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National Highway, Crossing Rubber, Tupi, South Cotabato

COLLEGE OF TEACHER EDUCATION

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LEARNING MODULE
FOR
EDUC 312: FACILITATING LEARNER-CENTERED TEACHING

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WEEK 13

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 WEEK 13
MOTIVATION: MEANINGS AND TYPES OF MOTIVATION, THEORIES ON FACTORS AFFECTING
MOTIVATION

Meaning of Motivation
Motivation is an inner drive that causes you to do something and persevere at something. It energizes you
to do something. It is the strength of the drive toward an action. While ability refers to what children can do,
motivation refers to what these children will do. Motivation refers to the initiation, direction, intensity and
persistence of behavior. When we get motivated to do something, it is not enough that we start working at that
thing but that we get attracted to it. Our attraction towards it becomes so intense that we persist working on it
through thick and thin until its completion. Learner's
motivation is the primary factor influencing both performance and success in school (Ryan, et al, 2007).

Indicators of a High Level of Motivation

Your student's level. of motivation is. shown in his/her choice of action, intensity and persistence of effort. If
you have a highly motivated student, you have a student who is excited about learning and accomplishing
things. S/he takes the initiative to undertake learning tasks, assignments and projects without being pushed by
his/her teachers and parents. S/he has goals to accomplish and dreams to realize. S/he is convinced that
accomplishing the things s/he is asked to accomplish in class helps her/him realize the goals s/he has set for
herself/himself and his/her dream in life. S/he is willing to give up the satisfaction of immediate goals for the
sake of more important remote goals. An example is her willingness to give up joining his/her barkada to watch
a movie in order to prepare thoroughly for final examinations.

A student who is highly motivated to learn enjoys learning and learns much more than the one who is not
as motivated. S/he persists and perseveres in her/his studies even when things turn out to be difficult. S/he
does not give up easily. As a result, his/her performance is satisfactory. In contrast, a student who is not
motivated to learn does not enjoy learning, does not study unless pushed". When s/he feels the difficulty of
study, s/he readily gives up. S/he lacks perseverance.

In summary, motivated students have the following characteristic traits:

 have positive attitudes toward school and describe school as satisfying.
 persist on difficult tasks and cause few management problems.
 Process information in depth and excel in classroom learning expertise. (Stipek, 1996, 2002 cited by
Wooltok, 2013).

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Types of Motivation
Motivation is classified as either intrinsic or extrinsic. It is intrinsic when the source of motivation is from
within the person himself/herself or the activity itself. It is motivation to engage in an activity for its own sake
(Schunk et al, 2008). An example is when a student reads pocketbooks because s/he herself/himself wants to
read them or because reading them is in itself worthwhile and enjoyable. Motivation is extrinsic when that
which motivates a person is someone or something outside him/her. When a student studies because s/he was
told by her/his teacher or because s/he is afraid to fail and his/her parents will make her him stop schooling or
because it will lead to a good grade, we can say that s/he is extrinsically motivated. Extrinsic motivation is
motivation to engage in an activity as a means to an end. In our examples, the student studies to please
her/his teacher, parents or to get a good grade. He does not study for the joy of studying

Obviously, intrinsic motivation is more beneficial than extrinsic motivation because intrinsic motivation
comes from within the person himself/herself. If that which motivates a person is something
or someone outside, the moment that person or that something is gone, the person's motivation is also gone.
Intrinsic motivation is evident when people engage in an activity for its own sake, without some obvious
external incentive present. Reading for no reason other than the joy of reading illustrates intrinsic motivation.
Research indicates that intrinsic motivation is preferable because of its focus on learning and understanding
(Brophy, 2004).

The Role of Extrinsic Motivation

Initially, extrinsic motivation is necessary to develop the love for learning among poorly motivated students.
If good grades, rewards, praises or words of encouragement or fear of failing grade can motivate unmotivated
students to study, why not? For as long as students are hardly motivated, external motivation in the form of
rewards, incentives or punishment play a significant role in the development of motivated students. It is
expected, however, that these extrinsic motivational factors be gradually replaced by internal motivation. In the
concrete, this means that after motivating the students to study by way of reward, praise, encouragement,
punishment, hopefully the students develop the genuine love for learning and becomes intrinsically motivated
in the process. In short, we may begin employing extrinsic motivation at the start, but this should fade away as
the students get intrinsically motivated themselves.

Theories on Factors Affecting Motivation

Attribution theory
What is the attribution theory? This theory explains that we attribute our successes or failures or other events
to several factors. For instance, you attribute your popularity to your popular, parents or to your own sterling
academic performance. Or you attribute the poor economic condition you are into the Land Reform of the
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Philippine government (your lands were subjected to land reform) or to the vices of your father. These
attributions differ from one another in three ways-locus, stability and controllability (Ormrod, 2004)
1. Locus (place): Internal versus external. If your student traces his good grade to his ability and to his
hard work, he attributes his good grade to internal factors. If your student, however, claims that his good
grade is due to the effective teaching of his teacher or to the adequate library facilities, he attributes his
good grades to factors external to himself.

2. Stability: Stable versus unstable. If you attribute your poor performance to what you have inherited
from your parents, then you are attributing the cause of your performance to something stable, something
that cannot change because it is in your genes. If you attribute it to excessive watching of tv, then you are
claiming that your poor eyesight is caused by an unstable factor, something that can change. (You can
prolong or shorten your period of watching tv.)

3. Controllability: Controllable versus uncontrollable. If your student claims his poor academic
performance is due to his teacher's ineffective teaching strategy, he attributes his poor performance to a
factor beyond his control. If, however, your student admits that his poor class performance is due to his
poor study habits and low motivation, he attributes the event to factors which are very much within his
control.
How does attribution affect motivation?
If your student attributes his/her success or failure to something within him/her and therefore is within his/her
control or to something unstable and, therefore, can be changed s/he is more likely to be motivated. If,
however, your student traces his/her success to something outside him/her and therefore
beyond his/her control, s/he is. likely to be less motivated.
Motivation tends to increase when students attribute failure to lack of effort because effort can be
controlled. It tends to decrease when students attribute failure to uncontrollable causes (e.g., luck, or ability if
viewed as stable (Weinstock, 2007).
This is something interesting. "People tend to attribute their successes to internal causes (e.g., high ability,
hard work) and their failures to external causes (e.g., luck, behaviors of others. March 1990). When students
do poorly, for example, they commonly attribute their failure to poor teaching, boring topics, poor tests. Poor
academic performance is everyone's fault except the student.
Attributions Locus (location of cause) Stability (of Cause) Control (of learning situation)
Ability Inside the learner Stable (cannot change) Learner out of control
Effort Inside the learner Unstable (can change) Learner in control
Luck Outside the learner Unstable (can change) Learner out of control
Task difficulty Outside the learner Stable (cannot change) Learner out of control

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Table 1 Relationships Among the Dimensions of Attributions
Source: Eggen Paul and Don Kauchak. 2008 Educational Psychology. Windows on Classrooms. 8th ed. OH. Pearson Co.

