FACILITATING LEARNER-

CENTERED TEACHING
PRELIMINARY

PRESENTED BY:
ROLANDO CASICA JR.
ANGEL CASTILLER
SHANE MARIE ABANO
CZARIENA BELLO
Different metaphors and
theories learning
PART 1: Introduction

Rolando Casica Jr
“What is learning?”
 What is Learning?
Learning is a relatively lasting change in
behavior that is the result of experience. It is
the acquisition of information, knowledge,
and skills. When you think of learning, it's
easy to focus on formal education that
takes place during childhood and early
adulthood. But learning is an ongoing
process that takes place throughout life and
isn't confined to the classroom.
 The 5 Theories of learning
Generally, there are five widely accepted learning theories
teachers rely on:

Behaviorism learning theory.

Cognitive learning theory.
Constructivism learning theory.
Humanism learning theory.
Connectivism learning theory.
BEHAVIORISM LEARNING
THEORIES
Ivan Pavlov
Ivan Pavlov a Russian Psychologist is perhaps most
well-known for his work in conditioning dogs to
salivate at the sound of a tone after pairing food
with the sound over time. Pavlov’s research is
regarded as the first to explore the theory of
classical conditioning: that stimuli cause responses
and that the brain can associate stimuli together to
learn new responses.
 Classical Conditioning
Classical Condition also sometimes referred to as
Pavlovian Conditioning.This learning process
creates a conditioned response through
associations between an unconditioned stimulus
and a neutral stimulus.In simple terms,classical
condition involves placing a neutral stimulus before
a naturally occuring relfex.
Unconditioned Stimulus
An unconditioned stimulus or trigger that leads to an automatic
response.
Neutral Stimulus
A neutral stimulus is a stimulus that doesn’t initially a
response on its own.
Conditioned Stimulus
A conditioned stimulus that was onced neutral (Didn’t
trigger a response)but now leads to a response.
Operant Conditioning
Operant Conditioning,sometimes referred to as
instrumental conditioning,Is a method of learning that
employs reward and punishement for behavior.Through
operant conditioning,an association is made between a
behavior and a consequences(whether is positive or
negative) for that behavior.
 Obseravational Learning
Observational Learning describe the process
of learning by watching others,retaining the
information,and then later replicating the
behaviors that we observed.Obervational is
sometimes called shaping,modeling and
vicarious reinforcement.
 Cognitive Learning Theory
Jean Piaget
Jean Piaget is a Swiss Phsychologist he was known for his study,Piaget’s
Cognitive theory suggests that children’s intelligence undergoes changes as
they grow.His theory focuses not only on understanding how children acquired
knowlegde,but also understanding the nature of intelligence.

Sensorimotor Stage: Birth to 2 years

Preoperational Stage: Ages 2 to 7
Concrete Operation Stage: Ages 7 to 11
Formal Operational Stage: Ages 12 to up
The Sensorimotor Stage
The sensorimotor stage is stage is the earliest stage
in Piaget’s Cognitive of Theory Development.He
described this period as a time of tremendous
growth and change.Infants and young children
experience the world and gain knowlegde through
senses and motor movements.
Preoperational Stage
The Preoperational stage is the second in
Piaget’s Theory of Cognitive Development.This
stage begins around age 2,as children to talk
and during this stage,children begin to engage
in symbolic play and learn to manipulate the
symbol.However,Piaget noted that they do not
yet understand concrete logic.
Concrete Operational Stage
This concrete operational is the third stage in Piaget’s Theory of
Cognitive Development.This period spans the time of middle
childhood.Important things that happen in the concrete operational
stage include a great understanding of logic,reversibility and
converstaion.Children also become less egocentric during this
stage.
Formal Operational Stage
Formal Operational Stage is the fourth and final stage of
Piaget’s Theory of Cognitive Development.In the Formal
Operational stage,children’s thinking becomes much more
sophisticated and advanced.Kids can think about abstract
and theoretical concepts and use logic to come up with
creative solution to problem.
Constructivism Learning
Theory
The constructivist theory, otherwise known as constructivism, is a
learning theory that states that learners construct new meanings
and understanding by integrating new information (learned from
new experiences) with prior knowledge (gained from past
experiences).Much like cognitive theory, constructivism follows a
building blocks approach to learning. Learners use their previous
knowledge to build upon and construct new meanings by
assimilating prior information with new information.
Humanism Learning Theory
Humanistic learning theory emphasizes the freedom and autonomy
of learners. It connects the ability to learn with the fulfillment of other
needs (building on Maslow's hierarchy) and the perceived utility of the
knowledge by the learner.
Abraham Maslow
According to Maslow (1943, 1954), human needs were arranged in a
hierarchy, with physiological (survival) needs at the bottom, and the
more creative and intellectually oriented ‘self-actualization’ needs at
the top.
Social Learning Theory
Social learning theory, introduced by psychologist Albert Bandura,
proposed that learning occurs through observation, imitation, and
modeling and is influenced by factors such as attention, motivation,
attitudes, and emotions. The theory accounts for the interaction of
environmental and cognitive elements that affect how people
learn.According to Bandura, people observe behavior either directly
through social interactions with others or indirectly by observing
behaviors through media. Actions that are rewarded are more likely
to be imitated, while those that are punished are avoided.
Learning Metaphors
1 Learning as a need

