2018

TEACHER INDUCTION
PROGRAM

MODULE 5
DEPARTMENT OF EDUCATION

BEST | CARDNO
Contents
Module 5: Learning Process .................................................................................................................... 1
I. Session 1: Learner-Centered Learning ........................................................................................... 2
Desired learning
outcomes ......................................................................................................... 2

Objectives....................................................................................................................................
2
Pre-
Test ....................................................................................................................................... 3
Key Concepts ............................................................................................................................... 4
Activities and Assessment ........................................................................................................... 8
Reflections................................................................................................................................... 9
Post-Test ................................................................................................................................... 10
SESSION 2: LEARNING ENVIRONMENT ................................................................................................. 11
Desired Learning
Outcomes ...................................................................................................... 11

Objectives..................................................................................................................................
11
Pre-
Test ..................................................................................................................................... 12
Glossary of
Terms ...................................................................................................................... 13
Key Concepts ............................................................................................................................. 14
Activities and Assessment ......................................................................................................... 17
Reflection .................................................................................................................................. 18
Post-Test ................................................................................................................................... 20

REFERENCES

ANSWER KEYS

i |Page TeacherInductionProgram(Version1.0)
Module 5: Learning Process
The primary purpose of the module is to assist the newly-hired teacher in understanding
the nature of the learners across key learning stages (K to 3, 4 to 6, 7 to 10 and 11 to 12).
This module will also help teachers to better understand the why’s and the how’s of
offering learning programs that are responsive to the needs of the learners.

This module contains the topics on the 21st Century Learners where the newly-hired
teacher will identify the nature of learners in various key learning stages in the Philippine
education setting and will be working on a detailed lesson plan (DLP) with parts that are
aligned with DepED Order #42, s. 2016 with a specific 21st century skills that he would
like his learners to develop. The teacher will also identify learning programs implemented
or offered in his school or district that are responsive to the needs of the learners in
different key learning stages.

In the later part of the module the teacher will do a self-reflection on how he could become
an effective teacher capable in the delivery of quality basic education among the Filipino
learners.

This module is self-paced where it can be worked individually or in pair by teachers during
the school-based In-Service Training (INSET). However, the DLP developed by the teacher
can be used in a demonstration teaching activity during the district or division INSET to be
checked by peers and subject specialists in terms of the appropriateness of the content
and delivery style of the teacher.

I. SESSION 1: LEARNER-CENTERED LEARNING

Desired learning outcomes

(2.4.1) BTI (2.4.2) PTI

a. Demonstrate understanding of b. Maintain supportive learning

supportive learning environment environment that nurtures and
that nurtures and inspires inspires learners to participate,
learner’s participation. cooperate and collaborate in
continued learning

Objectives

a. Demonstrate knowledge and understanding of the principles on learner-centered

learning;
b. Design a classroom activity by adopting learner-centered learning approaches and
strategies;
c. Apply learner-centered activity effectively through lesson planning.

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 Pre-Test

Below are phrases/statements about teaching approaches. Group them whether

they characterize/describe a Learner-centered or not by writing their
corresponding numbers under the appropriate column. F if Learner-centered and
B if otherwise.

1. Learning is based on repetition.

2. Consideration for HOTS tasks.
3. Learning is interactive.

4. Skills are treated in isolation.

5. Students learn how to learn.
6. Collaboration is not evident.
7. Teacher’s role is interactive, rooted in negotiation.
8. Background knowledge taken in consideration as well as new knowledge.
9. Interdisciplinary exploration is considered.

10.Teacher’s role is directive, rooted in authority.

Below are a range of teaching methods. Tag them to the given teaching strategy to
which you think how they will be employed in your classroom.

compare and contrast, demonstrations, guides for reading, listening

and viewing, lecture, role play, simulations,

case study, cloze procedure, inquiry, problem solving,

reflective discussion, small group discussion, games,
experiments, brainstorming, debates, cooperative learning,
interviewing, field observations, assigned questions,
computer assisted instruction, essays, reports, research
projects

DIRECT INDIRECT INTERACTIVE

INSTRUCTION INSTRUCTION
INSTRUCTION

EXPERIENTIAL INSTRUCTION INDEPENDENT

INSTRUCTION

Key Concepts

1. Why is it important to understand the principle of learner-centered learning?

Learner-centered learning is an instructional approach in which the learners influence
the content, activities, materials, and pace of learning. This learning model places the
learner in the center of the learning process. The teacher provides learners with
opportunities to learn independently and from one another and coaches them in the skills
they need to do so effectively. (Collins & O'Brien, 2003)

In a learner-centered learning environment, McCombs and Whistler (1997) state that

learners are treated as co-creators in the learning process, as individuals with ideas and

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issues that deserve attention and consideration. Learner-centered learning environments
recognize that the prior knowledge of learners powerfully influences future learning and
thus attempt to build on prior knowledge.

