Facilitating Learning

Discussion Content
1. Introduction to Facilitating Learning
2. Focus on the Learner
2.1 Review of Developmental Theories
2.2 Student Diversity
3. Focus on Learning
3.1 Behaviorist Perspective
3.2 Cognitive Perspective
3.3 Cognitive Process
4. Focus on the Classroom Process
4.1 Motivation
4.2 Environmental Factors Affecting Motivation

Action Learning Model (4 “A”)

I. Activity III. Abstraction
II. Analysis IV. Application

INTRODUCTION TO FACILITATING LEARNING

1. Metacognition
2. Learner-Centered Psychological Principle
If you can teach a person what to learn, you are preparing that person for the past. If you teach a
person how to learn, you are preparing that person for the future.
- Cyril Houle

1. Metacognition
According to John Flavell, metacognition is consists of both metacognitive knowledge and metacognitive
experience or regulation.
SIMPLY PUT, Metacognition is:
Thinking about thinking or
Learning how to Learn

Categories of Metacognitive Knowledge

1. Person Variables.

Includes how one views himself as a learner and thinker. This refers to knowledge about how human
beings learn and process information, as well as individual knowledge of one’s own learning process.
Example:
One may study more effectively in the very early morning than late in the evening
OR
One may work better in a quiet library rather than at home where there are a lot of things that made it hard for
them to focus and concentrate.

2. Task Variables

Includes knowledge about the nature of the task as well as the type of processing demands that will place
upon the individual.

It is about knowing what exactly needs to be accomplished, gauging its difficulty and knowing the kind of
effort it will demand from you.

Example:

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 One may be aware that it will take more time for them to read and comprehend a book in educational
philosophy than it would take them to read and comprehend a novel.

3. Strategy Variables

Knowledge of strategy variables involves awareness of the strategy you are using to learn a topic and
evaluating whether this strategy is effective.

Teaching Strategies to Develop Metacognition

1. Have students monitor their own learning and thinking.

2. Have students learn study strategies.
3. Have students make prediction about information to be presented next based on what they have read.
4. Have students relate ideas to existing knowledge structures
5. Have students develop questions; ask question of themselves, about what’s going on around them.
6. Help students to know when to ask for help.
7. Show students how to transfer knowledge, attitudes, values, skills to other situations or tasks.

Novice and Expert Learners

Aspect of Learning Novice Learner Expert Learner

Knowledge in different subject areas. Have limited knowledge in the Have deeper knowledge in different
different subject areas. subject areas because they look for
interrelationships in the things they
learn.
Problem Solving Satisfied at just starching the surface; Tries to understand the problem, look
hurriedly gives a solution to the for boundaries, create mental picture
problem. of the problem.
Learning/Thinking Strategies Employ rigid strategies that may not Design new strategies that would be
be appropriate to the task at hand appropriate.
Selectivity in processing Attempt to process all information Select important information to
they receive. process, breakdown information to
chunks
Production of output Do not examine the quality of their Check for errors and redirect effort to
work, nor stop to make revisions. maintain quality effort.

2. Learner-Centered Psychological Principles

 Developed by the American Psychological Association
 There are 14 psychological principles pertaining to the learner and learning process.
 It focuses on psychological factors that are primarily INTERNAL to and under the control of the learner
rather than conditioned habits or physiological factors. However, it also acknowledge EXTERNAL
environment or contextual factors that interact with these internal factors.
 The principles are intended to apply to all learners (children, teachers, administrators, parents, community
members) involved in our educational system.
These Principles are divided into:
o 6 Cognitive and Metacognitive Factors
o 3 Motivational and Affective Factors
o 2 Developmental and Social Factors
o 3 Individual Difference Factors

Cognitive and Metacognitive Factors

1. Nature of the Learning Process

The learning of complex subject matter is most effective when it is an intentional process of constructing
meaning from information and experience.

2. Goals of the Learning Process

The successful learner, over time and with support and instructional guidance, can meaningful, coherent
representations of knowledge.

3. Construction of Knowledge

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 The successful learner can link new information with existing knowledge in meaningful ways.

4. Strategic Thinking

The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex
learning goals.

5. Thinking about Thinking

Higher order strategies for selecting and monitoring mental operations facilitate creative and critical
thinking.

6. Context of Learning

Learning is influenced by environmental factors, including culture, technology, and instructional practices.

Motivational and Affective Factors

1. Motivational and Emotional influences on learning

What and how much is learned is influenced by the learner’s motivation. Motivation to learn, in turn, is
influenced by the individual’s emotional states, beliefs, interests and goals, and habits of thinking.
2. Intrinsic Motivation to Learn
The learner’s creativity, higher order thinking, and natural curiosity all contribute to motivation to learn.
Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interests, and
providing for personal choice and control.
3. Effects of Motivation on Effort
Acquisition of complex knowledge and skills requires extended leaner effort and guided practice. Without
learner’s motivation to learn, willingness to exert this effort unlikely without coercion.

