
2. providing explicit skill instruction.
3. encouraging students to reflect on what they are learning and how they are learning it.
4. motivating students by giving them some control over learning processes.
5. encouraging instructor-student and student-student collaboration.

 Teachers Work Harder than their students: In most classes, teachers are doing too many learning
tasks for students. We ask the questions; we add detail to their answers. We offer the examples.
We organize the content. We do the preview and the review. We should extend part of those
responsibilities to the learners.

 Students learn from Classmates: Students can learn from and with each other. Certainly, the
teacher has the expertise and an obligation to share his/her knowledge, but teachers can learn
from students as well.

 Students Regularly Engage in Communication: Students need to communicate with each other and
that’s why this approach to teaching bring more benefit than teacher-centered instruction. Students
can introduce a topic, receive feedback from others and complete assignments collaboratively.

 Students Know what They are Learning and Why Teachers who have adopted a learner-centered
approach state what they expect their learners to accomplish by the end of the class and make
sure they give clear instructions about the behavior and dynamics he/she expects to see in class.
4. Describe/explain the following Philosophical Perspective
a. Teacher-centered philosophies

Teacher-Centered Philosophies are critical to the long-term viability of education and the
continuing impact of teachers in the classroom. Teacher-centered ideologies are those that
focus on the transmission of knowledge from one generation of instructors to the next. The
teacher's function in teacher-centered ideologies is to instill respect for authority, dedication, a
strong work ethic, compassion for others, and sensibility. Teachers and schools are successful
when students demonstrate, generally by testing, that they have grasped the goals they have
learnt.

i. Essentialism

 The educational idea of teaching fundamental abilities is known as essentialism. This concept
promotes mental training. Essentialist educators prioritize the transmission of a succession of
progressively difficult concepts and the advancement of students to the next level or grade.
Subjects are organized chronologically and focus on the historical backdrop of the material world
and culture to provide a thorough grasp of the present day. This school of thought emphasizes
fundamental skills in reading, writing, arithmetic, science, history, foreign language, and
technology. Lectures, memorization, repetition, practice, and assessment are among the strategies
available.

 William C. Bagley (1874–1946) was a well-known proponent of essentialism. Bagley felt that
education was meant to protect society rather than change it. Bagley "urged schools and educators
to construct what we now know to be diligent in keeping to the core curriculum" at a convention for
the American Association of School Administrators in 1938.

 Aside from Bagley's effect, four additional events have since re-energized the essentialism
movement by forcing worldwide rivalry. The first was the Soviet Union's 1957 launch of Sputnik.
The National Commission on Excellence in Education then produced a report titled A Nation at
Risk in 1983, under the Reagan administration. According to the research, our civilization is being
 "eroded by a rising tide of mediocrity that threatens our very future [as] a nation and a people," and
it is being blamed on a lack of fundamental academic skills such as arithmetic, reading, writing,
science, and technology.

 However, the study had little impact, and A Nation Still at Risk, authored by Jeanne Allen, was
published in 1998. The passing of the No Child Left Behind Act (NCLB) in 2005 was the most
recent event in the promotion of essentialism. NCLB enforced a series of government laws to
monitor fundamental student success. Schools that did not reach the requisite levels of
accomplishment were labeled as in need of assistance or remediation, and they risked losing
government funding or being forced to close their doors if they did not make additional changes.

 Essentialism is a popular educational paradigm in public schools in the United States today. A
typical day at an essentialist school would consist of seven periods, with each period consisting of
a different lesson. Teachers primarily transfer knowledge through lectures, during which students
are supposed to take notes. Students are given practice worksheets or hands-on projects to
complete, which is followed by an evaluation of the learning information covered throughout this
process. For a semester or a year, the pupils maintain the same daily regimen. When their tests
show that students have demonstrated adequate proficiency, they are advanced to the following
grade or class to learn more harder subject. The school board has established a precise curriculum
for each subject that must be taught, but how it is taught is up to the teacher.