2. Five Learner-Centered Learning Principles by Weimer (2002):

a. Student-centered learning shifts the balance of classroom power from
teacher to student thus fostering active learning and engagement among peers.
b. Student-centered learning enables critical thinking and is a means to develop
knowledge rather than a collection of facts by building upon and challenging
prior learning.
c. Student-centered learning situates the teacher as facilitator an contributor rather
than authoritarian and director of knowledge.
d. Student-centered learning returns the responsibility for learning to the
students, so students are able to discover their strengths and weaknesses and take
part in directing their own knowledge gain.
e. Student-centered learning employs effective assessment to promote learning and
inform future practice.

3. How will teacher apply the learner-centered approaches and strategies in the classroom?
Republic Act No. 10533, SEC. 5.e. states that, The curriculum shall use
pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative
and integrative.

a. What is Constructivism?1
• Learning is an active process
• Learning involves language
• Learning is a social activity
• Learning is contextual
• One needs knowledge to learn
• Motivation is a key component in learning
• Learning is not instantaneous  Construction of knowledge
 learner’s prior knowledge
 have access to resources
 actively learn
 create, manipulate, and debate knowledge

 Process, not product
 learning environment tasks the learner with creating or constructing
representations of individual meaning
 Learners systematically gather and evaluate information
• Multiple Perspectives
 Collaboration allows learners to share and reconcile multiple dissonant
perspectives or strategies and find synergistic solutions
 Peers provide multiple interpretations and models that enable the learner to
systematically revisit, rearrange and re-purpose material from different
conceptual perspectives.
 Cognitive apprenticeship
 Process-based evaluation

1 Source: NEAP

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TRADITIONAL CONSTRUCTIVIST

Curriculum begins with the part Curriculum emphasizes big concepts

of the whole emphasizing basic beginning with the whole and
skills expanding to include the parts

Strict adherence to fixed Pursuits of students’ question and

curriculum is highly valued interest is valued (Inquiry-based)

Learning is based on repetition Learning is interactive

Teacher’s role is directive, rooted Teacher’s role is interactive, rooted in

in authority negotiation

Assessment- Testing (Correct Assessment- observation, peer

Answer) evaluation, and testing

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 The teacher is superior and is Teachers serve as guides to the
referred as authority or master students to challenge them to think
harder by considering new ideas

4. What Is Inquiry-Based Approach?

The main activity in a constructivist classroom is solving problems. Students use
inquiry methods to ask questions, investigate a topic, and use a variety of resources to find
solutions and answers. As students explore the topic, they draw conclusions, and, as
exploration continues, they revisit those conclusions. Exploration of questions leads to more
questions.

5. What Is Reflective Approach?

Students control their own learning process, and they lead the way by reflecting on
their experiences. This process makes them experts of their own learning. The teacher helps
create situations where the students feel safe questioning and reflecting on their own
processes, either privately or in group discussions. The teacher should also create activities
that lead the student to reflect on his or her prior knowledge and experiences. Talking about
what was learned and how it was learned is really important.

6. What Is Collaborative Approach?

The constructivist classroom relies heavily on collaboration among students. There are
many reasons why collaboration contributes to learning. The main reason it is used so much
in constructivism is that students learn about learning not only from themselves, but also
from their peers. When students review and reflect on their learning processes together, they
can pick up strategies and methods from one another.
7. What Is Integrative Approach?2
Integrative learning is linked to the classical tradition of educating the "whole"
person: encouraging "breadth of outlook, a capacity to see connections and hence an
ability to make fundamental decisions and judgments" (Rothblatt 1993:28).

Integrative learning requires the teaching of intentional learning (taking a

deliberative and reflexive stance towards knowledge acquisition): taking into account
different dimensions of a problem, seeing it from different perspectives, and making
conceptual links among the dimensions and perspectives.

Integrative learning leads students to synthesize learning from a wide array of

sources, learn from experience, and make significant and productive connections between
theory and practice. This approach to teaching and learning is necessary in today's world
where technology and globalization transform knowledge practices in all disciplines and
professions: disciplines are now less bounded, with new areas of scientific knowledge
emerging on the borders of old ones, and with a significant exchange of concepts, methods,
and subject matter between the humanities, the social sciences, and the arts.

Integrative learning requires the teaching of intentional learning (taking a

deliberative and reflexive stance towards knowledge acquisition): taking into account
different dimensions of a problem, seeing it from different perspectives, and making
conceptual links among the dimensions and perspectives

8. What Are the Instructional Strategies and Methods? 3

In planning lessons, teachers can choose from a variety of instructional models and
their corresponding strategies and methods. An instructional model is a teacher’s
philosophical orientation to teaching. It is related to theories of learning including
behaviorism, cognitivism, constructivism, social interactionism, and others. An
instructional strategy is a teaching approach influenced by the abovementioned
educational philosophies, while an instructional method is the specific activity that
teachers and learners will do in the classroom.

