FLCT Module 6 Activities PDF

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Facilitating Learners Centered Teaching

Facilitating Learner-Centered Teaching Module 6 (Lesson 1)

Synapse Strengtheners 1. Read more on gestalt psychology and list more applications of its principles on the teaching and learning process. ANSWERS: Teachers should encourage their students to discover the relationship of the elements that make up a problem. Incongruities, gaps, or disturbances are essential stimuli in the learning process. Educational instruction should be based on the laws of organization.

Application – Tolman’s Purposive Behaviorism - Identify the gestalt principle applied ion each of the following learning activities. Discuss your answer with a learning partner. Law of good continuation 1. The teacher relates a new topic with something the student already knows. Law of Similarity 2. Topics with commonalities are taught next to each other. Law of figure Figure/Ground 3. The most important words in the paragraph are written in bolder fonts. Law of figure Figure/Ground 4. The teacher slows down her pace and varies her tone of voice to emphasize a point. Law of good continuation 5. Teachers remind children to keep their numbers in straight columns when doing math operations. - Formulate 5 items like the ones you went through then exchange work with your learning partner. Your learning partner answers the 5 items you prepared while you also answer what your learning partner made. ANSWERS: The teacher ask the students to create a group depending on their month of birth Students with common difficulties in class are grouped together. Key words in every sentences are written in italic format. The teacher ask his students to form a line and girls are separated from boys.

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Facilitating Learners Centered Teaching

Research Connection Read a research or study related to Learner-Centered Psychological Principles (LCP). Fill out the matrix below.

This study determined whether there was a relationship between students’ perceptions of how effective course-related interaction was and their level of course satisfaction.

The methodology developed for this study included the research design, the development of the instrument and the pilot test, the participants’ characteristics, the sampling procedure, and the data collection and analysis techniques.

Effectiveness of Personal Interaction in a Learner-Centered Paradigm Distance Education Class Based on Student Satisfaction Shu-Hui Hsieh Chang and Roger A. Smith Iowa State University

Students in an online classroom environment often feel isolated because of a lack of interaction with other students. It is crucial for online instructors to develop a curriculum that actively promotes studentstudent interaction.

As distance education has become a more and more popular educational practice, it is crucial to examine online course quality. For students to successfully learn, teachers must present clear goals and objectives so students do not get frustrated (Porter, 1997).

Assessment Tasks 1. In your own words, describe the different gestalt principles. ANSWER: Law of proximity- Elements are grouped together based on their state of being Law of similarity- Elements with commonalities are most likely to be in one group. Law of closure- Elements are grouped together according to their closeness, if they are part of one entity. Law of good continuation- Individuals tend to follow or continue the given 2

Facilitating Learners Centered Teaching

directions. Law of good pragnanz- Elements are organized into a coherent whole. Law of figure/ ground- Gives more importance on the object or figure itself.

2. List at least 5 ways to apply Gestalt psychology in the teaching-learning process  Proximity  Similarity  Continuity  Closure  Connectedness

. 5-minute non-stop writing Your 5-minute non-stop writing begins NOW! From the Module on Gestalt Psychology, I realized that . . . . . From the Module on Gestalt Psychology, I realized that, Gestalt psychology was the forefront of the cognitive psychology and serves as the foundation of the cognitive perspective of learning but opposes the behaviorism’s perspective on learning that requires external and mechanistic focal point.

Lesson 2. Information Processing Activity 3

Facilitating Learners Centered Teaching

Form groups of about 3-5 members each. 1. Brainstorm on how you can liken man’s cognitive processes, like acquiring information, putting them to memory, remembering, etc., to that of the functioning of a computer. Analysis Discussion Questions: 1. In what ways are our cognitive processes like the functioning of a computer? In cognitive psychology, we see the terms working memory for actively processing information, and long-term memory for storing information. Sounds a lot like RAM and hard drive storage. This way of looking at the human mind perceives human thinking as information processing, much like how computers process information. 2. In what ways do our cognitive processes differ from the functioning of a computer? The brain uses chemicals to transmit information; the computer uses electricity. Even though electrical signals travel at high speeds in the nervous system, they travel even faster through the wires in a computer. Both transmit information. 3. Can a computer perform all our cognitive processes? Explain your answer. Computers can take in and process certain kinds of information much faster than we can. They can swirl that data around in their “brains”, made of processors, and perform calculations to conjure multiple scenarios and superhuman speeds. On the other hand, humans are still superior to computers in many ways. Synapse Strengtheners 1. Read more on specific mnemonic techniques and write about how you can use it to make information processing more effective in yourself and your future students. Choose the correct mnemonic for your situation. For, example, if your goal is to learn how to spell a word, you may want to use the spelling mnemonic technique. If you are trying to remember a new employee’s name, you might use the prominent feature or alliterative mnemonic technique. 2. Does forgetting go with advancing in age? What do experts say? “Everybody thinks: ‘Memory declines with age”, says cognitive neuroscientist Nancy Dennis. “And it does, to some degree. But it isn’t that simple. Some types of memory fade as we age, but others are very stable”. Application As a small group, cite a teaching implication of the information process given in the Table below. One is done for you. Process Teaching Implications 1. Information is received through the 1.1 Be sure that the learners’ senses are functioning senses. well 1.2. be sure that the learners’ have rehearsal senses. 4

Facilitating Learners Centered Teaching

2. If information is not relevant, it decays.

2.1. Be sure that the learners have retention on the lesson. 2.2. Be sure that the learners have more activities, or varied activities so that they will remember the lesson.