Self-efficacy theory
A sense of high self-efficacy means a high sense of competence, Self-efficacy is the belief that one has
the necessary capabilities to perform a task, fulfill role expectations, or meet a challenging situation
successfully. When your students believe that they have the ability to perform learning activities successfully,
they are more likely to be intrinsically motivated to do such learning activities. The secret, therefore, to
enhancing intrinsic motivation is enhancing our students sense of self-efficacy. Social cognitive theorists
identified several self- efficacy-enhancing strategies:

 Make sure students master the basic skills. Mastery of the basic skills like reading, writing, rithmetic will
enable the child to tackle higher level activities. Imagine how miserable it is for a student who has not
mastered the basic skills! Unable to perform higher-level learning tasks that require and use of basic
skills, your student will feel he is a failure in his school life. The move of the Department of Education to
focus on the Most Essential Learning Competencies (MELC) in this COVID crisis supports students'
mastery of the basic skills and so enhances students sense of self-efficacy.
 Help them make noticeable progress on difficult tasks. You like to give up climbing a mountain when
you feel that you are not making progress at all. When you have spent hours and hours on a difficult
task and you seem not to be progressing, you are made to think that your efforts are leading you
nowhere and you want to give up. That's why, it is good that you are helped to see progress while you
are working on your difficult task. The knowledge that you are progressing inspires you to keep on.
 Communicate confidence in students' abilities through words and actions. Express confidence that your
students, with all their abilities, can easily tackle the learning task. Words like, "if you were able to do a
more difficult task yesterday, what you are asked to do today is much easier than that of yesterday."
Needless to say, that your body language and your words expressing your belief in their abilities must
match.
 Expose them to successful peers. Being with successful peers, your students will inhale success and
get energized to succeed as well. Success is infectious in the same way that failure is also contagious.
(Ormrod, 2004).

Other recommendations from motivation theorists are:

 Provide competence-promoting feedback. Communicate to your students that they can do the job. They
have the ability to succeed.
 Promote mastery on challenging tasks. Don't give your students extremely difficult nor extremely easy
task. If the task you give is extremely easy, they do not get challenged and you do not draw the best
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 from them; if it is extremely difficult, they get frustrated. Then it is best to strike the golden mean
between the two extremes. A challenging task is one that encourages your students to stretch
themselves to their limits.
 Promote self-comparison rather than comparison with others. Desiderata says: If you compare yourself
with others, you will become vain and bitter. For always there will be greater and lesser persons than
yourself."
After encouraging your students to set their personal goals, ask them to evaluate their progress against
their own goals.
 Be sure errors occur within an overall context of success. (Ormrod, 2004) There will always be errors or
mistakes as we learn, as we go through life. But they cease to be mistakes once we learn from them.
But if it is all errors that come one after another without a taste of success, chances are your students
will feel so down that they are robbed of the courage to proceed. "The learning process requires the
challenge of new and different experiences, the trying of the unknown, and therefore, necessarily must
involve the making of mistakes. In order for people to learn, they need the opportunity to explore new
situations and ideas without being penalized or punished for mistakes which are integral to the activity
of learning." (Ortigas, 1990).

Table 2 The Influence of Self-Efficacy on Motivation

High Self-Efficacy Learners Low Self-Efficacy Learners
Task orientation Accept challenging tasks Avoid challenging tasks
Effort Expend high effort when faced with challenging Expand low effort when faced with
challenging tasks
Persistence Persist when goals aren’t initially reached Give up when goals aren’t initially reached
Beliefs Believe they will succeed Focus on feelings of incompetence
Control stress and anxiety when goals aren’t Experience anxiety and depression when
met goals aren’t met
Believe they’re in control of their environment Believe they’re not in control of their
environment
Strategy use Discard unproductive strategies Persist with unproductive strategies
Performance Perform higher than low-efficacy students of Perform lower than high-efficacy students
equal ability of equal ability.
Source: Eggen Paul and Don Kauchak. 2008 Educational Psychology. Windows on Classrooms. 8th ed. OH. Pearson Co.

Self-determination and self-regulation theories

Students are intrinsically motivated when they have a sense of self-determination - when they believe that
they have some choice and control regarding the things they do and the directions their lives take. A student's
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sense of self-determination is demonstrated in his capacity for self-regulation. Self-regulation refers to a
person's ability to master himself. He is the "I am the captain of my soul" type of person. He is not a victim of
circumstances. He is capable of directing himself.
What are indicators of self-regulation? They are the abilities to:
 set standards for oneself
 monitor and evaluate one's own behavior against such standards and
 impose consequences on oneself for one’s successes or failures. (Ormrod, 2004)
How does self-regulation relate to motivation?
A student who is capable of self-regulation is more likely to be more intrinsically motivated because he
sets his goals and standards, he monitors his progress, and evaluates his own performance.
A student who is capable of self-regulation, is not only capable of regulating his behavior but he is also
capable of regulating his own learning. Omrod (2004) cites the following processes involved in self-regulated
learning:
 Goal-setting. Self-regulated learners know what they want to accomplish when they read or study.
 Planning. Self-regulated learners determine ahead of time how best to use the time they have available
for learning
 Attention control. Self-regulated learners try to focus their attention on the subject matter at hand and
clear their minds of distracting thoughts and emotions.
 Application of learning strategies. Self-regulated learners choose different learning strategies
depending on the specific goal they want to accomplish.
 Self-monitoring. Self-regulated learners continually monitor their progress toward their goals and they
change their learning strategies or modify their goals, if necessary.
 Self-evaluation. Self-regulated learners determine whether what they have learned is sufficient for the
goals they have set.

A student who has self-determination and self-regulation is more likely to be intrinsically motivated and so
is more capable of self-regulated learning.

Here are some suggestions from motivation theorists to enhance students sense of self-determination
about school activities and assignments.
 Present rules and instructions in an informational manner rather than controlling manner. Here are
examples on how to present rules in an informational manner:
"We can make sure everyone has an equal chance to speak and be heard if we listen without interrupting and
if we raise our hands when we want to contribute to the discussion."

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"I’m giving you a particular format to follow when you do your Math homework. If you use this format, it will be
easier for me to find your answers and to figure out how I can help you improve."
 Provide opportunities for students to make choices. A particular lesson objective can be reached by the
use of varied strategies. Students will be more likely to be intrinsically motivated to attain the objective
when they are given the freedom to choose how to attain it, of course, within the set parameters. An
example is when we allow our students to choose their manner of group work presentation to the class
after the group activity.

 Evaluate student performance in a non-controlling fashion. Communicate evaluation results to inform

your students of their progress without passing judgment of some sort but to make them see that they
are strong in some points but not so in other items. The practice of self-evaluation especially with the
use of scoring rubrics will be of great help. Says renowned author, consultant and speaker Alfie Kohn,
"rewards for learning, undermines intrinsic motivation. Kohn Alfie (1993).

Choice theory

Bob Sullo (2007) writes:

 The choice theory is a biological theory that suggests that we are born with specific needs that we are
genetically instructed to satisfy. All of our behavior represent our best attempt at any moment to satisfy
our basic needs or genetic instructions. In addition to the physical need for survival, we have four basic
psychological needs that must be satisfied to be emotionally healthy:

 Belonging or connecting
 Power or competence
 Freedom
 Fun

The need for belonging or connecting motivates us to develop relationships and cooperate with others.
Without the need for belonging and cooperating, we would only strive to be independent.