2 Source: NEAP
3 Based on D.O. 42, s. 2016

7
 An instructional strategy is what a teacher uses inside the classroom to achieve the
objectives of a lesson. A teacher can use a strategy or a combination of strategies to do
this. Below are examples of different instructional strategies briefly explained: 4

a. Direct Instruction is systematic, structured and sequential teaching. Its basic

steps include presenting the material, explaining, and reinforcing it. According to
Borich (2001), direct instruction methods are used to teach facts, rules, and
action sequences. Direct instruction methods include compare and contrast,
demonstrations, didactic questions, drill and practice, guides for reading,
listening and viewing, lecture, etc.
b. Indirect Instruction is a teaching strategy in which the learner is an active and
not passive participant. Indirect instruction methods are used for concept
learning, inquiry learning and problem-centered learning (Borich 2011).
Indirect instruction methods include case study, cloze procedure, concept
formation, inquiry, problem solving, reflective discussion, etc.
c. Interactive Instruction is teaching that addresses learners’ need to be active in
their learning and interact with others including their teachers and peers.
Interactive methods of teaching include brainstorming, debates, cooperative
learning, interviewing, small group discussion, whole class discussion, etc.
d. Experiential Instruction is teaching students by directly involving them in a
learning experience. This strategy emphasizes the process and not the product of
learning. Experiential learning methods include games, experiments, field
trips, model building, field observations, role play, simulations, etc.
e. Independent Study is teaching in which the teacher’s external control is
reduced and students interact more with the content (Petrina in press).
Independent study methods aim to develop learners’ initiative, self-reliance,
and self-improvement and include assigned questions, correspondence
lessons, computer assisted instruction, essays, homework, learning
contracts, reports, research projects, etc.

Activities and Assessment

Cite an actual classroom situation where the different principles are applied.

PRINCIPLE ACTUAL CLASSROOM SITUATION

Student-centered learning shifts the

balance of classroom power from teacher to
- Group activities and sharing of ideas are done inside the
classroom to allow students to discover things on their own,
student thus fostering active learning and
thus, promoting learner centered approach.
engagement among peers.
Student-centered learning enables critical
thinking and is a means to develop
- Teachers give collaborative activities to promote leadership
among student leaders and sharing of knowledge is developed.
knowledge rather than a collection of facts
In this way, higher order thinking skills and critical thinking is
by building upon and challenging prior
developed.
learning.
Student-centered learning situates the
teacher as facilitator an contributor rather
- Teachers give activities in which students use their maximum
than authoritarian and director of participation. They just serve as sage in the stage and guide
knowledge. beside their students. Students learn and discover things on
their own.
Student-centered learning returns the
responsibility for learning to the students, so
- The group activities and assessment tools used by the teacher
will determine the student’s strengths and weaknesses. Thus,
students are able to discover their strengths
they will be given a chance to discover their full potential.
and weaknesses and take part in directing
their own knowledge gain.
Student-centered learning employs
effective assessment to promote learning
- Different assessment tools are used so students can gain
and inform future practice. understanding of their own learning style, the effectiveness of
the tools for future use.

4 Saskatchewan Education 1991

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Select one of the learner-centered learning approaches and strategies. Design a
classroom activity using the approach/strategy. Indicate also the competency/skill
to be developed, objective, method of assessment and procedure of the activity.

Approach/Strategy:
COLLABORATIVE
APPROACH
Name of Activity
PUZZLE

TEAMWORK
Competency/Skill

Objective To complete the picture puzzle that shows the

different kinds of bulllying at school.
Method of Assessment IDENTIFICATION, ESSAY AND
ENUMERATION
Procedure of Activity The students will be divided into four groups.
Each will be given a puzzle to complete the kind
of bullying shown. Each must also give the kind
of bullying and describe it according to what

After your insightful reading on the various Learner-centered approaches and

strategies, write a Daily Lesson Plan (DLP) that has learner-centered activity
appropriate to Key Stage based on the DLP standards specified in D.O. 42, s. 2016.
Reflections

As a teacher how can these principles help you make your learning environment a
nurturing and inspiring for learner’s participation?

Reflect on your role as a Teacher in promoting Learner-centered Learning.

What have I done? ENGAGING STUDENTS IN

CLASSROOM ACTIVITIES
GIVE COLLABORATIVE ACTIVTIES
What am I doing?
THAT PROMOTE TEAMWORK AND
LEADERSHIP
What will I do next? GIVE OPPORTUNITIES FOR
STUDENTS TO ASSUME THE ROLE
OF A TEACHER TO BRING OUT THE
After going through all the sessions, gather your thoughts and reflect once more. Answer
the questions below:
What was new?

STUDENTS BECOMING ACTIVE INDIVIDUALS

INSIDE THE CLASSROOM AND TEACHERS BEING
THEIR GUIDE IN LEARNING AND DISCOVERING
NEW
What wasTHINGS
exciting?