3. If information goes to the Short Term Memory and if given attention and is found to be relevant, it is sent to the Long Term Memory.

3.1. Be sure that the learners holds the stored information until needed again. 3.2. Be sure that the learners can caught the attention of your lesson to attain the long learning.

4. If information is not properly encoded, forgetting occurs.

4.1 Be sure that the learners’ senses are functioning well 4.2. Be sure to elaborate your lessons through producing activities.

5. There are methods to increase retrieval of information when needed (see methods on page 112).

5.1. Be sure to use memory techniques as your strategies in conducting lesson. 5.2. Be sure to break up learning sessions to assure retrieval of information.

Research Connection 5

Facilitating Learners Centered Teaching

Read a research or study related to information processing. Fill out the matrix below.

Problem This study examined an instruction method for the improvement of information processing abilities in elementary school students.

Research Methodology This study performed with twenty-three fifth grade elementary students over the course of eight months form March 2021 to October 2012.

Title and Source: (Complete APA bibliographical entry format) A Study On Improving Information Processing Abilities Based On PBL Du Gyu KIM,.Dept of Learning Technology, University of North Texas 3940 N. Elm St, Suite G150, Denton, TX 70607, U.S.A

Findings This study applied PBL model to students in order to improve their Information Processing abilities. It shows the efficacy learning using an e-PBL board for research.

Conclusions/Recommendati ons This study assigned to students and recommended their learning using an ePBL board for learning,

Assessment Tasks 6

Facilitating Learners Centered Teaching

1. Describe the processes involved in acquiring, storing and retrieving knowledge. Human Memory is the processes that are used to acquire, store, retain, and later retrieve information. It involves three domains: encoding, storage, and retrieval. Encoding is the process of getting information into memory. Retrieval is the process of getting information out of memory. 2. Cite educational implications of the theory on information processing Information-processing theory has define educational implications for students with learning and behavior problems. Teachers with a greater understanding of the theory and how it is formed to, select learning strategies in order to improve the retention and retrieval of learning. 5-minute non-stop writing Your 5-minute non-stop writing begins NOW! From the Module on Information Processing, I realized that, if information goes to the short term memory and if given attention and is found to be relevant, it is sent to the Long Term Memory. I learned that information processing theory is dealing with how the learners receive, perceive, store and retrieve information. Lesson 3. Gagne’s Condition of Learning Activity Before reading the entire module, see if you can arrange the nine steps in lesson presentation (instructional events) in their proper order. Read and arrange the steps by numbering them. Form groups of 5 for this activity 5 1. Guidance of student’s performance 3 2. Recall prior learning 9 3. Enhance retention and transfer 1 4. Gain attention 7 5. Provide feedback 8 6. Assess performance 4 7. Present stimulus 6 8. Elicit performance 2 9. Identify the objective Analysis Each group writes its arrangement on the board for comparison and discussion. Each group explains and justifies the arrangement. For discussion, the teacher asks the class: “Which of the arrangements presented on the board is correct? Why?

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Synapse Strengtheners 1. Discuss what you perceive as the advantages and disadvantages of using Gagne’s instructional events in lesson planning Gagne’s theories provide a great deal of valuable information to teachers. Applying Gagne’s nine-step model is an excellent way to ensure an effective and systematic learning program as it gives structure to the lesson plans and a holistic view to the teaching. Application Choose a topic with a particular lesson objective in any grade or year level. Make a teaching sequence applying Gagne’s nine instructional events. Use the Table provided for you. Topic: ______________________________________________________________________________ _____________ Objective: ______________________________________________________________________________ _________ Grade/Year level: ______________________________________________________________________________ _ Event of Instruction 1. Gaining Attention 2. Informing the Learner of the Objective 3. Stimulating Recall of prior Learning

4. Presenting the Stimulus

Lesson Example/Conditions of Learning Teacher tells learners how she has used Powerpoint in the classroom. Shows an example of a powerpoint. Asks learners questions about using powerpoint. Teachers says, “Today we are going to work on using a multimedia presentation software, Microsoft PowerPoint

Teachers says, “Today we are going to work on using a multimedia presentation software, Microsoft PowerPoint

Teacher gives students hands-on, step-by-step tutorial on using Microsoft PowerPoint 8

Facilitating Learners Centered Teaching

Teacher demonstrates how to create a presentation. Teacher moves around and shows students how to use the tools to type in text, add links, add symbols and clip art, insert videos and diagrams, use sounds, etc. Learners are allowed to try the tools demonstrated in partners on their computers. Teacher asks students to demonstrate Powerpoint tools.

5. Providing Learner Guidance

6. Eliciting Performance Teacher gives immediate feedback to learners after eliciting responses.

7. Giving Feedback

Assign a practice activity – Create an electronic story book using Microsoft powerpoint. Teacher checks work.