The need for power is more than just a drive to dominate. Power is gained through competence, achievement,
and mastery. Our genetic instruction is to achieve, master new skills and to be recognized for our
accomplishments.

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 As humans, we are also motivated to be free, to choose. Having choices is part of what it means to be
human and is one reason our species has been able to evolve, adapt and thrive... Each time we learn
something new we are having fun, another universal human motivator: It is our playfulness and our sense of
discovery that allow us to learn as much as we do.

What do these imply to our task to facilitate learning? We have to come up with a need-satisfying
environment. To motivate our students for learning, we should satisfy their need to belong, their need to have
power by being competent, the need to have a free choice, and the need to enjoy learning and have fun.

How can these be done? If we create a sense of community in the classroom and make every student feel
s/he belongs to that classroom community, s/he will more likely love to go to school. If we make use of
cooperative learning structures, we strengthen the spirit of cooperation and collaboration and reduce, if not
eliminate, the spirit of cut-throat competition. (For examples of cooperative learning structures, please refer to
Principles of Teaching 1 written by Brenda B. Corpuz and Gloria G. Salandanan.) In a non-threatening
atmosphere, students are more likely to perform.

To satisfy our students' need for power, let us help them acquire it by making them achieve, by making
them master their lessons and end up very competent, as a result of their competence and excellent
achievement, they get recognized and experience genuine power.

Let us teach our students that the source of authentic power is competence, not bullying and other
irresponsible behaviors. This way, they will learn the true road to real power. To motivate our students for
learning, let us give them ample freedom to choose within parameters that are safe and responsible,
developmentally appropriate, and supportive of learning for that is the ultimate purpose of freedom: to help our
students learn and grow into the responsible persons they are called to be. When our students are made to
feel that they have a lot of free choices, they are driven to satisfy this need for freedom. On the other hand,
when our students perceive themselves to be so suffocated by our impositions and limits, they are most likely
to behave in ways, even irresponsible ways, to get them the freedom they believe is not satisfied.

Develop in the students a sense of ownership of their learning. Make students own their learning, give
them the opportunity to assess their own progress. Fun is a universal human motivator. If our students' need
for fun is satisfied, they are most likely to learn much. Glasser (1990) claims "fun is the genetic payoff for
learning." A joyless classroom does not motivate students to perform. Let's have fun while we teach. Without
our knowing, our students are learning and mastering what we are teaching while we are having fun.

“What happens outside of us has a lot to do with what we choose to do but the outside event does not
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cause our behavior. What we get, and all we ever get from the outside is information; how we choose to act on
that information is up to us. (William Glasser, 1990 quoted by Bob Sullo, p.6)

Maslow's Hierarchy of Needs

A student's lower-order needs must first be met before s/he works for the satisfaction of his/her higher-
order needs. The lower-order needs include first-level needs and second-level needs. The first-level needs are
basic survival and physiological needs for food, air, water and sleep. The second-level needs are bodily safety
and economic security.

There are three (3) levels in the higher-order needs. The first (which is now the third level in Maslow's
need hierarchy) is the need for love and belonging. The needs at the fourth level include those for esteem and
status, including one's feelings of self-worth and of competence. The fifth level need is self-actualization, which
means becoming all that one can become, using one's skills to the fullest, and stretching talents to the
maximum.

Based on Maslow's theory, a satisfied need is not a strong motivator, but an unsatisfied need is. Research
proves that "unless the two lower-order needs (physiological and security) are basically satisfied, employees or
our students (in our teaching-learning
context) will not be greatly concerned with higher-order needs. (Newstrom, 1997).
For us teachers, this means that we cannot teach students with hungry stomachs. We cannot teach
students when they feel afraid and insecure. While it is not our obligation to feed them, working with parents,
the school nurse and all others who can help can address the problem of students' hunger, lack of sleep and
the like.
Our students' need for love and belonging is satisfied in a class where they feel they belong and are
accepted regardless of their academic standing in class, economic status or ethnic background. Their need for
self-esteem is satisfied when we help them succeed, recognize their effort and contribution no matter how
insignificant and praise their achievement. Doing so actually propels them to self-actualization.

Goal theory
Learning goals versus performance goals. The goals we set for ourselves affect our level of motivation.
There are several types of goals. In relation to learning we can speak of learning goals and performance goals.
How do they differ?

A learning goal is a "desire to acquire additional knowledge or master new skills" while a performance goal

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is a "desire to look good and receive favorable judgments from others or else look bad and receive unfavorable
judgments." (Ormrod, 2004) Between these two goals, with which type of
goal is the intrinsically-motivated student occupied? Obviously, the ideal student is the student with a learning
goal. The student with a learning goal is mastery-focused while the student with a performance goal is
performance-focused.

Table 3 shows a comparison of learning mastery-focused and performance-focused classrooms.

Table 3 Comparison of Mastery-Focused and Performance-Focused Classrooms
Mastery-Focused Performance-Focused
Success defined as… Mastery, improvement High grades, doing better than others
Value place on…. Effort, improvement High grades, demonstration of high ability
Reasons for satisfaction... Meeting challenges, hard work Doing better than others, success with minimum
effort
Teacher oriented towards.. Student learning Student performance
View errors… A normal part of learning A basis for concern and anxiety
Reasons for effort….. Increased understanding High Grades, doing better than others
Ability viewed as…. Incremental, alterable An entity, fixed
Reasons for assessment... Measure progress toward preset Determine grades, compare students to one
criteria, provide feedback another

Self-determined goals. Personally-relevant and self-determined goals enhance a student's motivation.

When lesson objectives are relevant to the life of students, then they turn out to be more motivated to learn.
When the lesson objectives are owned by the students because they find them relevant to their life, most likely
they become highly motivated for learning. This departs from de-contextualized teaching that happens when all
we do is deposit information into the minds of our students, students memorize, and we withdraw what we
taught every periodic examination.

Goal setting. As a motivational tool, goal setting is effective when the following major elements are
present: 1) goal acceptance, 2) specificity, 3) challenge, 4) performance monitoring, and 5) performance
feedback. Thus it is. necessary that our students accept and own our lesson objectives (see self-determined
goals in the foregoing paragraph) and that our lesson objectives must be SMART (specific, measurable,
attainable, result-oriented and time-bound) and challenging. It is equally important that we monitor our
students' learning. However, simply monitoring results is not. enough. We have to give our students feedback
about their performance.
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 End of Thirteenth Week
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WEEK 14
STUDENTS’ DIVERSITY IN MOTIVATION, MOTIVATION IN THE CLASSROOM

Students’ Diversity in Motivation

Students who, by themselves are already as diverse, also differ in motivation. This diversity in motivation
may be traced to differences in age, developmental stage, gender, socio-economic and cultural background.

Research Findings Related to Motivation

Read the following research findings then reflect on your very own experiences.

