College of Education

Part 4
Focus on Classroom Processes
Unit 4.1 Motivation
REPORTERS:

LYKA MAE BANDILLON MARIELLE ANNE B. BARGO

MARK GLOBEN F. BAROTILLA

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Accredited: Philippine Association of State Universities and Colleges (PASUC)
Member: Agricultural Colleges Association of the Philippines (ACAP)
 College of Education

(for module 19-21)

Module 19
Meaning and Types of Motivation

Learning Objectives

 Define and distinguish between intrinsic and

extrinsic motivation.
 Develop strategies to transition from extrinsic to intrinsic motivation in a learning
environment.
 Demonstrate openness to self-motivation practices and help peers develop
motivation in learning.

Overview

Motivation plays a crucial role in shaping students’ learning experiences and outcomes. It
serves as the driving force behind why students engage in learning activities, whether it be to

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gain knowledge, achieve goals, or meet external expectations. This module explores two
primary types of motivation—intrinsic and extrinsic—and their implications for student
performance. While extrinsic motivation stems from external factors such as rewards or
punishments, intrinsic motivation arises from internal satisfaction and personal interest. Both
forms of motivation are important in education, but the shift from extrinsic to intrinsic
motivation is key to fostering lifelong learning. This module will guide students in
understanding these concepts, reflecting on their own learning journeys, and applying
motivation strategies to enhance their learning experience.

Indicated Contents

 Types of Motivation: Intrinsic vs. Extrinsic

 The Role of Motivation in Learning
 Practical Applications and Strategies

Discussion

Understanding Motivation in Learning

Motivation is a key factor that influences learning success. It can be divided into two main
categories:
 Intrinsic Motivation: This occurs when individuals engage in activities for the
inherent satisfaction or joy they bring. For instance, a student reads because they
enjoy the content, not because they have to.
 Extrinsic Motivation: In contrast, this is driven by external factors, such as rewards,
praise, or the fear of punishment. An example would be a student studying to get good
grades or avoid parental scolding.

Intrinsic Motivation:
 Definition: Intrinsic motivation originates from within an individual, driven by
personal interest, enjoyment, or satisfaction derived from the task itself. It is
characterized by a deep connection to the activity, not reliant on external factors such
as rewards or punishments.
 Impact: Research shows that intrinsic motivation leads to deeper learning, higher
retention rates, and greater creativity. Since the motivation comes from an internal
source, students are more likely to stay engaged in tasks for extended periods and

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explore topics more thoroughly. This promotes not only the acquisition of knowledge
but also a genuine passion for learning.
 Benefits: Intrinsically motivated students tend to develop critical thinking skills,
problem-solving abilities, and perseverance. They are more likely to take risks in their
learning and recover from failures because they are focused on personal growth rather
than external validation.
 Examples: A student studying out of curiosity to understand how something works or
reading a novel for the pure enjoyment of the story without any expectation of
external rewards.

Extrinsic Motivation:
 Definition: Extrinsic motivation is driven by the desire to earn rewards or avoid
punishments. It depends on external factors, such as grades, praise, or recognition, to
encourage participation in a task or activity.
 Impact: While extrinsic motivation can be effective in the short term, it may not lead
to long-term engagement or deep understanding. Over-reliance on external rewards
can undermine intrinsic interest, especially if students begin to view the task solely as
a means to an end (e.g., studying only to get a good grade).
 Limitations: Studies have shown that extrinsic rewards can sometimes backfire,
reducing intrinsic motivation. For instance, if a student initially enjoys an activity, but
begins receiving rewards for it, they might shift their focus from the joy of the task to
the reward itself, decreasing their original interest.
 Examples: A student completing homework to avoid being scolded by a teacher or
parent, or studying for an exam just to achieve a good grade rather than for the love of
learning.

Transition from Extrinsic to Intrinsic Motivation:

 Initial Use of Extrinsic Motivation: Extrinsic motivation can be a useful starting
point for students who lack internal drive. For example, offering praise, grades, or
rewards can prompt students to engage in academic tasks they might otherwise avoid.
In particular, students who are poorly motivated may need this type of external
reinforcement to initially engage with learning.
 Goal of Fostering Intrinsic Motivation: Over time, the goal is to shift from extrinsic
motivation to intrinsic motivation. This process involves making learning meaningful
and relevant to students, allowing them to see the value of knowledge for its own
sake. As students begin to connect with the material personally, they are more likely
to find enjoyment and fulfillment in learning, reducing their dependence on external
rewards.
 Strategies for Transition:
o Autonomy: Giving students more control over their learning process (e.g.,
allowing them to choose projects or explore topics they are passionate about)
can encourage intrinsic motivation.