ii. Perennialism

 Perennialism is an educational ideology that holds that the significance of certain works transcends
time. Perennial works are those that are seen to be as essential and relevant now as they were
when they were published, and they are generally referred to as great literature. Melville's Moby
Dick, Shakespeare's Macbeth, Dickens' Great Expectations, and Dante's Inferno are all common
instances. Perennialism is frequently considered to as "culturally conservative" literature since it
does not question gender norms, include multiculturalism, or expose and support technology in the
way that current writing would.
 The purpose of a Perennialist education is to encourage pupils to think rationally and to develop
critical thinking skills. A Perennialist classroom strives to be a well-organized and disciplined
atmosphere that fosters in pupils a lifelong pursuit for truth. Perennialist believe that education
should represent a concerted effort to make these ideas available to students and to guide their
thought processes toward understanding and appreciation of great works, works of literature
written by history's greatest thinkers that transcend time and never become obsolete.

 Perennialist are particularly concerned with the significance of topic mastery and the development
of reasoning abilities. The classic phrase "the more things change, the more they stay the same"
sums up the Perennialist approach to education. Skills are still acquired in a sequential order.
Reading, writing, speaking, and listening, for example, are stressed in the early grades to prepare
pupils for later grades of literature, history, and philosophy.

 Mortimer Adler's book The Paideia Proposal, released in 1982, presented a classical education
system. This book inspired the Paideia program, which has been and continues to be implemented
in hundreds of schools across the United States. Teachers that use the Paideia method offer
lectures 10% to 15% of the time, hold Socratic seminars 15% to 20% of the time, and coach
students on academic issues the remaining 60% to 70% of the time. Socratic seminars are lectures
in which the teacher asks a specified set of questions in order to encourage students to think
about, reason, and discuss a topic. Perennialist curriculum tend to limit student expression of
uniqueness and flexibility in terms of student interests. Perennialist curricula tend to limit
expression of individuality and flexibility regarding student interests in favor of providing an
overarching, uniformly applicable knowledge base to students. Vocational training is expected to
be the responsibility of the employer.

b. Learner centered philosophies

Student-centered philosophies are another essential philosophy that educators should be aware
of. By focusing on the needs of students, teachers are able to assist and teach students within
the classroom ensuring a higher level of student success. In this article three types of student-
centered philosophies will be discussed which are progressivism, social reconstructionism, and
existentialism.
 Student-centered philosophies focus more on training individual students. These philosophies
place more emphasis on the individuality of students and helping them to realize their potential.
A student-centered classroom may be less rigid or structured, less concerned about past
teaching practices and drilling academics, and more focused on training students for success in
an ever-changing world. Students and teachers typically decide together what should be
learned, as well as how this can best be achieved.

i. Progressivism

 Progressivism is based on the positive changes and problem-solving approach that individuals with
various educational credentials can provide their students. Progressivist educators are outcome
focused and don’t simply impart learned facts. Teachers are less concerned with passing on the
existing culture and strive to allow students to develop an individual approach to tasks provided to
them.

 John Jacques Rousseau (1712–1778) and John Dewey (1859–1952) are the guiding minds of
progressivism. Rousseau maintained that people are basically good and that society is responsible
for corrupting them. He supported education in nature, away from the city and the influences of
civilization, where the child’s interests (as opposed to a written set of guidelines) would guide the
curriculum.
 John Dewey proposed that people learn best by social interaction and problem solvin. Dewey
developed the scientific method of problem solving and experimentalism. As a result of the varied
opinions emerging from the movement, progressivism was not developed into a formalized,
documented educational philosophy. Progressivists did, however, agree that they wanted to move
away from certain characteristics of traditional schools. In particular, they were keen to remove
themselves from the textbook-based curriculum and the idea of teachers as disseminators of
information, in favor of viewing teachers as facilitators of thinking.