STUDENTS BECOMING MORE RESPONSIBLE

AND ACTIVE IN CLASS; ENHANCING STUDENT’S
HIDDEN TALENTS AND SKILLS
What was worrisome?

SOME STUDENTS WILL HAVE A HARD TIME

COPING UP ESPECIALLY THOSE WHO ARE SHY
AND SLOW.
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 Post-Test

You are about to finish this session on Learner-Centered Learning. But before you proceed
to the next session in this module, your knowledge acquisition in this session will be
challenged by answering TRUE f the statement below is correct and FALSE if the statement
is wrong based on the principles of learner-centered learning.

FALSE 1. Learners are responsible for each other.

FALSE 2. Learners are passive receptors of information.
TRUE 3. Teachers is seen as a facilitator and guide.
TRUE 4. Learners are keep on their own seats.
FALSE 5. Learners are rarely expected to ask questions or to challenge
the theories of the teachers.
TRUE 6. The use of lecture methods, note-takings and memorizing
information for later recognition or reproduction.
TRUE 7. Learners actively participate in the learning process.
TRUE 8. Learners shape their own learning paths.
TRUE 9. Learners are encouraged to be more inquisitive.
FALSE 10. Curricular design is based on low levels of students
participation.

A. Directions: List down at least three more teaching methods in each strategy which
you may similarly employ in your classroom.

Direct Instruction
EXPLICIT TEACHING, DRILL & PRACTICE, DIDACTIC
QUESTIONS, MASTERY LECTURE, COMPARE & CONTRAST,
GUIDES FOR READING, LISTENING & VIEWING
Indirect Instruction
PROBLEM SOLVING, INQUIRY, CONCEPT FORMATION,
CONCEPT MAPPING, CLOZE PROCEDURE, CASE STUDIES,
READING FOR MEANING
Interactive Instruction
DEBATES, PANELS, TUTORIAL GROUPS, INTERVIEWING,
PEER PRACTICE, BRAINSTORMING
Experiential Instruction
FIELD TRIPS, CONDUCTING EXPERIMENTS,
SIMULATIONS, GAMES, ROLE PLAYING
Independent Instruction
ESSAYS, HOMEWORK, RESEARCH PROJECTS, COMPUTER
ASSISTED INSTRUCTION

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 SESSION 2: LEARNING ENVIRONMENT

Desired Learning Outcomes

Beginning Teacher Indicators (BTIs) Proficient Teacher Indicators

(PTIs)
2.1.1 Demonstrate knowledge of 2.1.2 Establish safe and secure learning
policies, guidelines and procedures environments to enhance learning
that provide safe and secure learning through the consistent implementation
environments. of policies, guidelines and procedures.
2.2.2 Maintain learning environments
2.2.1 Demonstrate understanding of that promote fairness, respect and care
learning environments that promote to encourage learning.
fairness, respect and care to
encourage learning. 2.3.2 Manage classroom structure to
engage learners, individually or in
2.3.1 Demonstrate knowledge of groups, in meaningful exploration,
managing classroom structure that discovery and hands-on activities
engages learners individually or in within the available physical learning
groups, in meaningful exploration, environments.
discovery and hands-on activities
within the available physical learning 2.4.2 Maintain supportive learning
environments. environments that nurture and inspire
learners to participate, cooperate and
2.4.1 Demonstrate understanding of collaborate in continued learning.
supportive learning environments
that nurture and inspire learner 2.5.2 Apply a range of successful
participation. strategies that maintain learning
environments that motivate learners to
2.5.1 Demonstrate knowledge of work productively by assuming
learning environments that motivate responsibility for their own learning.
learners to work productively by
assuming responsibility for their own 2.6.2 Manage learner behaviour
learning. constructively by applying positive and
non-violent discipline to ensure
2.6.1 Demonstrate knowledge of learning-focused environment.
positive and non-violent discipline in
the management of learner
behaviour.

Objectives
a. Understand the role of the teacher to provide and manage a learning environment
that is learning-focused.
b. Create learning environment that is learning-focused to promote learner
responsibility and achievement.

Pre-Test

My Map, My Imagination!

Have you used mind mapping in your daily activities?

Mind mapping is a quick and powerful technique for organizing your thoughts. Some people
may try to tell you the ‘rules’ of making a mind map. Don’t listen to them. This is your map.
Your imagination is the limit. Be creative and make your own mind map about Learning
Environment in the blank space provided below.

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 CHILD- FRIENDLY

LEARNING
CONDUCIVE GENDER
ENVIRONMENT
SENSITIVE

FREE FROM
NOISE

Glossary of Terms

Term Definition
Domain Broad conceptual sphere of teaching and learning
practices defined by specific strands in the set of
professional standards for teachers.
Learning Environment Teachers and learners are active and committed
participants in creating and maintaining a learning
environment that best promotes learning and meets the
learning needs of diverse learners. Teachers and
learners regularly check the quality of this
environment. The environment is focused on learning
and learners can describe their contribution to the
learning process.