A.
 Young children often want to gain teachers approval to be motivated while the older ones are typically
more interested in gaining the approval of peers. (Juvonen and Weiner, 1993 quoted by Ormrod, 2004).

 ...Students often become less intrinsically motivated as they progress through the school years.
(Harter, 1992 quoted by Ormrod, p.507) Learning goals may go by the wayside as performance goals
become more prevalent and as a result, students will begin to exhibit preference for easy rather than
challenging tasks. (Harter, 1992; Igoe and Sullivan, 1991 quoted by Ormrod, 2004)

 Increasingly, students will value activities that will have usefulness for them in their personal and
professional lives, and subjects that are not directly applicable will decrease in popularity. (Wigfield,
1994 quoted by Ormrod, 2004).

B.
 ….Elementary students tend to attribute their successes to effort and hard work.

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  ….By adolescence, however students attribute success and failure more to an ability that is fairly stable
and uncontrollable. Effort becomes a sign of low ability..(Nicho. s, 1990; Paris & Cunningham, 1996
quoted by Ormrod, 2004).

C.
 There are different motivational patterns for students belonging to ethnic communities. Students from
Asian-American families may feel more pressured to perform well in school.

 ….Students' cultural background can influence their attributions... For instance, students of Asian
background are more likely to attribute academic achievement to unstable factors like effort and
attribute appropriate or inappropriate behaviors to temporary situational Factors than students brought
up in mainstream Western culture. (Lillard, 1997; Peak, I1993 quoted by Ormrod, 2004).

D.
 …Females are more likely than males to have a high need for affiliation. (Block, 1983 quoted by
Ormrod, p.508).

 Females are also more concerned about doing well in school. They work harder on assignments, earn
higher grades and are more likely to graduate from high school. (Halpern, 1992; McCall, 1994 quoted
by Ormrod, 2004)
 We typically find more boys than girls among our "underachieving" students.

E.
 Students from low-income families are among those most likely to be at risk of failing and dropping out
of school. A pattern of failure may start quite early for many lower-income students especially if they
have not had the early experiences upon which school learning often builds.

F
 Students with special educational needs show the greatest diversity in motivation. Some students who
are gifted may have high intrinsic motivation to learn classroom subject matter, yet they may become
easily bored if class activities don’t challenge their abilities. (Friedel, 1993; Turnbull et al, 1999 quoted
by Ormrod, 2004).

 Students with specific or general academic difficulties (e.g., those with learning disabilities, those with
mental retardation) may show signs of learned helplessness with regard to classroom tasks, especially
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 if their past efforts have been repeatedly met with failure. (Deshler & Schumaker, 1988; Jacobsen,
Lowery, & DuCette, 1986; Seligman, 1975)

 Students who have difficulty getting along with their classmates (e.g., those with emotional and
behavioral disorders) may inappropriately attribute their social failures to factors beyond their control.
(Hewrad, 1996 quoted by Ormrod, 2004).

Our students' motivation may vary on account of age, gender, cultural, socioeconomic background and
special education needs. Our class is a conglomerate of students with varying ages and gender and most
especially cultural background and socioeconomic status. Our students' motivational drives reflect the
elements of the culture in which they grow up their family, their friends, school, church and books. To motivate
all of them for learning, it is best to employ differentiated approaches. "Different folks, different strokes." What
is medicine for one may be poison for another.

Two principles to consider regarding social and cultural influences on motivation are:
1. Students are most likely to model the behaviors they believe are relevant to their situation.

2. Students develop greater efficacy for a task when they see others like themselves perform in the task
successfully. (Ormrod, 2004)

What conclusion can be derived from the two principles? "Students need models who are similar to
themselves in terms of race, cultural background, socioeconomic status, gender, and (if applicable)
disability. (Ormrod, 2004.)

Then it must be good to expose our students to models of their age and to models who come from similar
cultural, socioeconomic backgrounds.

Diversity and Motivation: Culturally Responsive Teaching was coauthored by an educational psychologist
and a former teacher/professor. Both are practitioners and researchers examining effective classroom
techniques that promote learning. The primary concern of the text is identifying key elements that can be used
among a diversified student population by instructors in classroom relationships. In approaching “diversity” and
“multiculturalism”, which are used interchangeably, the authors look at a wide range of characteristics including
race, gender, class, impression after completing this text is that the authors bit off more than they could chew
while simultaneously failing to adequate address teaching at the university level. If the authors had narrowed
their topic and/or limited, it to the elementary and secondary school level it would have been much more
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effective in its attempt to deliver useful information.

MOTIVATION IN THE CLASSROOM

If environment is defined as the sum total of one's surroundings, then environmental factors that affect
students' motivation include human as well as non-human factors. The immediate human factors that surround
the learner are the teachers, the other students and his/ her parents.

Teacher's Affective Traits

Studies suggest that management and instructional processes are key to facilitating learning but many
interview responses, like the letter at the beginning of this module, emphasize the teacher's affective
characteristics or social and emotional behaviors, more than pedagogical practice. Some of your teachers
were motivating and inspiring. Others were not.
You are grateful to those who motivated and inspired you. You must also be grateful to those who were not
as motivating and inspiring. In a way, they also helped you become better persons in the
sense that you strived to become better than them.

Researches cite the following affective characteristics of effective teachers (James H. Stronge, 2002):
 Caring - Specific attributes that show caring are:
 sympathetic listening to students not only about life inside the classroom but more about students' lives
in general
 understanding of students' questions and concerns
 knowing students individually, their likes and dislikes, and personal situations affecting behavior and
performance

 Fairness and respect - These are shown in specific behaviors like:

 treating students as people
 avoiding the use of ridicule and preventing situations in which students lose respect in front of their
peers
 practicing gender, racial and ethnic fairness
 providing students with opportunities for them to participate and to succeed

 Social interactions with students - The specific behaviors of a facilitative social interaction are:
 consistently behaving in a friendly, personal manner while maintaining professional distance with
students

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  working with students not for the students
 interacting productively by giving students responsibility and respect
 allowing students to participate in decision making
 willing to participate in class activities and demonstrating a sense of fun
 having a sense of humor and is willing to share jokes

 Enthusiasm and motivation for learning shown in:

 encouraging students to be responsible for their own learning
 maintaining an organized classroom environment
 setting high standards
 assigning appropriate challenges
 providing reinforcement and encouragement during tasks

 Attitude toward the teaching profession

 having dual commitment to personal learning and to students learning anchored on the belief that all
students can learn
 helping students succeed by using differentiated instruction
 working collaboratively with colleagues and other staff
 serving as an example of a lifelong learner to his/her students and colleagues

 Positive expectations of students manifested in:

 striving to make all students feel competent
 communicating positive expectations to students, i.e., they will be successful
 having high personal teaching efficacy shown in their belief that they can cause all students to learn.

 Reflective Practice
 reviewing and thinking on his/her teaching process
 eliciting feedback from others in the interest of teaching and learning

Classmates - Bullying and the Need to Belong

Students form part of the human environment of the learner. In fact, they far outnumber the teachers in the
learning environment.