Developmental and Social Factors

1. Developmental influences on learning

As individual develop, there are different opportunities and constraints for learning. Learning is most
effective when differential development within and across physical, intellectual, emotional, and social domains is
taken into account.
2. Social influences on learning
Learning is influenced by social interactions, interpersonal relations, and communication with others.

Individual Difference Factors

1. Individual differences in Learning

Learners have different strategies, approaches and capabilities for learning that are a function of prior
experience and heredity.
2. Learning and diversity
Learning is most effective when differences in learner’s linguistic, cultural, and social backgrounds are
taken into account.
3. Standards and Assessment
Setting appropriately high and challenging standards and assessing the learner as well as learning progress-
including diagnostic, process, and outcome assessment- integral parts of the learning process.

Principles and Summary (Alexander and Murphy)

1. The knowledge base. One’s existing knowledge serves as the foundation of all future learning. The Learner’s
previous knowledge will influence new learning specifically on how he represents new information, makes
associations and filters new experiences.
2. Strategic Processing and Control. Learners can develop skills to reflect and regulate their thoughts and
behaviors in order to learn more effectively.
3. Motivation and Affect. Factors such as intrinsic motivation, reasons for wanting to learn, personal goals and
enjoyment of learning process.
4. Development and Individual Differences. Learning is a unique journey for each person because each learner has
his own unique combination of genetic and environmental factors that influence him.
5. Situation or Context. Learning happens in the context of a society as well as within an individual.

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 FOCUS ON THE LEARNER
1. Review of Development Theories
2. Student Diversity

Review of Theories Related to Learner’s Development

1. Freud

3 Components of Personality

1. Id- pleasure centered. 3. Superego- ego ideal or

2. Ego- reality centered. conscience.
5 Psychosexual Stages of Development

1. Oral 4. Latency
2. Anal 5. Genital
3. Phallic
Each stage demands satisfaction of needs, and failure to do so result in fixation.

2. Erikson
 According to him, “Healthy children will not fear life if their elders have integrity enough not to fear death.
 He believed in the impact of significant others in the development of one’s view of himself, life and of the world.
 He presented a very comprehensive framework of EIGHT PSYCHO-SOCIAL STAGES OF
DEVELOPMENT.
 He described the crisis that a person goes through; the maladaptation and malignancies that result from failure to
effectively resolve the crisis; and the virtue that emerges when balance and resolution of crisis is obtained.
 Eg. 12-18y/o Industry vs. Inferiority.

3. Piaget
 He said “the principle goal of education in the schools should be creating men and women who are capable of
doing new things, not simply repeating what other generations have done”
 His theory centered on the STAGES OF COGNITIVE DEVELOPMENT.
 He described four stages of cognitive development, namely:

1- sensory-motor
2- pre-operational
3- concrete- operational
4- formal operational stages

 Each has characteristics ways of thinking and perceiving that shows how to one’s cognitive abilities develop.
4. Kohlberg

 He said, “Right action tends to be defined in terms of general individual rights and standards that have been
critically examined and agreed upon by the whole society”
 Proposed THREE LEVEL OF MORAL DEVELOPMENT:
 Pre-conventional
 Conventional
 Post-conventional
 His theory is influenced by Piaget believing that one’s cognitive development influenced the development of
one’s reasoning.

5. Vygotsky
 “The teacher must orient his work not in yesterday’s development in the child but on tomorrow.”
 Emphasized the role of SOCIAL INTERACTION IN LEARNING AND DEVELOPMENT.
 Scaffolding is the systematic manner providing assistance to the learner to effectively require a skill.
 He believed that guidance from a more knowledgeable other would lead a learner to a higher level of performance
than if he were alone. This higher level of performance then eventually becomes the learner’s actual performance
when he works independently in the future.

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 6. Bronfenbrenner
 His model is also known as BIOECOLOGICAL SYSTEM THEORY which presents child development within
the context of relationship system that comprise the child’s environment.
 Bioecological point out that a child’s own biological make-up impacts as a key factor in one’s development.
 Through the child’s growing and developing body and the interplay between his immediate family/community
development, the societal landscape fuels and steers his development.
 To study a child’s development then, we must look not only at the child the child her immediate environment, but
also at the interaction of larger environment.

STUDENT DIVERSITY “Everyone is unique”

As a facilitator of learning, the teacher is tasked to consider the individual differences among the students in planning for
effective instruction.

Factors that bring about Student Diversity

1. Socioeconomic Status- the millionaires’ lifestyle differs from that of the middle income or lower income group.
2. Thinking/Learning Style- some learn better by seeing something; others by just listening; and still others by
manipulating something.
3. Exceptionalities- in class there maybe one who has difficulty in spoken language comprehension or in seeing,
hearing etc.