Learning Focused Instructional and assessment strategies that

target meaningful learning
Physical/Virtual Space Any area conducive to learning which usually includes
a safe classroom with appropriate devices for teaching
and learning
Philippine Professional Public document that defines teacher quality through
Standards for Teachers well-defined domains, strands, and indicators that
(PPST) provide measures of professional learning, competent
practice, and effective engagement

Key Concepts

1. Learning Environment

The Philippine Professional Standards for Teachers (PPST) highlights the role of
teachers to provide learning environments that are safe, secure, fair and supportive in
order to promote learner responsibility and achievement. This Domain centers on creating
environment that is learning-focused and in which teachers efficiently manage learner
behavior in a physical and virtual space. It highlights the need for teachers to utilize a
range of resources and provide intellectually challenging and stimulating activities to
encourage constructive classroom interactions geared towards the attainment of high
standards for learning.5

‘Learning environment refers to the diverse physical locations, contexts, and

cultures in which students learn. Since students may learn in a wide variety of settings,
such as outside-of-school locations and outdoor environments, the term is often used as a
more accurate or preferred alternative to classroom, which has more limited and
traditional connotations—a room with rows of desks and a chalkboard, for example.

5 Adapted from the PPST

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 The term also encompasses the culture of a school or class—its presiding ethos and
characteristics, including how individuals interact with and treat one another—as well as
the ways in which teachers may organize an educational setting to facilitate learning —
e.g., by conducting classes in relevant natural ecosystems, grouping desks in specific
ways, decorating the walls with learning materials, or utilizing audio, visual, and digital
technologies. And because the qualities and characteristics of a learning environment are
determined by a wide variety of factors, school policies, governance structures, and other
features may also be considered elements of a “learning environment.”

Educators may also argue that learning environments have both a direct and
indirect influence on student learning, including their engagement in what is being taught,
their motivation to learn, and their sense of well-being, belonging, and personal safety. For
example, learning environments filled with sunlight and stimulating educational materials
would likely be considered more conducive to learning than drab spaces without windows
or decoration, as would schools with fewer incidences of misbehavior, disorder, bullying,
and illegal activity. How adults interact with students and how students interact with one
another may also be considered aspects of a learning environment, and phrases such as
“positive learning environment” or “negative learning environment” are commonly used in
reference to the social and emotional dimensions of a school or class. 6

Learning Environment is the second domain of the Philippine Professional

Standards for Teachers (PPST). This Domain centres on creating environment that is
learning-focused and in which teachers efficiently manage learner behaviour in a
physical and virtual space. It consists of six strands, namely:
1. Learner safety and security
2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior

To reiterate, teachers across career stages are expected to provide learning environments
that are safe, secure, fair and supportive in order to promote learner responsibility and
achievement. It highlights the need for teachers to utilize a range of resources and provide
intellectually challenging and stimulating activities to encourage constructive classroom
interactions geared towards the attainment of high standards for learning.

2. The Environmental Psychology of Teaching and Learning

He emerged into the strangest-looking classroom he had ever seen. In fact, it

didn't look like a classroom at all, more like a cross between someone's attic
and an old-fashioned tea shop. At least twenty small, circular tables were
crammed inside it, all surrounded by chintz armchairs and fat little poufs.
Everything was lit with a dim, crimson light; the curtains at the windows were
all closed, and the many lamps were draped with red scarves. It was stiflingly
warm, and the fire that was burning under the crowded mantelpiece was giving
off a heavy, sickly sort of perfume as it heated a large copper kettle. The shelves
running around the circular walls were crammed with dusty-looking feathers,
stubs of candles, many packs of tattered playing cards, countless silvery crystal
balls, and a huge array of teacups.7

This enchanting description of a classroom at the fictitious Hogwarts School of

Witchcraft and Wizardry captures three fundamental ideas from the environmental
psychology of teaching and learning. First, all learning takes place in a physical
environment with quantifiable and perceptible physical characteristics. Whether
sitting in a large lecture hall, underneath a tree, or in front of a computer screen, students
are engulfed by environmental information. Specific targets within the environment draw

6 Adapted from the Glossary of Education Reform (2014, August 26) Retrieved from
Http://edglossary.org/hiddencurriculum

7 The Psychology of Learning Environments, Ken A. Graetz. Taken from EDUCAUSE (September 7, 2017)
Retrieved from http://www.educause.edu/reserach-and-publication

13
the students' attention, such as armchairs, scarves, and teacups, and they continuously
monitor the ambient properties such as the light of the lamps, the smell of the kettle, and
the warmth of the fire. In any learning environment students are awash in environmental
information, only a small fraction of which constitutes the sights and sounds of
instruction.

