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 Teacher Induction Program(Version 1.0)

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.

1
 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.

2
 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

3
 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 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


1
Source: NEAP

4
 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

5
 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

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.

6
 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.

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.

2 Source: NEAP
3 Based on D.O. 42, s. 2016
4 Saskatchewan Education 1991

7
 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

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
Name of Activity
Competency/Skill
Objective
Method of Assessment
Procedure of Activity

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.

8
 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?

What am I doing?

What will I do next?

After going through all the sessions, gather your thoughts and reflect once more.
Answer the questions below:

What was new?

What was exciting?

What was worrisome?

9
 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.

____________ 1. Learners are responsible for each other.

____________ 2. Learners are passive receptors of information.
____________ 3. Teachers is seen as a facilitator and guide.
____________ 4. Learners are keep on their own seats.
____________ 5. Learners are rarely expected to ask questions or to challenge the
theories of the teachers.
____________ 6. The use of lecture methods, note-takings and memorizing
information for later recognition or reproduction.
____________ 7. Learners actively participate in the learning process.
____________ 8. Learners shape their own learning paths.
____________ 9. Learners are encouraged to be more inquisitive.
____________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
Indirect Instruction
Interactive Instruction
Experiential Instruction
Independent Instruction

10
 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 through the consistent implementation
learning 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 2.4.2 Maintain supportive learning
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 2.6.2 Manage learner behaviour
own 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.

11
 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.

LEARNING
ENVIRONMENT

12
 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

13
 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.

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

5
Adapted from the PPST
6
Adapted from the Glossary of Education Reform (2014, August 26) Retrieved from Http://edglossary.org/hidden-
curriculum

14
 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 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

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

15
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 adults3 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…

16
 Activities and Assessment

Explore your understanding of the Learning Environment by answering the

following questions:
1. How is learning environment defined in both articles?
2. What does this definition of learning environment tell about the way students
learn?
3. What is the critical role of teachers in providing and managing learning
environment that promotes learner responsibility and achievement?
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?

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 Sample strategy in italics

classes of 60 in a
far-flung area with
no internet
connectivity

Large class of 80
grade 7 students
in a covered court

8 hearing impaired
students
mainstream with
regular grade 8
students of 60

Insufficient
number of
instructional
materials and
other resources

17
 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 Where can I find
to learn? more information?

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 What would be a

(why) so? more useful way to
understand learning?

What is learning? Is this the only 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 Am I making good options?
short-term / long- progress?
term professional What other paths can
goal(s)? Am I on the right I take to achieve my
track? goals?

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?

18
 Personal What does this What does this What do I know
development learning experience learning experience about 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.

19
 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.

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

LEARNING
ENVIRONMENT

20
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-Strategies-
for-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.
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

21
Lumen. Gender Differences in the Classroom.
https://courses.lumenlearning.com/educationalpsychology/chapter/gender-differences-
in-the-classroom/
Alberta Education. Meeting the Needs of Each Student. https://education.alberta.ca/diverse-
learning-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.

22
Answer Keys

Session 1:
 Pre-test 1. Nature of Learners Pre-test 2. 21st Century Skills
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 Self-
reliance
12. Career and Learning Self-
reliance
 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

23
 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
6. TRUE
7. FALSE. One-size-fits all approach is not possible in addressing learner
diversity.
8. TRUE
9. TRUE
10. TRUE

24