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o Mastery: Focusing on mastery rather than just performance or grades can help
students become more intrinsically motivated. When students feel like they are
progressing in their learning, they gain a sense of accomplishment.
o Purpose: Helping students understand the purpose and relevance of what they
are learning can foster intrinsic motivation. When students see how their
learning connects to real-life applications or personal goals, they are more
likely to engage deeply.

In summary, while extrinsic motivation can play a role in initiating learning, particularly for
disengaged students, it is vital to cultivate intrinsic motivation to promote long-term success,
creativity, and a deeper love for learning.

Module 20
Theories of Motivation and Goal Setting in Education

Learning Objectives

 Comprehend the core concepts of each motivational theory and understand their
implications for student learning.
 Apply strategies that align with these theories to support students’ academic growth
and self-regulation in the classroom.
 Promote a positive learning environment that encourages intrinsic motivation,
resilience, and self-determined goal setting among students.

Overview

This module explores a range of motivational theories—Attribution Theory, Self-Efficacy

Theory, Self-Determination and Self-Regulation Theories, Maslow’s Hierarchy of
Needs, Goal Theory, Self-Determined Goals, and Goal Setting. The goal is to provide
educators with a deeper understanding of how these theories influence student engagement,
learning outcomes, and personal development.

Indicated Contents
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 Seven key theories of motivation that influence student behavior, learning, and
achievement.

Discussion

1. Maslow’s Hierarchy of Needs

Maslow’s Hierarchy of Needs outlines five levels of human needs, which must be satisfied
in a sequential order, starting from basic physiological needs to self-actualization.
 Physiological and Safety Needs: Before students can focus on learning, their basic
needs—like food, sleep, and emotional security—must be met.
o Example: Teachers can collaborate with school staff to address issues like
hunger or emotional stress, ensuring that students can concentrate in class.
 Belonging and Esteem Needs: Creating a classroom culture where students feel
accepted and valued can boost their self-esteem and sense of belonging.
o Application: Recognize individual achievements, provide positive feedback,
and promote inclusive group work to build a supportive environment.
 Self-Actualization: When students feel safe, valued, and confident, they can pursue
personal growth and engage in learning for its own sake.
o Application (A): Encourage students to explore their interests and strengths,
fostering self-driven learning and curiosity.

2. Goal Theory: Learning vs. Performance Goals

Goal Theory distinguishes between learning goals (mastery-focused) and performance
goals (focused on external validation).
 Learning Goals: Students with learning goals aim to acquire new skills and
knowledge. They are intrinsically motivated and value effort and improvement.
o Example: Encourage students to set learning-oriented goals, such as
mastering a new concept or skill, rather than focusing solely on grades.
 Performance Goals: Students with performance goals seek to demonstrate
competence in front of others, often relying on external rewards like grades.
o Application: While performance goals can sometimes motivate students,
teachers should promote mastery and improvement over comparison to others.

3. Self-Determined Goals

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Self-Determination Theory emphasizes that individuals are most motivated when they
pursue goals that are personally meaningful and aligned with their interests.
 Autonomy, Competence, and Relatedness: These three needs must be fulfilled for
students to be intrinsically motivated. Autonomy refers to the ability to make choices;
competence is the belief that one can succeed; and relatedness is the sense of
belonging.
o Example: Give students the autonomy to choose their own projects or
learning activities, allowing them to engage in tasks that align with their
personal interests.
 Relevance of Goals: When students find the objectives of a lesson relevant to their
lives, they are more likely to engage and pursue the learning with enthusiasm.
o Application: Design learning activities that connect with students' real-world
experiences, making the content more meaningful and motivating.

4. Goal Setting
Goal Setting is an effective tool for motivating students when the goals are clear and
actionable.
 SMART Goals: Goals should be Specific, Measurable, Attainable, Relevant, and
Time-bound to provide clarity and direction.
o Example: Guide students in setting SMART goals for their academic work,
such as improving their math scores by 10% within the next month.
 Goal Acceptance and Feedback: Students must accept the goals as their own, and
teachers should provide regular feedback to help them track progress.
o Application: Use goal-setting workshops and one-on-one feedback sessions to
help students stay on track and adjust their strategies when necessary.