2 Learning as a process memory

3 Learning as a product of
memory
Continuation...
4 effective teaching
Learning as a reflection of

5 Learning as a change behavior

6 Learning as a guided
performance

7 Learning as a active making

meaning process
WHAT IS BEING
LEARNED?
TYPES AND QUALITIES OF
KNOWLEDGE

Angel Castiller
 WHAT IS KNOWLEDGE?
Knowledge is the
building blocks of any
foundation.
Knowledge is the key to
opening doors that
would otherwise be
locked.
 TYPES OF KNOWLEDGE
Procedural Knowledge - achieves learning goals.
Declarative Knowledge - awareness of facts.
Explicit Knowledge - step by step guide
Tacit Knowledge - difficult to express or extract.
Posteriori Knowledge - derived from experience.
domain Knowledge - specific discipline.
Priori Knowledge - unknowable form experience.
CHARACTRISTICS OF KNOWLEDGE
Knowledge is contextual and it can be re-used
Benefits of knowledge obtained only if it is applied
The values of knowledge may change over time
Knowledge has to be renewed or maintained
It can be difficult to transfer, capture and distribute
knowledge
CHARACTRISTICS OF KNOWLEDGE
It is developed through learning processes.
Depends on memory, past experience, expertise,
knowledge transfer mechanisms, opportunities.
Facilitates effectiveness and ‘sense-making.
Knowledge enables higher learning.
Knowledge creation and utilization is enhanced with
technology.
 Bloom’s Taxonomy of
Knowledge vs. Anderson

Shane Marie Abaño

Benjamin Bloom
- He was an American educational
psychologist who made significant
contributions to the classification of
educational objectives and the theory
of mastery learning. His research,
which showed that educational
settings and home environments can
foster human potential, transformed
(Feb. 21, 1913 - Sept 13, 1999)
education.
Bloom’s Taxonomy
- In 1956, Benjamin Bloom, along with Edward
Furst, Walter Hill, Max Englehart and David
Krathwohl, developed the Taxonomy of
Educational Objectives, also known as the
“Bloom’s Taxonomy”. Bloom's Taxonomy is a
model that describes the cognitive processes of
learning and developing mastery of subject. The
model is named after Benjamin Bloom.
Continuation...
- Bloom's Taxonomy of Educational Objectives
categorizes educational objectives into three
domains: Affective, Psychomotor, and Cognitive.
This hierarchical system encourages educators
to focus on all three domains, fostering a
holistic approach to education, demonstrating
the transformative power of educational
settings in fostering human potential.
 Knowledge - Learner’s ability to recall information

Comprehension - Learner’s ability to understand information

Application - Learner’s ability to use information in a new way

Analysis - Learner’s ability to break down information into its

essential parts

Synthesis - Learner’s ability to create something new from different

elements of information

Evaluation - Learner’s ability to judge or criticize information.

 Lorin Anderson
- He was an American educational
psychologist who made significant
contributions to the classification of
educational objectives and the theory
of mastery learning. His research,
which showed that educational
settings and home environments can
foster human potential, transformed
education.
Revised Taxonomy
In 2001, Bloom’s Taxonomy was revised by
Lorin Anderson, a former student of Bloom’s,
and David Krathwohl, one of Bloom’s original
research partners on cognition. Their hope for
the updates was to add relevance for 21st-
century students and teachers.
Anderson and Krathwohl’s Taxonomy
Remembering - Learner’s ability to recall information

Understanding - Learner’s ability to understand information

Applying - Learner’s ability to use information in a new way

Analyzing - Learner’s ability to break down information into its essential parts

Evaluating - Learner’s ability to judge or criticize information

Creating - Learner’s ability to create something new from different elements

of information
 Anderson and Krathwohl Updates

1 2 3
Category names The last two stages of The knowledge
were revised Bloom’s Taxonomy (remembering)
from nouns to were switched so that category was updated
verbs. evaluation (evaluating) to reflect four
comes before knowledge dimensions
synthesis (creating). instead of three.
 Identifying and
Articulating Learning
Objectives

Czariena FlorBello
What is Learning
Objective?
Learning objectives or
targets are statements that
define what students are
expected to learn.
What is the importance
of Learner Objectives?
Learning objectives ideally
describe a direction for the
student acquiring new
knowledge, skills, and attitudes.
 “Why are Learning objectives
important?”
They are important in three (3) main reason:

1.When planning and teaching a lesson, the teacher needs to have a

clear idea of what the students will be learning.

2. The teacher needs to plan lesson content and activities to help

students reach this intended outcome.

3. The teacher needs to be able to assess how successfully

students have reached the intended outcome
How to identify Learning Objectives?
Effective learning objectives need to
be observable and/or measurable, and
using action verbs is a way to achieve
this. Verbs such as “identify”, “argue,” or
“construct” are more measurable than
vague or passive verbs such as
“understand” or “be aware of”.
How to Articulate Learning Objectives
Learning objectives should be student-
centered. We should also think in terms of
what we want the students to be able to do
at the end of the course. It is very helpful to
articulate learning objectives by completing
this prompt: “At the end of the course,
students should be able to _____.”
Characteristics of effective Student
Learning Objectives
Each student learning objective statement must be
measurable. When crafting learning objective
statements, programs should avoid vague language,
such as "understand" or "appreciate," because these
verbs are difficult to measure. Programs should instead
focuses attention on more concrete verbs such as
"define," "argue," "analyze," "apply," "integrate," etc.
 How objectives relate to lesson content
and activities?
They need to:

Understand the task

Learn the vocabulary they will need, if they don’t know it already
Hear the pronunciation of any new words and practice
pronouncing them
Combine the new words to the language they already know to
make sentences
Practice saying their new sentences in parts (lots of time
 Thank you for
attentive listening!