 The progressivist classroom is about exploration and experience. Teachers act as facilitators in a
classroom where students explore physical, mental, moral, and social growth. Common sights in a
 progressivist classroom might include: small groups debating, custom-made activities, and learning
stations. Teachers typically walk freely among the groups, guiding them using suggestions and
thought-provoking questions.

ii. Humanism

 Humanism is a progressive philosophy of life that, without theism or other supernatural beliefs,
affirms our ability and responsibility to lead ethical lives of personal fulfillment that aspire to the
greater good. It is not theistic, and it does not accept supernatural views of reality.

iii. Constructivism

 Constructivism is the theory that says learners construct knowledge rather than just passively take
in information. As people experience the world and reflect upon those experiences, they build their
own representations and incorporate new information into their pre-existing knowledge (schemas).
 5. Explain how essentialism and perennialism were teacher centered while progressivism. Humanism and
constructivism were learner centered philosophies. Use the matrix below

Learner centered philosophies Teacher centered philosophies

(Essentialism and Perennialism) (Humanism, Constructivism and progressivism)

 Essentialism, the educational idea of teaching  The humanistic perspective of teaching and learning
fundamental abilities is known as essentialism. This is a school of thought that believes in educating the
concept promotes mental training. This school of "whole" kid. A humanist approach will place a major
thought emphasizes fundamental skills in reading, emphasis on students' emotional well-being and will
writing, arithmetic, science, history, foreign language, always see children as intrinsically decent "at their
and technology. Lectures, memorization, repetition, core."
practice, and assessment are among the strategies
available.  Constructivist teaching is based on the belief that learning
occurs as learners are actively involved in a process of

 The goal of a Perennialist educator is to teach students meaning and knowledge construction rather than
passively receiving information. Constructivist teaching
to think rationally and develop minds that can think
fosters critical thinking and creates motivated and
critically. A Perennialist classroom aims to be a closely
independent learners.
organized and well-disciplined environment, which
develops in students a lifelong quest for the truth.
 Progressivism is a student-centered philosophy that
believes that ideas should be tested by
experimentation, and learning comes from finding
answers from questions. Positivism is a teacher
centered philosophy that rejects intuition, matters of
mind, essences, and inner causes.
 6. Differentiate Adult learners from child learners and adolescent learners. Write the characteristics of child,
adolescent and adult learners to complete the matrix below.

Child Learners Adolescent Learners Adult Learners

 They can learn through talking  They are in search for  Adults are more disciplined than
about themselves, families and personal identity. adolescents.
their lives.  They are in need of activities  They have a clear
 They are curious to learn and that meet their needs and understanding of their learning
discover new concepts on their learning expectations. objectives.
own.  They become disruptive when  They need to be involved in
 They like to use their imagination they lose interest in the lesson choosing what and how to learn.
and to discover things. or feel bored.  They prefer to rely on
 They naturally need to touch, see,  They need help and support themselves and work on their
hear and interact to learn. from the teacher and to be own pace.
 Because their attention span is provided with constructive  They come to the classroom
limited, they need engaging and feedback. with a wide range of knowledge,
entertaining activities in order to  They can draw upon a variety expectations, and experiences.
not lose interest. of resources in the learning  They are able to do a wide
 They like to cooperate and work in environment, including range of activities.
groups. personal experience, the local  Adults learn at various rates and
 They need support and community, and the Internet. in different ways according to
encouragement while learning.  They need the teacher to build their intellectual ability,
 Teachers need to work their bridges between the syllabus educational level, personality,
students individually because they and their world of interests and cognitive learning styles.
need to be guided. and experiences.  They come into the classroom
 Curiosity  They can learn abstract with diverse experiences,
 Empathy issues and do challenging opinions, thoughts, and beliefs
 Resilience activities. which need be respected.
 Their personal initiative and  Less flexible thinking
energy are moved into action  Self-direction
through meaningful  Practical and outcome-focused
 involvement with relevant and
current content.
 Biological growth an
undefined status, increased
decision making, increased
pressures, and the search for
self.