5. Attribution Theory
Attribution Theory explores how students explain the causes of their successes and failures,
which impacts their motivation.
 Internal vs. External Attributions: Students may attribute success or failure to
internal factors (like effort and ability) or external factors (like luck or task difficulty).
o Example: Encourage students to attribute their successes to effort, fostering a
sense of control over their outcomes and promoting a growth mindset.
 Stable vs. Unstable Factors: Some attributions are stable (e.g., ability), while others
are unstable (e.g., effort, mood). Emphasizing unstable, controllable factors like effort
helps students persist in the face of challenges.
o Application: Reinforce the idea that hard work and perseverance can change
outcomes, helping students develop resilience.

6. Self-Efficacy Theory
Self-Efficacy Theory deals with a student’s belief in their ability to succeed in specific tasks.
 Sources of Self-Efficacy: These include past experiences (successes or failures),
observations of others, verbal encouragement, and emotional states (confidence or
anxiety).

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o Example: Use positive reinforcement and give students appropriately
challenging tasks to help them develop confidence in their abilities.
 Impact on Motivation: Students with high self-efficacy are more likely to set
challenging goals, persist through difficulties, and view failures as opportunities to
learn.
o Application: Provide specific, actionable feedback to boost students’ self-
efficacy, showing them how their efforts lead to success.

7. Self-Regulation Theory
Self-Regulation Theory focuses on how students control their thoughts, emotions, and
behaviors to achieve their goals.
 Goal-Setting and Monitoring: Self-regulated learners set specific goals, monitor
their progress, and adjust their strategies to improve performance.
o Example: Teach students to set short-term, achievable goals and track their
progress through self-assessment and reflection.
 Emotional Regulation: Managing emotions like frustration and anxiety is key to
maintaining focus and perseverance in learning tasks.
o Application: Introduce mindfulness and stress-management techniques to
help students regulate their emotions and stay on task.

By integrating these motivational theories—Attribution Theory, Self-Efficacy Theory,

Self-Determination and Self-Regulation Theories, Maslow’s Hierarchy of Needs, Goal
Theory, Self-Determined Goals, and Goal Setting—educators can create a learning
environment that promotes both intrinsic motivation and effective goal-setting practices.
These theories provide a comprehensive framework for understanding student behavior and
enhancing their engagement and success in the classroom.

Module 21
Student Diversity in Motivation

Learning Objectives

 Recognize how student motivation varies across different demographics, including

age, gender, cultural background, socioeconomic status, and special educational
needs.
 Utilize various motivational tools and role models effectively in the classroom.
 Embrace a more inclusive approach to teaching by valuing and addressing the diverse
motivational needs of students.

Overview

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Student motivation is influenced by a range of factors that vary widely among individuals.
This module explores the diversity in student motivation, examining how age, gender,
cultural background, socioeconomic status, and special educational needs affect students'
drive and engagement. Participants will learn strategies to address these diverse needs
through differentiated instruction and effective use of role models.

Indicated Contents

 Diversity in Student Motivation

 Strategies for Addressing Motivational Diversity
 Practical Applications

Discussion

Diversity in Student Motivation

Understanding that students come from varied backgrounds with different motivational drives
is crucial for effective teaching. For instance, younger students often attribute success to
effort, while adolescents may focus on stable abilities. Cultural background can influence
how students interpret their achievements and challenges, while gender and socioeconomic
status also play significant roles. Special educational needs add another layer of complexity,
with different students requiring different approaches to stay motivated and engaged.
1. Age-Related Differences
o Elementary Students: A young student, like 3rd grader Emily, might believe
she did well on a math test because she worked hard and studied diligently.
o Adolescents: By contrast, 9th grader Alex might start attributing his successes
or failures to his inherent ability, thinking, “I’m just not good at math” when
he struggles.
2. Cultural Influences
o Asian Background: Mei, a student from an Asian family, might attribute her
academic success to the extra hours she puts in and temporary factors like her
study habits, while she might view mistakes as part of a learning process.
o Western Culture: In contrast, Tom from a Western cultural background might
attribute his academic success more to his innate ability and less to effort,
believing that if he’s not good at something, it’s a sign he lacks the talent.
3. Gender Differences
o Females: Sarah might be more diligent with her homework, seeking
perfection and receiving higher grades, reflecting her high motivation and
concern for academic success.