8. Assessing Performance 9. Enhancing Retention and Transfer

Teacher asks learners to create activities using Powerpoint presentation for 6th grade pupils. Teacher also assigns learner to teach another learner how to make powerpoint presentations.

Research Connection Read a research or study related to Gagne’s conditions of learning. Fill out the matrix below.

Problem What are demographic characteristics of High school learners in Musoma Municipality? What is priority order of events of instruction used by High School Teachers?

Research Methodology The study employed both descriptive and inferential statistics. Descriptive statistics analysed research questions one and two while t-test and Analysis of Variance analysed research question three and tested its subsequent null hypothesis.

Title and Source: (Complete APA bibliographical entry format) Gagne’s Nine Events of Instruction in Teaching-Learning Transaction: Evaluation of Teachers by High School Students in Musoma-Tanzania Baraka Manjale Ngussa,. Ag. Extension Director, University of Arusha, Musoma Centre P.O, Box 601

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Assessment Tasks

Findings

Conclusions/Recommendations

1. Explain Gagne’s conditions learning. This study concludes that high Researcher went to of field for data Gagnecollection suggest certain that learning tasks for intellectual skills students can be organized school in Musomain a hierarchy procedure were accordingdone. to complexity: stimulus recognition, response generation, procedure Municipality perceived their following, First, the researcher use of terminology, discriminations, concepts formation, rule application, and problem teachers to be using Gagne events consulted the Musoma of instruction in teaching-learning solving. Municipality authority for permission to collect data from

transaction in a moderate way in

that,Gagne’s none of instruction students groups 2. Make a simple lesson outline (teaching sequence) using events. schools under investigation. strongly agreed. Gagne’s instruction events provide a great deal of valuable information to teachers. Applying Gagne’s nine-step model is an excellent way to ensure an effective and systematic learning program as it gives structure to the lesson plans and a holistic view to the teaching.

3. Discuss how Gagne’s events of learning can help one to be an effective teacher. It provides them with practice activities to activate the learning process. This activity allows the learner to internalize the new information and to ensure correct understanding and application of the knowledge/concepts. 5-minute non-stop writing Your 5-minute non-stop writing begins NOW! From the Module on Gagne’s Conditions of Learning, I realized that, Gagne’s theory deals with all aspects of learning. However, the focus of the theory is on intellectual skills. The theory has been utilized to design instruction in all domains. In the earlier version of the theory, special attention was given to military training settings. Lesson 4. Ausubel’s Meaningful Verbal Learning/Subsumption Theory Activity 1. The figure above is an advance organizer. 2. Study it. Read the words found in each box. 3. Examine how the lines connect the boxes. 4. Describe the advance organizer, specifically on how the words are related to each other. Analysis 1. Why was the advance organizer presented before the discussion of the topic? Presented before the actual topics to be learned (in advance of learned material), it is notable that the advance organizer model is designed to prepare students for how to think about the lessons to come, giving some detail about terminology and connections but not giving the entire unit content.

2. How can the advance organizer help the students? 10

Facilitating Learners Centered Teaching

Advance organizers help structure kids’ thinking about a topic. Advance organizers link the material kid are trying to learn with what they already know. They can be helpful to kids who struggle with organizations and attention.

Synapse Strengtheners 1. Read the interrelatedness of Ausubel’s theory with Gestalt Psychology and Bruner’s theory. Explain how their concepts and principles complement each other. A comparison of the major tenets shared by the three cognitive theories of Gestalt, Bruner, and Ausubel, as well as variations in the description of cognitive development unique to each, provides a basis for a global phenomenological dialectical scheme of psychological development in the spirit of Werner. These theories represent points on a dimension from Gestalt's particular organismic world-view to Ausubel's tendency towards a mechanistic orientation. Each theory, however, adopts a structuralize approach towards theory and explanation assuming qualitative change in structure over time. Cognitive growth is seen as qualitative changes in thought systems though the source of change is seen variously to be either the properties of the internal structural system itself or the organized system provided by the external environment. Each theory proposes a form of conflict resolution as a critical mechanism of change in thinking, though the form of such change-mechanisms varies from Piaget's stages of internal organization to Bruner's notion of external amplifiers and Ausubel's subsumption process. The unique and complementary implications these theories have for education are examined. It is proposed that fundamental similarities in accounting for cognitive growth suggest an integration of each special contribution is plausible and useful to educationalists. At the same time, a comparison of the unique and diverse viewpoints of intellectual development which each theory provides may serve to clarify by contrast the particular contribution of each to education.

Research Connection Read a research or study related to metacognition. Fill out the matrix below.

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Application 1. Collect different examples of graphic organizers. Indicate how each is used. (www.technology.com is a good source. 1. Persuasion map- is an interactive graphic organizer that helps students familiarize themselves with the process of persuasive writing. It assists them with outlining and preparing arguments for their essays, speeches, debates, etc. How to use it Step 1: Choose a topic of interest for your essay/debate. Do proper research around it to collect enough information. Step 2: Define the claim that you want to make with your essay. Start your persuasion map by writing this down firs...