Second, students do not touch, see, or hear passively; they feel, look, and
listen actively. Students cannot attend to all the environmental information bombarding
them at any given time; their ability to gather and understand incoming information is
limited. Through automatic and controlled processes, students select information for
consideration. They try to understand what they are sensing by piecing bits of information
together from the bottom up and by applying existing thoughts and preconceptions from
the top down. A classroom with circular tables and comfortable armchairs may look
strange because it deviates from expectations formed through prior experience. Students
may direct their attention to particular targets in the learning environment that they find
more interesting, important, or unfamiliar than others. For some, it might be the
instructor's engaging chemistry demonstration. For others, it may be the silvery crystal
ball on the shelf. In any learning environment, students manage their limited cognitive
resources by actively selecting environmental information for further consideration and by
using existing knowledge structures to interpret this information in ways that have worked
previously.

Third, the physical characteristics of learning environments can affect

learners emotionally, with important cognitive and behavioral consequences.
Although emotional reactions to environmental stimuli have been shown to vary widely
across individuals and activities, most students would probably find learning difficult in a
classroom that is stiflingly warm. Conversely, environments that elicit positive emotional
responses may lead not only to enhanced learning but also to a powerful, emotional
attachment to that space. It may become a place where students love to learn, a place they
seek out when they wish to learn, and a place they remember fondly when they reflect on
their learning experiences. In higher education, we hope to provide such places for our
students to learn, even as we build yet another large lecture hall and attempt to squeeze
our students into crowded, noisy, and uncomfortable spaces. Clearly, some learning
environments are more comfortable and offer fewer distractions than others. In any
learning environment, physical characteristics that cause discomfort can be expected to
interfere with learning; environments that produce positive emotional states can be
expected to facilitate learning and the development of place attachment.

The areas of psychology that relate most directly to classroom design and learning
environments are environmental, educational, human factors (engineering), and social
psychology. Previous research on the effects of such environmental variables as light,
temperature, and noise on learning has yielded some predictable results that are
addressed through traditional classroom design. Learning appears to be affected adversely
by inadequate light, extreme temperatures, and loud noises—variables maintained within
acceptable ranges in most college classrooms. Other results, however, reflect the often
complex, subtle, and surprising interplay between the learner and the learning
environment. Years of research on the impact of environmental variables on human
thoughts, feelings, and behaviors indicate that other variables often moderate the effects of
environmental variables. In a summary of the research on educational environments,
Weinstein2 concluded that environmental variables can impact learners indirectly and that
the effects of different physical settings often depend on the nature of the task and the
learner. For example, distracting noises appear to slow reaction time and degrade
performance to a greater degree in older versus younger adults 3 and for introverts to a
greater degree than extraverts.4

Research on the impact of information technology on learning environments is not as

voluminous. The presence and application of technology changes the learning
environment, both directly and indirectly…

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 Activities and Assessment

Explore your understanding of the Learning Environment by answering the following

questions:

1. How is learning environment defined in both articles?

Learning environment refers to the diverse physical locations,
contexts, and cultures in which students learn. It is learning-focused
and in which teachers efficiently manage learner behaviour in a
physical and virtual space.
2. What does this definition of learning environment tell about the way students learn?
Students learn best when they are in a safe, secured, fair and
supportive environment. They excel if they feel supported, appreciated
and valued.
3. What is the critical role of teachers in providing and managing learning environment
that promotes learner responsibility and achievement?
Teachers across career stages are expected to provide learning
environments that are safe, secure, fair and supportive in order to
promote learner responsibility and achievement. It highlights the need
for teachers to utilize a range of resources and provide intellectually
challenging and stimulating activities to encourage constructive
4. Since learners must do the learning, how do you think will you create a total
environment for learning that optimizes the ability of the students to learn?

Build positive relationships with students starting with

the first day in school. Have a clear communication
with them. As much as possible, Use humor, tech, or
other strategies to get on their level. Lastly, trust
Having learned more about learning environment, how will you handle the following
learning situations/contexts?
Situations Strategies you may use to provide and manage
the learning environment that are learning-
focused and learner-centred.
Multi-grade classes of
60 in a far-flung area
- Give collaborative
with no internet activities that they can
connectivity
enjoy using the things
available in their
environment (localization).
Large class of 80
grade 7 students in a
- Give group activities that
covered court are fun and interesting,
games can also be an
option.

15
8 hearing impaired
students mainstream
- Make sure that the hearing
with regular grade 8 impaired students were on
students of 60
the first row. Devise a
different activity for them.
Insufficient number of
instructional
- Create modules or activity
materials and other sheets that the students
resources
might use during lecture.

Reflection

To deepen your understanding of Learning Environment, you may now engage yourself in
a personal and professional reflection guided by the templates provided below. Get ready to
document your thoughts in a reflective learning journal.

