1

THE
LEARNING
ENVIRONMEN
T PSTMLS – JMCFI
Presented by: Tom Anthony Tonguia, RMT
Objectives
1
Discuss the importance of the learning
environment as a factor of learning

2 Discuss several types of learning environments

3 Explain the components of an effective learning

environment

4 cite characteristics of learning environment

• No matter the audience or subject, how
we teach must be grounded in the
science of how people learn.

• Several teaching and learning concepts

have been discovered via research, and
they can help field agents and others
organize and carry out educational
initiatives.

• Furthermore, studies have demonstrated

a direct correlation between teachers'
actions (behavior) and students' or
customers' levels of learning.
• The dynamics of the teachers must be
understood by the teachers, and
instructional methods or habits need to
be modified.

• In this regard, teachers need to

understand the needs and preferences of
the learners and construct the lesson plan
accordingly to satisfy the learning aim of
all learners rather than specific people.

• Once again, learning needs, techniques,

or styles of the learners may differ.

• Teachers must first and foremost

promptly pinpoint the learning
impediments.
 1. When the subject matter to be
learned possesses meaning,
organization and structure that
ORGANIZATION
is clear, learning proceeds more
AND rapidly and is retained longer.
STRUCTURE OF
SUBJECT – Should have a plan for the program to be
delivered and a plan for instruction.
MATTER Students learn more and retain the
information longer when they know what
is expected and how the workshop will be
conducted.
2. Readiness is a prerequisite for
learning. Subject matter and learning
experiences must be provided that
begin where the learner is.

– Learners have varying backgrounds and

ORGANIZATION
experiences. AND
STRUCTURE OF
– Must be familiar with the audience
so that instruction draws upon those
SUBJECT
experiences but is still within the MATTER
ability of the participants to
comprehend the information and
apply what has been learned.
 Motivation
• Learners must be motivated to learn.
• Learning activities should be provided that
take into account the wants, needs, interests
and aspirations of the learners.
– Much like readiness, motivation is an important
characteristic of learners.
– Instructors need to address the local situation
of the participants and use the experiences and
situations in planning and conducting
workshops
 Motivation
• Motivation (interest) is strongest
when learners perceive that learning
can be useful.
– Teaching at the local level can be
highly successful when the
instructor makes clear connections
between what is being taught and
how the learners will be able to
utilize this information.
 Motivation

• Learners are motivated

through their involvement in
setting goals and planning
learning activities.
– An important part of program
planning is identifying the
needs
 Motivation

• Learners acquire new

knowledge and skills only as far
as needed to accomplish their
purpose.
 Motivation
• Success is a strong motivating
force.
– People like to feel successful.
When learners are able to apply
new information and find success,
they are highly motivated to
continue learning, to participate in
additional workshops, and to try
other new ideas.
 Motivation
• Learners are motivated when they attempt
tasks that fall in a range of challenge such
that success is perceived to be possible
but not certain.
– In addition to readiness to learn,
participants must believe that the new
content they will learn is achievable for
them (not beyond their personal and local
possibilities) and yet will add to their
knowledge rather than being on topics they
already know.
 REWARD AND
REINFORCEMENT

• When learners have

knowledge of their learning
progress, performance will be
superior to what it would have
been without such knowledge.
– Learners need to know that
they are making progress
 REWARD AND
REINFORCEMENT
• Behaviors that are reinforced
(rewarded) are more likely to be
learned.
– Behavior can be rewarded in a variety
of ways. Simply acknowledging that a
learner has responded with an
appropriate answer during a
discussion is a form of reward.
Sharing success stories also reinforces
what has been learned.
 REWARD AND
REINFORCEMENT
• To be most effective, reward
(reinforcement) must follow as
immediately as possible the desired
behavior and be clearly connected with
that behavior which is quite effective.
– Participants want and need immediate
feedback. The sooner one can
acknowledge a positive change in
behavior, the more the learners will be
willing to learn.
 REWARD AND
REINFORCEMENT
• Opportunity for fresh, novel,
stimulating experience is a kind of
reward which is quite effective.
– Instructors need to vary their
presentations. A short lecture or
discussion can be followed by a
demonstration or some other activity
that “breaks the monotony” and allows
learners to engage in their learning in
different ways.
 REWARD AND
REINFORCEMENT
• Threat and punishment have
variable and uncertain effects upon
learning; punishment is not,
psychologically, the reverse of
reward.
– Clearly, wrong answers must be
corrected. However, correcting
behavior should not be done in a
punishing manner.
 TEACHER BEHAVIOR AND
STUDENT ACHIEVEMENT

• Clarity – cognitive clarity of a teacher’s

presentation
– The presentation is clear to the learners
– Points the teacher makes are clear and
easy to understand
– The teacher explains concepts clearly
– Questions are answered intelligently
– Instruction is organization
 TEACHER BEHAVIOR AND
STUDENT ACHIEVEMENT

• Variability – Teacher’s use of variety or

variability
– Variety of instructional materials
– Variety of teaching strategies
– Variety of types of tests and assessments
– Variety of level of discourse (discussion,
question/answer) and of student tasks
(easier/more challenging)
 TEACHER BEHAVIOR AND
STUDENT ACHIEVEMENT

• Enthusiasm – teacher’s enthusiasm

– Movement, gestures and voice
inflections
– Teacher questions, especially
questions calling for interpretation
of facts
• tasks (easier/more challenging)
 TEACHER BEHAVIOR AND
STUDENT ACHIEVEMENT

• Task-oriented – degree to which a

teacher is task-oriented, achievement-
oriented
– Teacher is concerned that students learn
something rather than simply enjoy
themselves (but it is okay to have some
fun on occasion)
– Teacher encourages learners to work hard
and to do independent and creative work
 TEACHER BEHAVIOR AND
STUDENT ACHIEVEMENT

• Student Opportunity to Learn Criterion

Material
– Correlations between measures of
opportunity to learn and achievement are
positive, significant and consistent; not
“wasting time” provides more opportunity
for learning
– Relationship between the content taught in
the course and learners’ achievement on
the criterion test is positive
 Assignment
• On a 1 whole sheet yellow paper, answer the following:
1. What motivates you as a student?
2. If you are the teacher, what do you think will motivate you?
3. What reward/s do you want to receive for the accomplished
task given to you be your teacher?
• Deadline: Next week Wednesday (September 13, 2023)
 Assignment
• On a long bond paper, create an essay write-up about the teaching
– learning experiences or ideals.
• You have the free-hand to create your title and its contents.
• You are encouraged to use constructive words in creating your
piece.
• Format: Arial 12, justified
• Deadline: Next week Wednesday (September 21, 2023)