7. Explain the following categories of knowledge and cite example

a. Declarative knowledge

 It's basically “how” you know to do something. Facts, world history, or rules for mathematical
equations are all examples of declarative knowledge. Declarative knowledge is also usually explicit
knowledge, meaning that you are consciously aware that you understand the information.

b. Procedural knowledge

 Procedural Knowledge refers to the knowledge of how to perform a specific skill or task, and is
considered knowledge related to methods, procedures, or operation of equipment. Procedural
knowledge is also referred to as Implicit Knowledge, or know-how.

c. Functional Knowledge

 Functional knowledge is the knowledge that can be included in different domains. Knowledge
which may be efficient in every domain is called domain-independent knowledge or functional
knowledge, for example financial processes, order to cash processes, procure to pay processes.

8. Diversity of learners.
 A. Intelligence. Explain the meaning of intelligence. Identify and briefly explain some theories of
intelligence.

 One of the most important single variables, which affect schooling, is intelligence. Intelligence is
the ability to acquire and apply knowledge. Success in school and colleges and in one’s own
profession, social adjustment, possession of general information etc. are all associated with the
concept of “intelligence”. The word intelligence is derived from the Latin verb ‘intellegere’ which
means understanding.

 According to Alfred Binet intelligence is the ability for judgement or common sense. Thorndike
defines intelligence as “one’s capacity to deal effectively with situations”. For Jean Piaget,
‘intelligence is the ability to adapt to one’s surroundings. In the words of Cyril Burt, “Intelligence is
the capacity of flexible adjustment.” According to David Wechsler (1977): ‘The global capacity to
think rationally, act purposefully, and deal effectively with the environment.

 Intelligence is defined as mental capability that involves the ability to reason, to plan, to solve
problems, to think abstractly, to comprehend complex ideas, to learn quickly and to learn from
experience. It is not merely book learning, a narrow academic skill, or test-taking smartness.

 In simple words, intelligence is nothing but thinking skills and the ability to adapt to and to learn
from life’s everyday experiences.
 There are nine different types of intelligence. These are: Naturalistic, Musical, Logical–
mathematical, Existential, Interpersonal, Linguistic, Bodily–kinesthetic, Intra–personal and Spatial
intelligence.
 B. Learning Style. Complete the matrix below
i. VARK MODEL OF LEARNING

Learning style Description Appropriate technique/approach

1. Visual
If you are a visual learner, you learn by reading or  Use maps, charts, diagrams, and lists.
seeing pictures.  Watch audiovisuals.
 Use study cards or flashcards.

2. Auditory
If you are an auditory learner, you learn by hearing  Record yourself reading key terms and
and listening. You understand and remember things their definitions out loud.
you have heard.  Repeat facts with your eyes closed.

3. Reading/Writing
Read/write learners learn primarily by reading and  Take down LOTS of notes during
writing. They prefer to learn information by reading class.
notes, handouts and textbooks. These learners make  Don't lose handouts.
use of dictionaries and other reference materials.  Use bullet point lists.
 Turn diagrams and charts into words.

4. Kinesthetic
Kinesthetic learning is a style of obtaining  Use small movements to help focus.
information. Kinesthetic learning's primary premise is Build exercise into your workday.
that a student learns best when shown simulations,  Use a highlighter and flashcards.
presentations and videos or when moving around in a  Approach topics creatively.
hands-on environment.  Use role-play.
 Consider simulation.

ii. SEVEN LEARNNING SYTLE

 Learning style Description Appropriate technique/approach
1. Visual (spatial)
People with this learning style tend to think  They don't like a step-by-step
visually and often prefer learning the same way. method of learning.
 Instead of thinking in words,
they think in pictures.
 They may look disorganize

2. Aural (Auditory-musical)
Those with an auditory/musical learning style  Discuss main ideas with a
learn best from what they hear. Whether it's classmate.
listening to their own voice speaking out loud,  Create mnemonic devices to
listening to another person, or listening to help you remember.
music, aural learners absorb information  Take breaks, especially if
through sound. studying by yourself as you
may become easily distracted
over time.
 Consider using quiet,
wordless music as a
background noise when
studying.