The need to belong is a basic human need. Students who are accepted by teachers and classmates feel
they belong to the class. Students who feel that they are part of the class look forward to attending and
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participating in class. The sense of belongingness enhances their learning and performance. The prevalence
of bullying, however, obstructs the creation of a learning community where everyone feel that they belong. With
bullying in schools, the learning environment cannot be safe. Then by all means, bullying should be eliminated
in schools. Bullying takes on several forms. It can be mild; it can be intense or deeply seated and highly
violent. Today, safety in schools is being raised all over the world.

Parents as Part of the Learners' Human Learning Environment

The learner spends at least six hours in school. The rest, s/he spends at home. Parents, therefore, are
supposed to have more opportunity to be with their children than teachers. How many of our parents use this
opportunity to support their children in their studies?

What parents' behavioral traits are supportive of their children's learning? Parents who are supportive of
their children's learning are observed to do the following:
 Follow up status of their children's performance,
 Supervise their children in their homework/project
 Check their children's notebooks
 Review their children's corrected seat works and test papers
 Attend conferences for Parents, Teachers and Community Association(PTCA)
 Are willing to spend on children's projects and to get involved in school activities
 Participate actively in school-community projects
 Confer with their children's teachers when necessary
 Are aware of their children's activities in school
 Meet the friends of their children
 Invite their children's friends at home

Unsupportive parent behaviors are the opposite of all those listed above. The interaction between the
learner and the teacher, among the learners, and among the learner, teacher and parents affect the learner's
motivation. Whether the climate that comes as a by-product of the interactions nurtures or obstructs learning
depends on the quality of these interactions.

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WEEK 15
THE CLASSROOM CLIMATE AND SOCIAL EMOTIONAL LEARNNG

The Classroom Climate

The classroom climate is more a product of the interaction between and among teacher and students than
that of the physical condition of the classroom. The physical condition of the classroom
may exert an influence on the social interaction among the personalities in class but it may not contribute as
much as the classroom social interaction does.

The classroom climate. that is conducive for learning is one that is non-threatening yet business-like. It is a
classroom where:
 specific classroom rules and procedures are clear.
 these classroom rules and procedures are discussed on the first days of class.
 students are involved in the design of rules and procedures.
 techniques to acknowledge and reinforce acceptable behavior and provide negative consequences are
employed
 clear limits for unacceptable behavior are established
 there is a healthy balance between dominance and cooperation
 the teacher is aware of the needs of different types of students
 the teacher is fully aware of the happenings in class
 students' responsibility for their own behavior is enhanced (Marzano, et al, 2003)

Social-Emotional Learning (SEL)

The classroom climate definitely becomes highly favorable with social- emotional learning. SEL integrates
academic, social and emotional learning, The Collaborative for Social Emotional Learning (CASEL), the

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leading organization advancing the promotion of integrated academic, social, and emotional learning for all
children in preschool through high school, cites 5 core competencies: 1) self-awareness; 2) self-
management; 3) responsible decision-making; 4) social awareness; and 5) relationship skills.

CASEL expounds on the above core competencies:

Self-awareness
It means understanding your emotions and
thoughts and how they influence your

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behavior. Skills in self-awareness include:
1. Identifying emotions
2. Self-perception, recognizing strengths, self-confidence, and self-efficacy

Self-efficacy – is the belief in your ability to succeed in specific situations or accomplishment of a task.

Self-management
It refers to your ability to “regulate your
emotions and behaviors in different situations
and to set and work towards goals. Skills
include:
1. Executive function and self-regulation
2. Stress management
3. Self-discipline
Executive function and self-regulation are the
mental processes that enable you to plan,
focus attention, remember instructions, and juggle multiple tasks successfully. Your brains need this skill set to
filter distractions, prioritize tasks, set and achieve goals and control.

Responsible decision-making
Is the ability to make positive choices and take responsibility for positive and negative outcomes. Skills include:

1. Identifying problems
2. Analyzing situations
3. Solving problems
4. Reflection

Relationship Skills
It refers to the ability to establish and maintain healthy and

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meaningful relationships with others. Skills include:
1. Communicating clearly
2. Listening
3. Cooperation
4. Resisting negative pressure
5. Resolving conflicts
6. supporting one another

The WINGS Way

This is how a South Carolina-based non-profit organization pioneers a model for teaching social and
emotional lessons to the least, last and lost among the kids to help them beat the odds. You may want to
research more on this. The kids are made to recite "I Soar with Wings" regularly to help them internalize Socio-
emotional learning (SEL). Here is how it goes:
I soar with WINGS.
Let me tell you why
I learn lots of skills that help me reach the sky

I love and accept who I am on the inside

And know my emotions
Are nothing to hide.

Life's full of surprises,

That make me feel different ways
If can control myself
I U have much better days.

I understand the choices I make should be

What's best for me to do,
And what happens is on me and not any of you.

I understand others are unique.

I want to learn more about everyone I meet.
I want to step into their shoes
And see what they are going through.

I am a friend; I support and trust

Working together is a must
Kind and caring I will be.
I listen to you; you listen to me.

I soar with WINGS

I just told you why.
All of these things are
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 Why Iffy high.

(Source:https://www.wingsforkids.org/sel/social-emotional-learning/core-competencies/Accessed,7-3-2020)

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WEEK 16
THE PHYSICAL LEARNING ENVIRONMENT

Introduction
We get affected not only by the psychological climate in the classroom. We are also affected by the
physical condition of the learning place. The learner is put at a disadvantage when the classroom is
overcrowded, dark and damp. We hear of teachers saying "It gets into my nerve" when students are
unnecessarily noisy and unruly in a classroom that is topsy turvy. The physical learning environment matters,
too, in facilitating learning.

The Physical Learning Environment

The physical learning environment has something to do with the condition of the classroom, the immediate
environment of the learner. A conducive physical learning environment is one that:
 allows maximum interaction between teacher and student and among students;
 allows student movement without unnecessary distraction
 allows teacher to survey the whole class; is safe, clean, orderly;
 is well-ventilated, spacious, and adequately lighted and makes possible re-arrangement of chairs as the
need arises.

Let us not forget the fact that while the physical condition of the classroom and the persons that the
students interact with constitute their immediate environment, our students are also influenced by factors
outside their immediate environment. Our students bring to the classroom many attitudes as a result of their
being conditioned by their families, their ethnic groups, their communities: These attitudes influence their class
performance.

What is a learning environment?

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

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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….’

Components of an effective learning environment

Developing a total learning environment for students in a particular course or program is probably the most
creative part of teaching. While there is a tendency to focus on either physical institutional learning
environments (such as classrooms, lecture theatres and labs), or on the technologies used to create online
personal learning environments (PLEs), learning environments are broader than just these physical
components. They will also include:
 the characteristics of the learners;
 the goals for teaching and learning;
 the activities that will best support learning;
 the assessment strategies that will best measure and drive learning
 the culture that infuses the learning environment.

What can teachers do to make the classroom environment more conducive to children’s learning and
development?