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Males: Jake might be less motivated in school and exhibit a higher likelihood
o
of underachieving compared to his female peers, perhaps due to different
motivational drivers.
4. Socioeconomic Status
o Low-Income Families: Maria from a low-income family may face difficulties
in staying motivated due to lack of resources and early educational
experiences. Her motivation might suffer if she struggles with basic school
supplies or extra-curricular support.
5. Special Educational Needs
o Gifted Students: Lucas, a gifted student, might become bored and disengaged
if the curriculum doesn’t challenge him, leading to a drop in motivation.
o Students with Learning Disabilities: Jenna, who has a learning disability,
may show signs of learned helplessness, feeling that her efforts are futile if
past attempts have frequently resulted in failure.

Strategies for Addressing Motivational Diversity

Educators need to apply differentiated instruction to cater to this diversity. This involves
using varied teaching methods and resources to meet the needs of all students. Role models,
whether live or through literature, can provide students with examples of success and
motivate them. It’s important to recognize and address the unique needs of each student to
foster an environment where all can thrive.

 Differentiated Instruction
o Example: In a diverse classroom, Ms. Johnson might use varied teaching
methods, such as hands-on activities for kinesthetic learners, visual aids for
visual learners, and group discussions for those who benefit from social
interaction.
 Effective Use of Role Models
 Example: To inspire students, Mr. Smith might invite successful professionals
from similar cultural and socioeconomic backgrounds as his students to speak
about their achievements and challenges, or he might provide biographies of such
individuals for students to read.

Practical Applications
Creating an inclusive learning environment involves not only recognizing the diversity in
motivation but actively working to address it. This includes assessing students' needs,
adapting teaching methods accordingly, and providing appropriate motivational resources. By
valuing each student's unique background and experiences, educators can enhance student
engagement and support their academic success.
 Creating Inclusive Learning Environments
o Example: Ms. Lee creates a classroom culture where all students feel valued
by celebrating various cultural holidays and incorporating diverse perspectives

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into lessons. She also ensures that materials are accessible to students from
different socioeconomic backgrounds.
 Assessing and Adapting
o Example: Mrs. Brown regularly assesses her students’ engagement and
motivation levels through surveys and feedback. Based on this information,
she adjusts her teaching methods and introduces new motivational strategies to
better meet her students' needs.

Student motivation is diverse and influenced by numerous factors. Educators must be

proactive in recognizing and addressing these influences through differentiated teaching
practices and the effective use of role models. By valuing and accommodating the diverse
motivational needs of students, educators can create a more inclusive and supportive learning
environment, fostering greater student engagement and success.

Unit 4.2
Motivation in the Classroom

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Module 22
Human Environmental Factors Affecting Motivation

Learning Objectives

 Understand the role of fairness, respect, and social dynamics in influencing student
motivation and creating a positive learning environment.
 Apply strategies to promote a sense of belonging, prevent bullying, and engage both
students and parents effectively in the learning process.
 Value the importance of positive expectations, enthusiasm for learning, and reflective
practice as essential aspects of professional growth and student success.

Overview

This module focuses on the social dynamics within the classroom and how they impact
student motivation and learning. It covers the importance of fairness, respect, positive
teacher-student and peer interactions, the need to belong, and the role of parents in supporting
learning. Special attention is given to addressing bullying and creating a safe and inclusive
learning environment.

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Indicated Contents

 Fairness and Respect in the Classroom

 Facilitative Social Interactions Between Teachers and Students
 Bullying Prevention and the Need to Belong
 Parents as Part of the Learners’ Support System
 Positive Teacher Attitude and Classroom Management
 The Teacher as a Lifelong Learner
 Reflective Practice in Teaching

Discussion

1. Fairness and Respect

 Demonstrating Fairness: Treat all students with equal respect and fairness regardless
of gender, race, or ethnicity.
o Example: Provide students with opportunities to succeed without playing
favorites, and avoid ridicule or humiliation in front of peers.
 Fostering Respect: Treat students as individuals, maintaining professional distance
while encouraging responsibility and participation.
o Application: Allow students to contribute to classroom decision-making and
demonstrate a genuine interest in their opinions.