3. Verbal (Linguistic)
Learners with a verbal learning style prefer to  Enjoy Talking and Asking
learn verbally by reading or listening. Questions.
 Love to read, write and listen.
 Enjoy rhymes and sounds.
 Good memory for general
knowledge, names, places.
 Appreciate grammar and
meaning.
  Good with spelling.
 Enjoy word games, jokes,
puns, riddles.

4. Physical (kinesthetic
They can read instructions or listen to  Use a highlighter and
instructions, but deep learning occurs via the flashcards.
process of doing.  Approach topics creatively.
 Use tension and relaxation.
 Consider simulations.

5. Logical (mathematical)
Logical learners like creating agendas,  Provide the class with
itineraries, and to-do lists, and typically number problem-solving tasks.
and rank them before putting them into action.  Challenge them to work things
Their scientific approach to thinking means they out for themselves.
often support their points with logical examples  Ask them to interpret abstract
or statistics. visual information.
 Include critical thinking
exercises.
 Provide statistics and facts.

6. Solitary (Intrapersonal)
A solitary learner, also known as an  Spend more time on the
intrapersonal learner is someone who prefers 'Target' step of the Memetic
learning on their own. Approach. Set your goals,
objectives and plans.
 Align your goals and
objectives with personal
beliefs and values.

7. Social (Interpersonal)
 Social learning strategies are a set of  Attention and the Flipped
approaches to get students to become active Classroom.
participants in class through interaction with  Retention: Peers Teaching
others and sharing of knowledge they have. Peers and Peer Coaching.
The key is encouraging your students to  Imitation through Real Plays.
participate in class.  Reinforcement and Motivation
through Simulation and
Gamification.

C. Learners with special needs. Complete the matrix below. Write at least 5 common
characteristics of the following children with special needs and at least 3 teaching approaches.
Common characteristics: Teaching Approaches/Strategies

 Problems reading and/or writing.  Probe regularly to check

 Problems with math. understanding.
  Poor memory.  Provide regular quality feedback.
Learning disabilities  Problems paying attention.  Present information visually and
 Trouble following directions. verbally.
 Clumsiness.  Use diagrams, graphics and pictur
 Trouble telling time. to support instruction.
 Problems staying organized.  Provide independent practice.

 Inattention: Short attention span for age  Build a Strong Relationship with th
(difficulty sustaining attention) Difficulty Child's Parents.
listening to others.  Educate Fellow Pupils.
Attention Deficit and
Hyperactivity Disorder  Impulsivity: Often interrupts others.  Establish Effective Seating
(ADHD)
 Hyperactivity: Seems to be in constant Arrangements.
motion; runs or climbs, at times with no  Establish Rules and Routines.
apparent goal except motion.  Be Simple, Clear, and Direct.
 Break Things Up.

 Improper use of words and their  Encourage and accept all forms of
Speech and meanings communication.
Communication disorder
 Inability to express ideas, inappropriate  Be conscious of your own
grammatical patterns communication style.
 Reduced vocabulary and inability to  Teach active listening skills.
follow directions.  Give time to think and respond to
questions.
 Build vocabulary.
 Help build self-esteem.

 Hyperactivity (short attention span,  Keep class rules/activities simple

impulsiveness); and clear.
Children with emotional
 Aggression or self-injurious behavior  Reward positive behaviors.
and Behavioral Problems
 (acting out, fighting);  Allow for mini-breaks.
 Withdrawal (not interacting socially with  Use motivational strategies
others, excessive fear or anxiety);

 Late development of speech skills.  Create a classroom routine.

 Limited eye contact.  Use preparatory commands and
Autism  Limited response to social interaction. commands of execution to cue
 Repetitive speech and behavior patterns. transitions.
 Difficulty in understanding other people's  Give fewer choices.
feelings and expressing their own.  Use appropriate technology.
 Treat them like any other kid as
much as possible.