Physical Environment
The term physical environment refers to the overall design and layout of a given classroom and its learning
centers. Teachers should design the environment by organizing its spaces, furnishings, and materials to
maximize the learning opportunities and the engagement of every child. To effectively do so, teachers can
apply a concept known as Universal Design for Learning (UDL), which stresses that the environment and its
materials in it should be accessible to everyone. Creating this accessibility might involve providing books at
different reading levels, placing materials within easy reach on a shelf, or creating ample space so that a child
who uses a wheelchair can maneuver around the classroom.
When they set out to design an effective physical environment, teachers should consider all of that
environment’s various aspects. Once they have selected child-sized, age-appropriate furnishings, teachers
should then think about each of the following. Click the items below to learn more.

Arrangement of Furnishings and Floor Coverings

A well-designed physical environment has different activity areas with clear, physical, and visual boundaries,
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defined by the furnishings and floor coverings. These furnishings and floor coverings should create spaces that
are comfortable and that lend themselves to their intended purpose. For example, a block area might have
bookshelves to set it off as a block center, and carpeting or foam flooring to muffle the sound when blocks fall
on the floor. Also, the library area should have a soft, comfortable floor covering for young children and adults
to sit on while they look at the books. When they arrange furnishings, teachers should:
 Make sure that all children are visible to adults and that adults are visible to children, to ensure proper
supervision.
 Design areas with spaces for children to work and play independently or in small groups, and to gather
as a community.
 Establish clear boundaries to indicate where the center space begins and ends.
 Consider the location of centers. Centers with high activity levels (e.g., block centers, dramatic play
areas, music centers) should not be located close to centers with quieter activities (e.g., listening
centers, computer areas).
 Consider the number and size of centers. Make sure there is enough room that children can be
engaged without being crowded.
 Create cozy, private spaces. Create safe spaces where children can retreat to rest, observe, and
recharge emotionally throughout the day.

Selection and Placement of Materials

Another aspect of the physical environment includes the selection and placement of materials. The
selection of materials includes choosing toys and other physical objects that are age- and developmentally
appropriate, as well as linguistically and culturally relevant, for the young children in the classroom. For
example, the block area should include a variety of blocks to allow children with varying motor skills to
manipulate them, and these materials should be placed so that they are easily accessed. Teachers should also
take care when it comes to:
 Organizing materials and keeping them in appropriate places (e.g., art materials in art center, sensory
table near sink), taking into consideration children’s development of independence skills.
 Providing enough materials within the centers so that children can be engaged and not arguing over
limited resources.
 Having centers organized and ready to go when children arrive.
 Making sure the materials represent the diversity and the ability levels of the children.
 Placing heavier items on lower shelves so that children do not get hurt when they take them down.
 Providing safe play items that offer developmentally appropriate challenges to promote the growth of
problem-solving skills.
 Encouraging children to help make decisions about materials.
 Rotating materials both to promote children’s interest and to keep the materials novel.

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Design and Display of Visual Materials
Another important aspect of the physical environment is the design and display of visual materials. Visual
material— such as posters for displaying classroom rules, daily schedules, and steps to complete a routine
(e.g., hand washing)—help young children to know what to do and to better understand their environments. For
example, in the block area, the teacher can label the center and use visuals of the different blocks to indicate
where they belong on the shelves. This can aid the children when the time comes to clean up the center. Other
considerations include:
 Displaying children’s work so that they can take pride in it and can feel a sense of ownership of the
room. Doing this also offers opportunities for language development: When children talk about their
work or comment on other children’s work, teachers can use these opportunities to build their language
skills.
 Posting visuals at the eye-level of children so that they can see them.
 Using visuals to indicate when a center is closed (e.g., visual prompts such as sheets or blankets,
circles with a slash through them).

 Displaying materials that are representative of the environment’s diversity (e.g., culture, disability,
language, family structures).
 Labeling centers and frequently used materials in languages that represent the home languages of the
children in the classroom.
 Having children bring in pictures of their families for display in the classroom so that they feel
comfortable and at home in their environment.

Including Families
Teachers can collaborate with families to create a physical environment that reflects the importance of
those families and that promotes a sense of belonging. They can do this by:
 Creating a parent communication board and welcome area in the room to share information
 Requesting family pictures to be displayed throughout the classroom and the early childhood center
 Asking families to provide resources that are representative of materials and objects their children use
at home
 Ensuring the diversity of families within the program, as well as other families throughout the world,
through such things as artifacts, artwork, posters, toys, puzzles, and toy people sets

Including Children with Disabilities

Teachers need to ensure that young children with disabilities are able to fully access and participate in
learning experiences. They can do this by making minor changes to the physical environment, such as:

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  Changing or modifying the chairs to meet children’s
needs (e.g., making sure the children’s feet touch the
floor, using a sensory cushion- a cushion that
stimulates kids who crave sensory or tactile input
when sitting, having bean bag chairs available)
 Putting squares or pictures on the floor to indicate
where children should line up or sit
 Modifying materials, such as markers, to make them
easier for children with motor difficulties to hold (e.g.,
using pencil grips)
 Providing specialized equipment (e.g., built-up
handled spoons, adaptive scissors) as
recommended by an occupational therapist or physical therapist to help children be more independent
 Making room for specialized equipment (e.g., walker) or assistive technology (e.g., communication
board)
 Creating individualized visual materials to help children to take part in daily routines (e.g., flip book)

Additional Considerations for Infants and Young Toddlers

Teachers have a great deal of control over what infants and young
toddlers (i.e., birth–24 months) experience in the physical environment.
This is at least in part to the fact that infants and young toddlers depend
on adults for their mobility. Because of this, arranging a classroom for
infants and toddlers requires some specific considerations in addition to
those described above. These include:
 Keeping all appropriate materials in the environment accessible
to infants and toddlers so that they can explore on their own and
therefore develop independence and initiative.
 Creating spaces where children can crawl and walk. Self-initiated
movement is essential to a young child’s emotional development.
Crawling to a desired toy and picking it up helps a young child to
develop feelings of self-confidence and achievement.
 Providing safe lofts and climbing structures to support the development of motor skills.

Examples of a High-Quality and a Less-Supportive Environment

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 High-Quality Less Supportive

In this high-quality environment: In this less-supportive environment:

 The bookshelves, easels, and other  The wide-open space* and uniform carpet
furniture are used to break the room into color are not supportive in helping children
small centers. to know what to do.
 A variety of materials are available and  The areas are not separated.
accessible to children.  The cubbies are poorly organized.
 Visuals are placed at eye-level to support  The visuals are placed well above the
children in understanding the day’s children’s eye-level.
schedules and routines.
 Window shades are fully open to take * Note: This teacher may need more open space if

advantage of natural light. A lamp and one of her children uses a wheelchair. If this is the

string of lights help to further offset the case, decisions regarding space must be carefully

fluorescent light in the room. considered taking into account the children in the
classroom.

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 WEEK 17
ASSESSMENT STRATEGIES THAT CAN INCREASE MOTIVATION AND OUTCOME-BASED TEACHING
AND LEARNING

Assessment Strategies that can Increase Motivation

How can we make assessment a palatable menu for our students? Experiences in classroom assessment
and principles of assessment tell us the following:

1. Make clear your learner's objectives every time. It is good if students are clarified on the objectives they
are working on and the criteria that will be used in evaluating their learning.