2. Positive Teacher-Student Interactions

 Facilitative Social Interactions: Build relationships with students by being
approachable, consistent, and supportive, while also keeping appropriate boundaries.
o Specific Behaviors Include:
 Behaving in a friendly and personal manner.

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 Encouraging responsibility and giving students ownership of their
learning.
 Participating in class activities with enthusiasm and a sense of fun.
 Reflective Practice: Continuously review and reflect on your teaching processes and
seek feedback from students and peers to improve classroom dynamics.
o Application: Incorporate feedback into lesson planning and classroom
management to create a better learning environment.

3. The Role of Classmates: Bullying and the Need to Belong

 Creating a Sense of Belonging: A sense of belonging is essential for students to
thrive. Classrooms should be safe spaces where students feel accepted by both their
peers and teachers.
o Example: Implement group work and peer collaboration to foster
relationships and reduce isolation.
 Bullying Prevention: Bullying undermines the creation of a learning community. It
can manifest in mild or violent forms, and its presence disrupts the learning process.
o Application: Enforce anti-bullying policies, promote empathy, and encourage
a culture of kindness to prevent bullying and ensure that all students feel safe.

4. Parents as Part of the Learners’ Human Environment

 Supportive Parent Behaviors: Parents play a crucial role in their children's
education. Supportive behaviors include:
o Following up on their children's academic performance.
o Supervising homework and projects.
o Attending parent-teacher conferences.
o Engaging in school-community activities.
o Meeting and interacting with their children's friends.
o Application: Encourage parents to be involved in their children's learning by
creating open lines of communication and hosting school events where parents
can participate.
 Unsupportive Parent Behaviors: Conversely, parents who do not engage in the
above activities may hinder their child's learning.

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o Example: Promote awareness campaigns and workshops for parents on how
to effectively support their children's academic growth.

5. Teacher Attitude and Classroom Management

 Positive Expectations: Communicate to students that you believe in their potential to
succeed. This belief alone can significantly boost their confidence and motivation.
o Example: Set high standards while also providing appropriate challenges and
reinforcement to support students through the learning process.
 Classroom Organization: An organized classroom contributes to a focused learning
environment. Maintain structure while setting clear expectations for behavior and
learning outcomes.

6. The Teacher as a Lifelong Learner

 Dual Commitment: Teachers should be committed to both their own learning and the
learning of their students. Modeling lifelong learning encourages students to adopt a
similar mindset.
o Example: Engage in professional development, collaborate with colleagues,
and implement new teaching strategies to continually improve.

7. Reflective Practice and Continuous Improvement

 Ongoing Reflection: Reflecting on teaching methods, reviewing student feedback,
and seeking improvement are key to creating a dynamic and engaging learning
environment.
o Application: Conduct self-assessments regularly and be open to adjusting
your approach to better meet the needs of your students.

Module 23
The Classroom Climate and Social-Emotional Learning (SEL)

Learning Objectives

 Understand the five core competencies of Social and Emotional Learning (SEL) and
how classroom climate impacts student learning and emotional well-being.

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 Develop strategies to create a positive classroom climate through the implementation
of SEL, fostering respect, fairness, and inclusivity.
 Value the importance of a supportive, inclusive, and respectful classroom environment
that enhances both academic and social-emotional growth.

Overview

This module focuses on integrating Social and Emotional Learning (SEL) into the
classroom to enhance both emotional development and academic achievement. By fostering
core SEL competencies—such as self-awareness, social awareness, and relationship skills—
teachers can create a positive classroom climate that promotes respect, inclusivity, and
student well-being. A nurturing environment where students feel safe and supported helps
prevent bullying, encourages responsibility, and builds a sense of belonging, leading to
improved motivation and overall success in school.

Indicated Contents

 Introduction to Social and Emotional Learning (SEL)

 Classroom Climate: Definition and Importance
 The Five Core Competencies of SEL
 Creating a Positive Classroom Climate through SEL
 Strategies for Maintaining a Healthy Classroom Climate
 The Role of SEL in Reducing Bullying and Fostering Inclusivity

Discussion

Introduction to Social and Emotional Learning (SEL)

SEL focuses on developing essential life skills such as emotional regulation, relationship-
building, and responsible decision-making. By integrating SEL into the academic
environment, students develop a strong foundation for both social and academic success.