 Rolling over, sitting up, crawling, or  Using small steps.

walking late.  Modify teaching to be more hands
Mental Retardation  Talking late or having trouble with talking. on.
 Slow to master things like potty training,  Think visual.
dressing, and feeding themselves.  Use baby steps.
 Difficulty remembering things.  Incorporate more physical learning
 Inability to connect actions with experiences.
consequences.  Start a feedback book or chart.
 Encourage music in the classroom
 Provide visual stimulus.

 Intellectual abilities are similar to those of  Encourage the student to use visu
Visual Impairments sighted peers. aids/resources that have been
 They are unable to use sight to assist prescribed (e.g., glasses,
them in the development of concepts. magnifiers, big-print books, etc).
 Their concepts development depends on
 their tactile experience.  Seat the student appropriately in th
 They are unable to use visual imagery. classroom (e.g., in the middle
towards the front).

 Make sure lighting is suitable.

 Photo of young boy against blue

sky, being lifted in the air by two
hands Make efforts to eliminate the
risk of glare from the desk and
whiteboard.

 If possible, ensure lights are comin

from behind or to the side of the
student.

 Give clear instructions as the

student may misinterpret gestures
and facial expressions.

Hearing Loss  Muffling of speech and other sounds.  Speak naturally and clearly.
 Difficulty understanding words, especially Remember speaking louder won't
against background noise or in a crowd. help. Do not exaggerate your lip
 Trouble hearing consonants. movements, but slowing down a lit
 Frequently asking others to speak more may help some students. Use facia
slowly, clearly and loudly. expressions, gestures and body
 Needing to turn up the volume of the language to help convey your
television or radio. message, but don't overdo it.

 Students with multiple disabilities  Believe in them.

Severe and multiple
 disabilities generally have specific characteristics  Have a 4-year plan.
related to their Intellectual Functioning,  Work together with team members
Adaptive Skills, Motor Development,  Develop group goals.
Sensory Functioning, and  Work directly and often with the
Communications Skills. Most students student and their paraprofessional
with multiple disabilities have many  Wait for the student's response.
impairments in intellectual functioning.

 High level of intensity.  Learn how gifted students think.

Giftedness  Enjoys learning; rapid learner.  Created tiered assignments for
 Depth of perception. students.
 Keen sense of observation and  Include a variety of levels in your
extraordinary memory. classroom library.
 Sophisticated language and thought  Utilize their talents and interests.
process.  Explore real-word application.
 Ability to recognize more options.
 Dislikes repeating or practicing something
they already know.
 Perfectionist.

8. Explain the following perspectives of motivation

a. Trait perspective

 The trait perspective of personality explores your personality traits and how many traits you have.
While early personality theories hoped to explain how personality develops, trait theorists seek to
describe differences and similarities between people based on traits.

b. Behaviorist perspective

 The behaviorist perspective is concerned with how environmental factors (called stimuli) affect
observable behavior (called the response). The behaviorist perspective proposes two main
 processes whereby people learn from their environment: namely classical conditioning and operant
conditioning.

c. The Social Cognitive Perspective

 The social-cognitive perspective on personality is a theory that emphasizes cognitive processes,

such as thinking and judging, in the development of personality. These cognitive processes
contribute to learned behaviors that are central to one's personality.

d. The Cognitive perspective

 The cognitive perspective, operates on the belief that the brain is the most important aspect in
relation to the way that an individual behaves or thinks. This perspective states that to understand
someone, you must first be able to understand what is happening in their mind.

9. Cite some benefits of motivation on students learning and behavior.

 Motivation determines the specific goals toward which people strive; thus, it affects the choices
students make. Motivation will increase students' time on task and is also an important factor
affecting their learning and achievement. Motivation enhances cognitive processing.

1. Puts human resources into action.

2. Improves level of efficiency of employees.
3. Leads to achievement of organizational goals.
4. Builds friendly relationship.
5. Leads to stability of work force.

