La Consolacion College-Bais FormerlySacred Heart Academy

In Partial FulfillmentOf the Course

EDUC 4

Facilitating HumanLearning

SY: 2015-2016

Submitted by: Submitted to:

Ronalyn B. Cañete Mrs. Araceli A. Derequito

BEED – II Instruktor

ACKNOWLEGDEMENT

The completion of this Project will not be accomplished without continuous monitoringof its process by our dearest teacher, Mrs. Araceli A. Derequito

I would also like to express my deepestappreciation to my friends for supporting me.

Finally to my parents, thank you for the unending support and understanding to whatever expenses entailed therein.

Thank you so much, guys!

TABLE OF CONTENTS

Modules Page

Module 1 1

Module 2 2-3

Module 3 4-6

Module 4 7

Module 5 8

Module 6 9

Module 7 10

Module 8 11

Module 9 12

MODULE 1

Differences between Novice and Expert Learners

ASPECT OFLEARNING NOVICE LEARNERS EXPERT LEARNERS

Knowledge indifferent subject

areas

Have limitedknowledge in thedifferent subject

areas

Have deeperknowledge in

different subjectareas becausethey look for

interrelationships in the thing

they learn

Problem Solving

Satisfied at justscratching the

surface; hurriedlygives a solutionto the problem

First try tounderstand the

problem, look forboundaries, andcreate a mentalpicture of the

problem

Learning/Thinkingstrategies

Employ rigidstrategies that

may not beappropriate to the

task at hand

Design newstrategies that

would beappropriated tothe task at and

Selecting inProcessing

Attempt to processall informationthey receive

Select importantinformation to

process; able tobreakdown

information tomanageable chunks

Production ofOutput

Do not examine thequality of theirwork, nor stop tomake revisions

Check theirerrors and

redirect theirefforts to

maintain qualityoutput

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MODULE 2

Research connection Read a research or study related to Learner-Centered psychological principles (LCP) Fill out the matrix box below.

Title and Source

THEORY INTO PRACTICE, Volume 42, Number 2, spring 2003 Copyright Co 2003 College of Education, The Ohio State University.

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PROBLEM

My learning problemsstated in the middleschool. When I was inelementary school, myclasses were small andI received a lot ofattention from my

teachers. I went tomiddle school, myteachers no longer

seemed concerned forme. My grades went fromAs to Cs and Ds. Myteachers did not

notice… they just keptteaching, (Ann, Age 12)

RESEARCH METHODOLOGY

Applied Research Aims at findinga solution for an immediate problem facing a society or an industrial or business organization.

FINDINGS

THE MIDDLE SCHOOL YEARS are critical turning point in youngpeople’s lives. Early adolescence is an important time for youth to adjust to a rapidly changing body,learn new cognitive abilities, form positive social relationships, developa personal code of ethics and morality (Eccles & Midgley, 1989; Jackson & Davis 2000). Schools, along with peers and families, play important role in fostering young people’s healthy development through the adolescent years. In a groundbreaking report, turning points: Preparing American youth for the21st century (CarnegieCouncil on Adolescent Development, 1989), a group of educators, researchers, policy makers and media leaders concluded thatmiddle schools are “potentially society’smost powerful force torecapture millions of youth adrift” (p.32)

CONCLUSIONS/RECOMMENDATIONS

Much of the research onthe middle school transition has focused on negative changes in motivation and achievement. Findings from research with the LCP’s suggests that theuse of learner-centeredteaching practice can help offset some of these negative changes.Specifically, results with the ALCP teacher and student surveys confirm the positive relations of learner-centered practices to students’ mastery goals, cognitive engagement, and achievement. Moreover findings revealed that student’s perceptions of their learning environment are more predictive of student motivation and learningthan were teacher’s self-reported beliefs and practice. Thus, in keeping with a learner-centered approach, the classroom needs to be viewed from the student’s perspective.

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Module 3Synapse Strengtheners

Freud’s Components of the PersonalityID

The id is theprimitive andinstinctivecomponent of

personality. Itconsists of allthe inherited

(i.e.biological)components ofpersonality,including thesex (life)

instinct- Eros(which containsthe libido), andthe aggressive

(death)instinct-Thanatos.