2. Make your students own the lesson objective. Allow them to set their own personal learning targets
based on the lesson objective. Initially their personal target may be lower than the learning target set for the
class but with the expectation that they will gradually bring them up according to their pace until their personal
targets coincide with the class target. This will make them feel unthreatened and comfortable.

3. Engage your students in self-assessment. They have established their own target against clearly set
lesson objectives. They are in the best position to determine if they have met their own targets and the class
target or objective.

When learners are given the opportunity to evaluate their own performance, they bring to mind the
personal task and strategy variables applicable to them. They reflect on their personal characteristics that
affect their learning, the tasks they need to work on and the strategies that can help them. In this way,
assessment empowers the students to take a more active role in their own learning process.

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4. Practice criterion-referenced assessment rather than norm-referenced
assessment. Make your students compare their performance against established criterion, i.e., the learning
objective or target and not against other students' performance. Comparing a student's performance with the
latter makes assessment threatening.

5. lf you are indeed criterion-referenced, then your assessment is certainly based ‘on established criterion,
your learning target or objective. I t has been observed, however, that a number of teachers set learning
objectives but assess another. This leads to students' confusion and discouragement.

6. Inspire your students to have mastery-focus rather than performance- focus. Set their hearts on
lesson mastery for the love learning rather than on scores, grades and performance. If they fail to get an item
or items in a test, tell them not to worry and assure them that they will be taught again until mastery.

7. Have a "growth mindset". Believe that your students can improve. Failure or wrong answer is welcome.
Assure your students that they are not made less of themselves by a wrong answer or a mistake. What is most
important is that they learn from their mistakes and continuously grow and improve.

8. Your assessment practice must be sensitive and constructive because assessment has an
emotional impact. Bear in mind that your comments, marks and grades, as well as the manner you
communicate them to students, can affect their self-confidence. Assessment should be constructive as much
as possible. Judging students harshly to the point that they feel belittled or insulted will kill their spirit and may
lead them to have a negative view both of themselves and the subject.

9. Inspire your students to have mastery-focus rather than performance focus. Set their hearts on lesson
mastery for the love of learning rather than on scores, grades and performance. If they fail to get an item or
items in a test, tell them not to worry and assure them that they will be taught again until mastery.

10. Have a "growth mindset". Believe that your students can improve. Failure or wrong answer is welcome.
Assure your students that they are not made less of themselves by a wrong answer or a mistake. What is most
important is that they learn from their mistakes and continuously grow and improve.

11.Your assessment practice must be sensitive and constructive because assessment has an
emotional impact. Bear in mind that your comments, marks and grades, as well as the manner you

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communicate them to students, can affect their self-confidence. Assessment should be constructive as much
as possible. Judging students harshly to the point that they feel belittled or insulted will kill their spirit and may
lead them to have a negative view both of themselves and the subject.

12. Don't make the test too difficult to discourage students nor too easy to make them complacent. An
extremely easy test is not challenging while an extremely difficult test is discouraging.

13.Communicate results/feedback, A teacher facilitates learning by providing students with important

feedback on their learning areas... (Bloom, Madaus and Hastings, Stiggins as cited in Guskey, 2003, p.7)

What is Outcomes-based Learning?

Definitions:

"Outcome-based Education(OBE) means focusing and organising a school's entire programs and instructional
efforts around the clearly defined outcomes we want all students to demonstrate when they leave school."
(Spady, 1993)

"Outcome-based Education is NOT a program, a package, a technique, a fad, a quick-fix, a panacea, a miracle
or an event. It is transformational way of doing business in education." (Spady, 1993)

"OBE is a process that focuses on what is to be learned - the outcomes." (Kudlas, 1994)

"The basic tenets of OBE are shifting the focus of educational activity from teaching to learning; skills to
thinking; content to process; and teacher instruction to student demonstration." (Williams, Cited in Tavner,
2005)

"An outcome is a culminating demonstration of learning. It is a demonstration of learning that occurs at the end
of a learning experience. It is the result of learning which is a visible and observable demonstration of three
things: knowledge, combined with competence, combined with orientations." (Spady, 1994)

"Education that is outcome-based is a learner-centered, results-oriented system founded on the belief that all
individuals can learn" (Towers, 1996)

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"Outcomes are clear, observable demonstrations of student learning that occur after a significant set of
learning experiences. They are not values, attitudes, feelings, beliefs, activities, assignments, goals, scores,
grades, or averages, as many people believe. Typically, these demonstrations, or performances, reflect three
things: (1) what the student knows; (2) what the student can actually do with what he or she knows; (3) the
student's confidence and motivation in carrying out the demonstration. A well-defined outcome will have clearly
defined content or concepts and be demonstrated through a well-defined process beginning with a directive or
request such as 'explain', 'organize', or 'produce'." (Spady & Marshall, 1991)

"Outcomes are future oriented, publicly defined, learner-centered, focused on life skills and contexts;
characterized by high expectations of and for all learners, and sources from which all other educational
decisions flow." (Boschee & Baron, 1993)

"Learning is facilitated carefully toward achievement of the outcomes, characterized by its appropriateness to
each learner's development level, and active and experienced-based." (Boschee and Baron, 1993).

Outcomes are usually defined in terms of a mixture of knowledge, skills, abilities, attitudes and understanding
that an individual will attain as a result of his or her successful engagement in a particular set of higher
education experiences." (Adam, 2004)
"Learning outcomes can provide a clear focus on what students achieve and lead to better qualitfications and
an improved student experience." (Adam, 2004)

"To make the outcome-based system work, the following four points are necessary. First, what the student is to
learn must be clearly identified. Second, the student's progress is based on demonstrated achievement. Third,
multiple instructional and assessment strategies need to be available to meet the needs of each student. And
finally, adequate time and assistance need to be provided so that each student can reach the maximum
potential." (Towers, 1996)

"Outcomes based education (OBE) is a process that involves the restructuring of curriculum, assessment and
reporting practices in education to reflect the achievement of high order learning and mastery rather than the
accumulation of course credits.” (Tucker, 2004)

" An expected learning outcome is a formal statement of what students are expected to learn in a course.
Expected learning outcome statements refer to specific knowledge, practical skills, areas of professional
development, attitudes, higher-order thinking skills etc. that faculty members expect students to learn, develop,
or master during a course." (Suskie, 2004)

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Beliefs and Features of Outcome-based Learning (OBL)

1. All students can learn and succeed, but not on the same day in the same way.

2. Success breeds success.

3. Schools control the conditions of success.

4. It emphasizes authentic, achievable, and assessable learning outcomes.

5. It is primarily concerned with what students' culminating capabilities at graduation time. It centers
curriculum and assessment design around higher order exit outcomes.

6. It is accountable to the stakeholders, the learners, the teachers, the employers, and the public.

7. It leads to the change of schooling, including the curriculum, instruction, and assessment.

Source: Spady, W. D. (1994). Outcomes Based Education: Critical Issues and Answers. Arlington, VA:
American Association of School Administration.