The Reflective Learning Journal Template

Area 1 Explore the learning experience…
Awareness Evaluation Regulation
Content What have I learned? Do I understand what What can I do in
(What) I have learned? order to gain a better
understanding?
What else do I need to Where can I find more
information?
learn?

Process How did I learn / do How effective is this How can I make this
(How) it? strategy? strategy more
effective?
What strategy have I
used in learning this Is the way I do it the
topic? best way?

Reasons Why learn it? Why would I think so? What would be a
(why) more useful way to
understand learning?
Is this the only
What is learning? How could this
purpose of learning?
learning experience be
interpreted
differently?
Area 2 Think of the learning experience in relation to…
Awareness Evaluation Regulation
Professional How does this What does this All things considered,
development learning experience learning experience is this goal a suitable
contribute to my tell about my choice goal?
professional of professional goal
development? and path?
Are there any other
What is/are my short- Am I making good options?
term / longterm progress?
professional goal(s)?
What other paths can
Am I on the right I take to achieve my
track? goals?

16
 What obstacles have I What is the source of How can I remove
encountered? the obstacles? those obstacles?

Am I on the right What other paths can

track? I take to achieve my
goals?

Personal What does this What does this What do I know about
development learning experience learning experience myself?
mean to me? tell me about my
potentials, and myself How am I living the
How does it matter to as a person?
most of myself?
me if I failed or
succeeded?

APPLICATION

If you were to teach your class today, how will you plan your lesson considering the design
of your learning environment that is learning-focused? Draft your plan for instruction
below.

17
 Post-Test

My Map, My Learning!
After engaging on this session, how will your mind map on Learning Environment change?
Make a new mind map on this topic on the space provided below.

Safe and secured

Fair and gender- LEARNING

Learning- focused
sensitive ENVIRONMENT

Good classroom
management

Now, compare your previous and current mind maps using a Venn diagram.

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 - learning- focused
- child friendy - good classrooom
Gender
- free from noise sensitive management
- conducive - fair
- safe and secured

References

LR Portal. http://lrmds.deped.gov.ph
Government of Alberta. Making A Difference: Meeting Diverse Education Needs with Differentiated
Instruction. https://education.alberta.ca/media/384968/makingadifference_2010.pdf ——— 2017.
Meeting the Needs of Each Student.

6TH International Conference on Teacher Education. 2010.

https://mlephil.wordpress.com/tag/training-diverse-learners/
Bransford, John, et al. 1999. How People Learn: Brain, Mind, Experience, and School. National
Research Council.
https://www.desu.edu/sites/flagship/files/document/16/how_people_learn_book.pdf
Bureau of Learning Resources. 2017. Handouts for National Rollout for Learning Resources (LR)
Portal. http://deped.gov.ph/strands/bureau-learning-resources
Chan, Maria, ND. Meeting the Needs of Diverse Learners in the Classroom.
http://cd1.edb.hkedcity.net/cd/languagesupport/publications/compendium/downloads/
0911/Eng/0911_en_part02.pdf
Cole, Robert W., 2017. Educating Everybody's Children: Diverse Teaching Strategies for Diverse
Learners. Revised and Expanded 2nd Edition. VA: ASCD.
Collins, J. W., 3rd, & O'Brien, N. P., eds. 2003. Greenwood Dictionary of Education. Westport, CT:
Greenwood.
Government of the Philippines. 2016. Policy Guidelines on Daily Lesson Preparation for the K to 12
Basic Education Program. DepEd Order No. 42, s. 2016. Manila.
Study.Com. Understanding Diverse Learning Needs.
http://study.com/academy/lesson/understanding-diverse-learning-needs.html
ASCD. Diverse Teaching Strategies for Diverse Learners.
http://www.ascd.org/publications/books/107003/chapters/Diverse-Teaching-Strategiesfor-
Diverse-Learners.aspx
Government of the Philippines. Department of Education. 2015. Adopting the Indigenous Peoples
Education Curriculum Framework. DepEd Order No 32, s. 2015.
UNDP. Fast Facts: Indigenous Peoples in the Philippines.
http://www.ph.undp.org/content/philippines/en/home/library/democratic_governance/
FastFacts-IPs.html
Queensborough Community College. Definition for Diversity.
http://www.qcc.cuny.edu/diversity/definition.html
SEDL. Meeting the Needs of Diverse Learners.