The id is theimpulsive (andunconscious)part of ourpsyche which

responsedirectly and

EGO

The ego developsin order to mediate between the unrealistic id and the external real world. It is thedecision making component of personality. Ideally the ego works by reason whereas the id is chaotic and totally unreasonable.

The ego operatesaccording to thereality principle, working out realistic ways of satisfying the id’s demands, often compromising or postponing

SUPEREGO

The superego incorporates the values and moralsof society which are learned from one’s parents andothers. It develops around the age 3-5 during the phallic stage of psychosexual development.

The superego consists of two systems: the consciences and ideal self. The conscience can punish the ego through causing feeling of guilt.For example, of the ego gives into the ids demands, the superego may make

immediately tothe instincts.The personalityof the new bornchild is all idand only laterthus it develop

an ego andsuper-ego.

satisfaction to avoid negative consequences of society.

the person feel bad to guilt.

Review the three components and write important concepts about them in the spaces provided.

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Freud’s Psycho-Sexual Stages of DevelopmentWrite the description, erogenous zone and fixation

of each of the stages below.

ORAL STAGE

In the first stage of personality development if libido is centered in a baby’s mouth. It gets much satisfaction from putting all sorts of things in each mouth to satisfy the libido, and thus its id demands. Which at this stage in life are oral, or mouth orientated, such as sucking, biting and breast-feeding.

ANAL STAGE

The libido now comes focused on the anus and the child derives great pleasure from defecating. The child

is now fully aware that they are a person in their own right and that their wishes can bring them into conflictwhich the demands of the outside world (i.e. their ego has developed)

PHALIC STAGE

Sensitivity now becomes concentrated in the genitalsand masturbation (in both sexes) becomes a new source ofpleasure. The child becomes aware of anatomical sex differences, which sets in motion the conflict between erotic attraction, resentment, rivalry, jealousy and fair which Freud called the Oedipus complex (in boys) and electa complex (in girls). This is resolved through the process of identification, which involves the child adopting the characteristics of the same sex parent.

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LATENCY STAGE

No further psycho-sexual development takes place during this stage (latent means hidden). The libido is dormant. Freud through that most sexual impulses are repressed during the latent stage and sexual energy can be sublimated (re: depends mechanisms) towards school works hobbies and friendships. Much of the child’s energies are channeled into developing new skills acquiring new knowledge and play becomes largely confined to other children of the same gender.

GENETAL STAGE

This is the last stage of Freud’s psycho-sexual theory of personality development and begins in puberty.It is a time of adolescent sexual experimentation, the successful resolution of which is settling down in a loving one-to-one relationship with another person in our 20’s. Sexual instinct is directed to heterosexual pleasure, rather than self-pleasure like during the phallic stage.

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Module 4

Research connection Read a research or study related to student

diversity. Fill out the matrix below.

PROBLEM: Students from many constituencies were interested in having more conversations, addressing issues and listening to others. “Students from minority communities… often have to take on the ‘burden of educating others.’’ Hurtado wrote. Some student also attributed “ignorance” to differences in attributed “ignorance” to differences and experiences and prior socialization. Many students recommended having diversity requirements in the curriculum across all colleges.

RESEARCH METHODOLOGY- In October the research team engaged in face-to-face in interactions with 99 studentsin 14 focus groups representing diverse constituencies including Latino, Asian, Black, Native American and LGBT.

TITLE AND SOURCE: The Climate for Diversity at Cornell University: Student Experiences”.

FINDINGS- In discussions on diversity and equity, student respondents encouraged recognition of diverse communities based on disability, religion, internationalidentities and political viewpoints. “We are constantly thinking about not only the black community, but how we bridge the gap between our community and other communities”, a male African-American student surveyed said.

CONCLUSION: Researchers said students find their sense of belonging in specific niches at Cornell, such as areas of mutual interest related to their personal goals.