Operating Principles of OBL

1. Clarity of focus, meaning that all activities (teaching, assessment, etc.) are geared towards what we
want students to demonstrate;

2. Expanded opportunity, meaning expanding the ways and numbers of times kids get a chance to learn
and demonstrate a particular outcome;

3. High expectations, meaning getting rid of the bell-curve and all students should achieve at the highest
level;

4. Design down, meaning designing the curriculum from the point at which you want students to end up.

Source: Spady, W. D. (1994). Outcomes Based Education: Critical Issues and Answers. Arlington, VA:
American Association of School Administration.

The "Essence" of OBL

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 1. In OBL, what matters ultimately is not what is taught, but what is learned;
2. Teachers must set appropriate course intended learning outcomes, instead of teaching objectives;
3. Constructive alignment: What we teach, how we teach and how we assess ought to be aligned with the
intended learning outcomes, such that they are fully consistent with each other;
4. The quality of teaching is to be judged by the quality of learning that takes place;
5. All OBL approaches take a criterion-based view of assessment and focus on what students can do with
knowledge after a period of learning.

Outcomes-based Education
 Clearly focusing and organizing everything in an educational system around what is essential for all
students to be able to do successfully at the end of their learning experiences.

 This means starting with a clear picture of what is important for students to be able to do, then
organizing the curriculum, instruction and assessment to make sure this learning ultimately happens
(Spady, 1994).

 In the process of designing programme curriculum, the outcomes of the learning is emphasized and
pre- determined.

 What is expected from the learning after the students have graduated in order to equip them with the
necessary skills and capabilities before they enter the work place.

 Then go backward with:

 curriculum design
 programme outcomes and course outcomes
 development of instructions
 delivery modes
 appropriate assessments methodologies

 looking at the level at which the inputs, methods, and execution produce the desired learning
competencies for the graduates of that program as determined by the Technical Committees/Technical
Panels and as measured by appropriate assessments.

 It points to the way in which the level of attainment of the outcomes can be progressively heightened.

 Assessing student growth and competency in relation to these outcomes

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  Detailing how outcomes-based learning at a whole program level functions within a complex university
context

Outcomes – what learners are expected to know and be able to do at the desired level of competence

Outcomes-based evaluation – clearly focusing and organizing everything in an educational system around
what is essential for all students to be able to do successfully at the end of the learning experiences.

Outcomes-based teaching and learning – constructive alignment of intended, learning outcomes with
appropriate outcomes-based assessment methods and teaching and learning activities. OBE applied in the
classroom level.

Performance criteria – specific, measurable statements identifying the performance(s) required to meet the
outcome; conformed through evidence.

Outcome-based Teaching-Learning
When a teacher implements OBTL, he /she employs strategies that can increase learners ‘motivation.
How?
In OBTL, the teacher begins teaching by explaining clearly learning outcomes which are what the learners
are expected to demonstrate at the end of lesson as proof/s of learning. In OBTL, the teacher aligns his/her
teaching -learning activities and assessment tasks with the intended learning outcomes which were explained
at the beginning of the lesson. This means that what the teacher told his/her students to learn, that's what
he/she taught them and that is what he/she will find out when he/she assesses learning.

In other words, in OBTL there is a perfect alignment of what is taught and what is being assessed,
in addition to ensuring that learners fully understand the intended expected learning outcomes which are
expected to be demonstrated after the teaching- learning process. This way, because there is alignment of
teaching-learning activities and assessment tasks to what were taught, confusion and frustration are out of the
picture. As a consequence, students become more motivated for learning.

22 Examples of Daily Assessment Strategies

1. Ask open-ended questions: Stay away from yes/no questions and devise questions that get students
thinking and talking.

2. Ask students to reflect: Use quick debrief sessions to engage students in reflective learning.

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 3. Use quizzes: Try short quizzes to check for comprehension and understanding.

4. Ask students to summarize: Challenge students to use their Twitter-style smarts to summarize the
main concept of a lesson in just a few short sentences.

5. Use hand signals: This is a quick indication of understanding and is one of the more popular daily
assessment strategies out there. For example, thumbs up means they've got it, sideways thumb
means they're unsure, and thumbs down means they need help.

6. Response cards: These can be index cards, signs, whiteboards, or other items. Have your learners
indicate their response to a question or problem by holding up different cards.

7. Four corners: After you ask a question, learners each take a spot in a corner of the room. The corners
might be “strongly agree,” “strongly disagree,” “agree somewhat,” and “not sure.”

8. Think-pair-share: Students take a few minutes to think about the question or prompt. Next, they pair
with a designated partner to compare thoughts before sharing with the class.

9. Choral reading: This involves a learner marking text or a concept and then reading it aloud in unison
with the teacher. Daily assessment strategies like this one exercise a number of different listening,
reading, and comprehension skills.
10. One question quiz: A quiz made up of one single focused essential question. Learners can respond
either orally or in writing.

11. Socratic seminar: Socratic seminars call for critical and independent thinking by both forming
essential and herding questions about the discussion topic and responding to the questions of others.
They also teach learners how to respond to questions with thoughtfulness and civility.

12. 3-2-1: Students debrief a lesson by answering the following: 3 things they learned, 2 things they want
to know more about, and 1 question they have.

13. Exit tickets: Students write in response to a specific prompt. Afterward, collect the responses at the
end of class to check for students’ understanding of a concept.

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 14. Journal reflection: Students can reflect on and process lessons with a brief writing exercise either at
the beginning or end of the day.

15. Formative pencil–paper assessment: Students respond individually to short, pencil–paper formative
assessments of skills and knowledge taught in the lesson.

16. Misconception check: Present students with a common misconception about a concept you’re
covering. Ask them if they agree or disagree and then have them explain their reasoning.

17. Analogy prompt: Present students with an analogy prompt: “the concept being covered is like ____
because ____.”

18. Practice frequency: Check for understanding at least three times a lesson, minimum.

19. Use variety: Be sure to use a range of different individual and whole-group daily assessment
strategies

20. Make it useful: As Saga reminds us, "the true test is whether or not you can adjust your course or
continue as planned based on the information received in each check."

21. Peer instruction: Letting students teach or explain a concept remains a powerful assessment tool. It
teaches learning responsibility, communication, organizational and leadership skills. It's also one of the
best measures of whether a learner truly understands a concept or not

22. “Separate what you do and don’t understand”: Whether making a t-chart, drawing a concept map,
or using some other means, have the students not simply list what they think they know, but what they
don’t know as well.

Source:https://www.teachthought.com/pedagogy/20-simple-assessment-strategies-can-use-every-day/

ACTIVITY # 17

Discussion Points and Exercise Questions

Direction: Read and understand this module. Provide what is being asked. Write your answer in a long bond
paper (Handwritten).

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TASKS:
Written exercises/Discussion: (20 points each).
a. Instruction: List and explain 3 things I should do to make assessment increase students motivation.

1._______________________________________________________________________
2._______________________________________________________________________
3._______________________________________________________________________

b. Instruction: List and explain 3 things I should never do to make assessment non-threatening.
1._______________________________________________________________________
2._______________________________________________________________________
3._______________________________________________________________________

End of Seventeenth Week

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