19
 http://www.sedl.org/txcc/resources/briefs/number7/

Tomlinson, Carol Ann. Differentiated Classrooms: Responding to the Needs of All Learners.
https://books.google.com.ph/books?hl=en&lr=&id=CLigAwAAQBAJ&oi=fnd&pg=PP1&dq=
Learners%E2%80%99+gender,+needs,+strengths,+interests+and+experiences&ots=AfjolMf
enp&sig=ivGrFsiIgy8o0L6XDp0wUQObVvw&redir_esc=y#v=onepage&q=Learners%E2%80
%99%20gender%2C%20needs%2C%20strengths%2C%20interests%20and%20experiences
&f=true

Foreman, P. and A. Kelly. Inclusion in Action.

https://books.google.com.ph/books?id=XwCpBQAAQBAJ&pg=PR21&dq=Learners%E2%8
0%99+linguistic,+cultural,+socio-
economic+and+religious+backgrounds&hl=en&sa=X&ved=0ahUKEwiCloW-
553WAhUGlpQKHZ2PBhQQ6AEIOTAE#v=onepage&q=Learners%E2%80%99%20linguistic
%2C%20cultural%2C%20socio-economic%20and%20religious%20backgrounds&f=false
Lumen. Gender Differences in the Classroom.
https://courses.lumenlearning.com/educationalpsychology/chapter/gender-differencesin-
the-classroom/

Alberta Education. Meeting the Needs of Each Student. https://education.alberta.ca/diverselearning-

needs/meeting-the-needs-of-each-student/
———. Making a Difference.
https://education.alberta.ca/media/384968/makingadifference_2010.pdf Teach.
Learning Styles. https://teach.com/what/teachers-teach/learning-styles

Example of 9 Multiple Intelligences.

https://www.google.com.ph/search?q=example+of+9+multiple+intelligences&dcr=0&sourc
e=lnms&tbm=isch&sa=X&ved=0ahUKEwjez5WN76PWAhVKppQKHWsyBJEQ_AUICigB&bi
w=1686&bih=836&dpr=1.13#imgrc=qBHmNF1kV11FHM:

Government of the Philippines. Magna Carta for Public School Teachers. Republic Act No. 4670. Manila.
Hughes, D. 2017. The Wiley Handbook of Diversity in Special Education. Wiley.
Knoblauch, B. S. (1998). IDEA's Definition of Disabilities. ERIC Digest E560.
https://www.ericdigests.org/1999-4/ideas.htm
McCombs, B., & Whistler, J. S. 1997. The Learner-Centered Classroom and School: Strategies for
Increasing Student Motivation and Achievement. San Francisco, CA: Jossey-Bass Publishers.
Philippine National Research Center for Teacher Quality. 2016. Philippine Professional Standards for
Teachers. Manila, Philippines.
Saban, G. A. 2013. Learning Needs in the Multicultural Classroom: Implications to Equitable
Teaching. Paper presented at Interna onal Scholars Conference held at Asia-Paci c Interna
onal University. Thailand. 3–4 October.
Slide decks on Leaner Support System developed by the National Educators Academy of the
Philippines for the SHDP:FC Training Program
The Glossary of Education Reform. 2014. http://edglossary.org/hidden-curriculum
The Psychology of Learning Environments. www.educause.edu
Trilling, B. and Hood, P. 1999. Learning technology and education reform in the knowledge age or
“We’re wired, webbed and windowed, now what?” Educational Technology. May–June.
Uchida, Donna, et al. 1996. Preparing Students for the 21st Century. American Association of
School Administrators. https://files.eric.ed.gov/fulltext/ED391236.pdf
Weimer, M. 2002. Learner-‐Centered Teaching: Five Key Changes to Practice. San Francisco: Jossey-‐
Bass.

Answer Keys

Session 1:

 Pre-test 1. Nature of Learners Pre-test 2. 21st Century Skills

20
 1. K to 3 1. Critical thinking
2. K to 3 2. Critical thinking
3. K to 3 3. Creativity
4. 4 to 6 4. Collaboration
5. 4 to 6 5. Collaboration
6. 4 to 6 6. Cross-cultural
understanding
7. 7 to 10 7. Cross-cultural
understanding
8. 7 o 10 8. Communication
9. 7 to 10 9. Communication
10. 11 to 12 10. ICT literacy
11. 11 to 12 11. Career and Learning
Selfreliance
12. Career and Learning Selfreliance
 Pre-test 3. Relevant and Responsive Learning Programs

- Answers may vary depending on the learning programs being offered in the
school and/or district

Session 2:

1. FALSE
2. FALSE
3. TRUE 4. TRUE 5. TRUE
6. TRUE
7. FALSE
8. TRUE
9. TRUE
10. TRUE

Activity 2

1. d
2. f
3. b
4. e
5. c
6. j
7. a
8. g
9. i
10. h

Post-Test

1. FALSE. Gifted learners can be catered even if in a regular class.

2. FALSE. Diversity of learners is not limited to gender, race, and culture but it
includes the learners’ strengths, interests, experiences, language, socio-
economic, disabilities, giftedness and talents, and so with learners in difficult
circumstances and learners from indigenous groups.
3. TRUE 4. TRUE 5. TRUE

21
6. TRUE
7. FALSE. One-size-fits all approach is not possible in addressing learner
diversity.
8. TRUE
9. TRUE
10. TRUE

22