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Module 5

TOPIC: TEACHING ELEMENTARY STUDENTS

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LEARNING ACTIVITY LEARNING STYLE/MULTIPLEINTELLIGENCE

1. A student who often recognize words by sight

VISUAL LEARNING STYLE

2. Learner solve problems by talkingabout them.

AUDITORY LEARNING STYLE

3. Uses movement asmemory said.

KINESTHETIC LEARNING STYLE

4. Writing and drawing as memory aids.

VISUAL/SPATICAL INTELLIGENCE

5. Draw on facts while learning.

ANALYTIC CONTINUUM STYLE

6. Give verbal instructions and explanations.

VERBAL LINGUISTIC INTELLIGENCE

7. Learns through singing or without music.

AUDITORY LEARNING STYLE

8. They can be taught through independent study introspection.

INTRAPERSONAL INTELLIGENCE

9. Learn through interaction.

INTERPERSONAL INTELLIGENCE

10. Learns through seeking connections to real world understanding and application of new learning.

EXISTENTIAL INTELLIGENCE

Module 6

1. The teacher thought of many strategies to teach the mentally challenged.

The teacher thought of many strategies to teach the mentally retarded.

2. Their brother is mentally retarded, Their brother has a cognitive disability or diagnosis.

3. Their organization is for the autistic. Their organization is for the persons who has autism.

4. He is a polio victim who currently suffers from post-polio syndrome.

He is a polio victim who was currently diagnosed from post-polio syndrome.

5. There was a blind girl in my psychology class. There was a visually impaired girl in my psychology class.

6. I attended a seminar about learning disabled children.

I attended a seminar about learning children with disabilities.

7. That classroom was designed for the deaf and blind.

That classroom was designed for the persons whose unable to speak and those who are visually impaired.

8. I like to read books about the handicapped. I like to read books about people with disabilities. 9. When she was suffering from a spinal cord injury, in a car accident, she became a paraplegic and was confined to a wheelchair.

When she was suffering from a spinal cord injury, in a car accident, she became a paraplegic and now usesa wheelchair.

10. He is behaving like that because he is abnormal. He is behaving like that because he is diagnosed with a mental health condition.

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Module 7

Application

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PRIMARY LAW HOW WOULD I APPLYTHE PRIMARY LAW

LAW OF READINESS

First, I would want to tell or share something to my students about the beauty of nature andI will ask them if what plant they can consider beautiful with the use of their sense of sight. Afterwards I would gladly introduce them my decided lesson for the day which will be about plants.

LAW OF EFFECT

The reinforcement that I will be usingwill be positive or rewards. I will ask somebody to go in front and dissect the flower by being careful and I will give a reward after for my students to be interested on my day to day lessons.

LAW OF EXERCISE

If anybody in my class participated and answered the wrong answer I will encourage him/her tocontinue his determination. Not just to sit for the rest of the subject.

Module 8

Bandura’s Social Learning Theory

3 key concepts ofAlbert Bandura

How I apply it in myteaching

1. First is the idea that people can learn throughobservation.

I will show my students that I am agood role model for them to be inspired to follow my good works and to be enlightened that doing bad is wrong.

2. Second is, the notion that internal mental states are an essential part ofthis process.

As an intrinsically motivated future educator, I wanted my students to enjoythe way I teach and enjoy our fun activities in the class

3. Lastly, this theory recognizesthat just becausesomething has been learned, it does not mean that it will result in change in behavior.

Today, both teachersand parents recognize the importance of modeling appropriatebehaviors so I consider modeling asone factor for me toapply in my teaching.

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Module 9

Law of Good continuation : The teacher relates a new topic with something the student already knows.

Law of Similarity : Topics with commonalities are taught next to each other.

Law of Figure/Ground : The most important words in the paragraph are written in bolder fonts.

Law of Closure : The teacher slows down her pace and varies her tone of voice to emphasize a point.

Law of Good Pragnanz : Teachers remind children to keep their numbers in straight columns when doing math operations.

FORMULATE 5 ITEMS

Law of Proximity : Items into 3 groups as opposed to 8 individual items.

Law of Similarity : We see the circles and triangles as forming four horizontal rows (or at least some configuration where triangles and circles are grouped depending on their shape).

Law of Good Pragnanz : consist of a configuration of a number of brackets. When perceiving the configuration,

we see three pairs of symmetrical brackets as opposed to6 individual brackets, or two pairs and two singles.

Law of Continuation : A direction which says “This way toBoracay Island” that was followed by the tourist’s.

Law of Closure : When looking at a complex arrangement ofindividual elements, humans tend to first look for a single, recognizable patterns.

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