10. Differentiate intrinsic and extrinsic motivation.

 Extrinsic motivation is when we are motivated to perform a behavior or engage in an activity
because we want to earn a reward or avoid punishment. You will engage in behavior not because
you enjoy it or because you find it satisfying, but because you expect to get something in return or
avoid something unpleasant.
a. Participating in a sport to win awards
b. Cleaning your room to avoid being reprimanded by your parents
c. Competing in a contest to win a scholarship
d. Studying because you want to get a good grade

 Intrinsic motivation is when you engage in a behavior because you find it rewarding. You are
performing an activity for its own sake rather than from the desire for some external reward. The
behavior itself is its own reward.
a. Participating in a sport because you find the activity enjoyable
b. Cleaning your room because you like tidying up
c. Solving a word puzzle because you find the challenge fun and exciting
d. Studying a subject you find fascinating

 Both extrinsic motivation and intrinsic motivation drive human behavior. There are several key
differences between motivation that comes from external rewards and the kind that is driven by an
individual's genuine interest, including the influence of each type on a person's behavior and the
situations in which each type will be most effective. Understanding how each type of motivation
works and when it is likely to be useful can help people perform tasks (even when they do not want
to) and improve their learning.

 The main difference between intrinsic and extrinsic motivation is that intrinsic motivation comes
from within, and extrinsic motivation comes from outside. While both types of motivation are
important, they have different effects on how you work. Extrinsic motivation is beneficial in some
cases. For example, working towards gaining a reward of some kind can be helpful when you need
to complete a task you might normally find unpleasant. Intrinsic motivation, however, is typically a
more effective long-term method for achieving goals and completing tasks in a way that makes you
feel fulfilled. While extrinsic motivation is helpful in certain situations, it may eventually lead to
burnout or lose effectiveness over time. Sometimes intrinsic and extrinsic motivation can work
 together to help you complete a task. For example, if you have a job and are working on
completing a project, you might be extrinsically motivated to finish it to meet a teammate’s timeline.
You might be intrinsically motivated to finish it because you enjoy the project want to do a good job.

11. Complete the matrix below. Fill out the information and relate it to motivation.

Concept What I learned How will I apply in the classroom

Maslow’s Hierarchy of
Needs Maslow first introduced his concept of a In this theory, Abraham Maslow suggested
hierarchy of needs in his 1943 paper "A that before individuals meet their full
Theory of Human Motivation" and his potential, they need to satisfy a series of
subsequent book Motivation and Personality. needs. However, Maslow's Hierarchy of
This hierarchy suggests that people are Needs can provide teachers a reminder and
motivated to fulfill basic needs before moving framework that our students are less likely
on to other, more advanced needs. to perform at their full potential if their basic
needs are unmet.

Self-Determination
In psychology, self-determination is an Examples of activities used in self-
 important concept that refers to each person's determination instructional programs
ability to make choices and manage their own include reflecting on daydreams to help
life. This ability plays an important role in students decide what is important to them;
psychological health and well-being. Self- teaching students how to set goals that are
determination allows people to feel that they important to them and then, with the
have control over their choices and lives. support of peers, family members and
teachers, taking steps to achieve those
goals.

Definition of Motivation
Motivation is what explains why people or Let students know that they are welcome to
animals initiate, continue or terminate a share their own ideas and ask questions.
certain behavior at a particular time. What's more, provide students with a
Motivational states are commonly understood chance to give their feedback on your
as forces acting within the agent that create a teaching. Set a spirit of friendly competition.
disposition to engage in goal-directed Students should realize there will always be
behavior. those who study better and worse.

Rewards and Incentives

In summary. rewards are the actual products Classroom token reward systems use
you use to highlight performance. An tangible 'reinforcers', such as tokens or
incentive is promising that reward ahead of stickers, to reward and promote positive
time in exchange for achievement. behaviors for learning. These token
Recognition is the acknowledgement of effort reinforcers are used as physical 'merit
or performance, and can include a reward if points' and are awarded to pupils for doing
you choose. something well, such as: exhibiting target
behaviors for learning.