Classroom Climate: Definition and Importance

Classroom climate refers to the overall atmosphere, tone, and sense of community in the
classroom. A positive classroom climate is essential for promoting learning, as it nurtures
student confidence, emotional safety, and motivation.

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The Five Core Competencies of SEL
1. Self-Awareness: Understanding one’s emotions and thoughts and how they influence
behavior.
2. Self-Management: Regulating emotions and behaviors to work toward personal
goals.
3. Social Awareness: Empathizing with others, especially from diverse backgrounds.
4. Relationship Skills: Building and maintaining healthy relationships through clear
communication and conflict resolution.
5. Responsible Decision-Making: Making ethical choices and taking responsibility for
outcomes.

Creating a Positive Classroom Climate through SEL

A positive classroom climate thrives on mutual respect, inclusivity, fairness, and emotional
safety. SEL contributes to this environment by helping students develop self-control,
empathy, and responsible social behavior.
 Key Strategies for Improving Classroom Climate:

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1. Fostering Fairness and Respect: Treating all students with dignity, avoiding
ridicule, and preventing situations where students lose face in front of their
peers.
2. Incorporating SEL into Daily Routines: Using role-play, reflective
journaling, and collaborative activities to promote SEL skills.
3. Promoting Student Participation: Allowing students to take part in decision-
making, providing opportunities for them to succeed, and encouraging
responsible social interactions.

Strategies for Maintaining a Healthy Classroom Climate

A healthy classroom climate is a continuous effort. Here are a few strategies to maintain it:
1. Encouraging Open Communication: Provide students with opportunities to express
their emotions and concerns openly.
2. Modeling Positive Behavior: Teachers should model respect, patience, and empathy,
as students are likely to imitate the behavior of authority figures.
3. Addressing Bullying and Exclusion: Take a proactive stance on bullying by
fostering inclusivity and encouraging empathy through SEL activities.
4. Collaborative Learning: Promote cooperative learning projects to build trust,
collaboration, and mutual respect among students.
The Role of SEL in Reducing Bullying and Fostering Inclusivity
Bullying undermines the safety and inclusivity of the classroom, preventing students from
feeling like they belong. SEL addresses this by teaching students empathy, self-awareness,
and conflict resolution. When students are taught to respect and understand each other’s
differences, a safer and more inclusive classroom climate emerges.

Module 24
The Physical Learning Environment

Learning Objectives

 Understand the key elements that contribute to a conducive physical learning

environment.
 Design an effective classroom layout that enhances interaction, movement, and
learning engagement.

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 Appreciate the importance of maintaining a clean, safe, and well-organized physical
environment to support students’ learning and well-being.

Overview

The physical learning environment is essential for fostering student engagement and success.
This module examines the various factors that contribute to creating a conducive classroom,
such as layout, lighting, ventilation, cleanliness, and safety. Additionally, it explores how
external influences like family and community affect students’ classroom behavior. Teachers
will learn how to create a physical learning space that not
only supports academic achievement but also promotes a
Indicated Contents
comfortable and inclusive atmosphere.

 Key Elements of a Conducive Learning Environment

 Influence of External Factors

Discussion

The physical classroom environment directly influences students' learning experiences. When
designing a classroom, teachers should consider how the layout, lighting, ventilation, and
even cleanliness can affect students' focus and motivation. A well-organized, spacious, and
flexible classroom enables easier interaction between the teacher and students, and among the
students themselves. It also creates an atmosphere where students feel comfortable, safe, and
ready to engage in the learning process.
Key factors to consider:
 Space and Layout: The arrangement of desks and furniture should allow for easy
movement and interaction. A flexible layout also makes it possible to adapt to
different teaching styles or group activities.
 Lighting and Ventilation: Good lighting reduces eye strain and keeps students alert,
while adequate ventilation ensures a comfortable and healthy atmosphere conducive
to learning.
 Cleanliness and Safety: An orderly classroom helps students feel less stressed and
more focused. It also ensures their physical safety, contributing to a distraction-free
learning environment.

Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP)

Accredited: Philippine Association of State Universities and Colleges (PASUC)
Member: Agricultural Colleges Association of the Philippines (ACAP)
 College of Education
External Influences: It’s essential to recognize that students’ attitudes and behaviors are
shaped by their interactions outside the classroom. Family, community, and culture play
important roles in forming these attitudes, and they can either enhance or obstruct classroom
learning.
The physical learning environment significantly affects both student behavior and academic
performance. A conducive space for learning is one that is well-organized, clean, safe, and
adaptable. By creating such an environment, teachers can ensure that students are
comfortable, engaged, and ready to learn. External factors like family and community also
influence students, and understanding these influences can help teachers create a more
inclusive and supportive learning space.
Ultimately, a well-designed physical learning environment is key to facilitating effective
teaching and fostering student success.

Module 25
Assessment Strategies that can Increase Motivation and Outcome-based
Teaching Learning

Learning Objectives

Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP)

Accredited: Philippine Association of State Universities and Colleges (PASUC)
Member: Agricultural Colleges Association of the Philippines (ACAP)
 College of Education
 Understand the role of assessment as a tool for learning and motivation, rather than
merely evaluation.
 Apply various assessment strategies that increase student motivation and encourage a
growth mindset, such as self-assessment and criterion-referenced assessments.
 Foster a positive classroom culture where assessments are viewed as opportunities for
progress and personal growth.

Overview

Assessment plays a critical role in shaping students' attitudes toward learning. Traditional
approaches often emphasize grades and results, which can create anxiety and discourage
students. However, when designed thoughtfully, assessments can be used to motivate students
by focusing on progress, fostering a growth mindset, and providing constructive feedback.
This module explores strategies that can transform assessments from being a source of fear
into an integral part of the learning process.

Indicated Contents

 The role of assessments in promoting a growth mindset and student motivation.

 Effective assessment strategies, such as self-assessment, criterion-referenced testing,
and the true purpose of assessment.

Discussion

Assessment Strategies that can Increase Motivation

1. Growth Mindset: Encourage students to adopt a growth mindset by framing
assessments as opportunities to improve, rather than as measures of fixed abilities.
This approach helps students see their abilities as something that can be developed
with effort, making assessments less intimidating and more motivational.
2. Focus on Progress, Not Failure: Emphasize the progress students are making instead
of focusing on their failures. Celebrate improvement, even if students have not yet
mastered the material. By shifting the focus to growth, students are more likely to stay
motivated and engage in the learning process.
3. Clear Objectives as the Basis of Assessment: Ensure that assessment criteria are
directly aligned with clear learning objectives. When students understand exactly
what they are expected to learn, they feel more in control and can direct their efforts
toward specific goals. This transparency reduces anxiety and builds confidence.

Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP)

Accredited: Philippine Association of State Universities and Colleges (PASUC)
Member: Agricultural Colleges Association of the Philippines (ACAP)
 College of Education
4. Self-Assessment: Allow students to assess their own work against the set criteria.
This strategy encourages self-reflection, accountability, and active participation in
their own learning process. Students who can track their progress and identify areas
for improvement are more motivated to achieve their personal learning goals.
5. Criterion-Referenced Assessment: Use criterion-referenced assessments where
students are evaluated based on predefined standards or objectives, rather than being
compared to their peers. This approach encourages students to focus on mastering the
content, rather than competing with others, making the assessment process more
individualized and motivating.
6. Challenging, but Attainable Tests: Design assessments that are appropriately
challenging—not too easy but also not so difficult that they become discouraging.
When students are presented with tasks that push them just beyond their current
ability, they experience a sense of accomplishment when they succeed, boosting their
confidence and motivation.
7. Sensitive and Constructive Feedback: Provide feedback that is sensitive to students'
needs and focuses on how they can improve. Avoid using overly critical language and
instead offer specific guidance on how to address mistakes. Constructive feedback
helps students feel supported, encouraging them to view assessments as opportunities
for learning.
8. True Purpose of Assessment: Remind students that the primary purpose of
assessment is to enhance their learning, not just to assign grades. When students
understand that assessments are tools for measuring and guiding their growth, they are
more likely to embrace them as valuable aspects of their education.

Effective assessment strategies have the power to transform students' attitudes toward
learning. By promoting a growth mindset, focusing on progress, and providing clear
objectives and constructive feedback, assessments can become a source of motivation rather
than fear. When students see assessments as opportunities to grow and improve, their
engagement and confidence increase, leading to better learning outcomes.

Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP)

Accredited: Philippine Association of State Universities and Colleges (PASUC)
Member: Agricultural Colleges Association of the Philippines (ACAP)