How Student Diversity Enriches the Learning Environment

1. Students’ self-awareness is enhanced by diversity.

Exposing students to others with diverse backgrounds and experiences also serves to help students focus on their
awareness of themselves. When they see how others are different, students are given reference points or
comparative perspectives which sharpen assessment of their own attitudes, values and behaviors.
2. Student diversity contributes on cognitive development.
 Gaining access to the perspective of peers and to learn from other students.
 Student diversity brings different point of view and varied learning process approaches.
3. Student diversity prepares learners for their role as responsible members of the society.
The classroom can provide more than just theory from the teacher because it becomes a public place where the
community can be practiced.
4. Student diversity can promoted harmony.
Diverse students can be encouraged to interact and collaborate with one another, on learning tasks that emphasize
unity of effort while capitalizing on their diversity backgrounds.

Some Tips on Student Diversity

1. Encourage learners to share their personal history and experiences.

2. Integrate learning experiences and activities which promote students’ multicultural and cross-cultural awareness.
3. Aside from highlighting diversity, identify patterns of unity that transcend group differences
4. Communicate high expectations to students from all sub-groups.
5. Use varied instructional methods to accommodate students in diversity learning styles.
6. Vary the examples you use to illustrate concepts in order to provide multiple contexts that are relevant to students
from diverse backgrounds.
7. Adapt to the students’ diverse backgrounds and learning styles by allowing them personal choice and decision-
making opportunities concerning what they will learn and how they will learn it.
8. Diversity your methods of assessing and evaluating students learning. (rubrics, portfolio, written)
9. Purposely form small-discussion groups of students from diverse backgrounds. You can form groups students
with different learning styles, different cultural background, etc. (group dynamics)

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 Learning/Thinking Styles and Multiple Intelligences

Individuals think and learn in distinct ways. In any group of learners there will always be different learning
characteristics.

 The sum of the patterns of how individuals develop habitual ways of responding to experiences.
 Preferred way an individual processes information.
 Two Perspective about Learning- Thinking Styles:
1. Sensory Preferences 2. Global-Analytic Continuum.
Two Perspectives in Learning-Thinking Style

I. Sensory Preferences.
Gravitating toward one or two types of sensory input and maintain dominance in them.

Types:

A. Visual Learners.
1. Visual Iconic
2. Visual-symbolic
B. Auditory Learners
1. Listeners
2. Talkers
C. Tactile/Kinesthetic Learners

Visual Learners

 Must see the teacher’s action and facial expression.

 Think in pictures and learn best from visual aids.
Types:
1. Visual-iconic. More interested in visual imagery such as film, graphic displays or pictures in order to
solidify learning. Prefer to read a map better than to read books.
2. Visual symbolic. Feel comfortable with abstract symbolism such as mathematical formula or written word.
Prefer to read a book than a map and would like to read about things hear about them.

Auditory Learners

 Learn best through verbal lectures, discussions, talking things through listening to what others what have to say.
 Written info’s way may have a little meaning until it is heard
Types:
1. Listeners. More common type. Do well in school. They remember things said to them and make the info
their own.
2. Talkers. Prefer to talk and discuss. They also called as auditory-verbal processors.

Tactile/Kinesthetic Learners.

 Benefit much from a hands-on approach, actively exploring the physical world around them. Prefer learning by
doing or the use of psychomotor skills. They tend to have good motor memory and motor coordination.

Global- Analytic Continuum

ANALYTIC.

Tend toward the linear, step-by-step processes of learning. They tend to see finite elements of patterns rather than the
whole; they are the “tree seers”. They are more comfortable in a world of details and hierarchies of information.

GLOBAL

Global thinkers lean towards non-linear thought and tend to see the whole pattern rather than particle elements. They
are the “forest seers” who give attention only to the overall structure and sometimes ignore details.

 Also called as LEFT-BRAIN/RIGHT-BRAIN CONTINUUM.

 Left-brain dominant individual- Analytic. Linear, verbal and mathematical thinker. Successive processor or learns
by step –by-step sequential format beginning with details to conceptual understanding.
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  Right-brain dominant- Global. No-linear and holistic in thought preference. Simultaneous processor that prefers to
learn beginning with the general concept then going to the specific.

Multiple Intelligences

 First describe by Howard Gardner in Frames of mind (1983).

 Gardner defines intelligence as “an ability or set of abilities that allows a person to solve a problem or fashion a
product that is valued in one or more cultures.”
 Different intelligence may be independent abilities – a person can be low in one domain area but high in another.
 All of us possess the intelligences but high in varying degrees of strength and skill.
 There are nine distinct forms of intelligence.

Multiple Intelligences

1. Visual/Spatial Intelligence (Picture Smart).

2. Verbal/Linguistic (Word Smart)
3. Mathematical/Logical (number Smart/Logic Smart)
4. Bodily Kinesthetic (Body Smart)
5. Musical (Music Smart)
6. Intrapersonal (Self Smart)
7. Interpersonal (People Smart)
8. Naturalist (Nature Smart)
9. Existential (Spirit Smart)

Teaching Strategies Guided by Thinking/Learning Styles and Multiple Intelligence

1. Use questions of all types to stimulate various levels of thinking from recalling factual information to drawing
implications and making value judgments.
2. Provide a general overview of material to be learned.
3. Allow sufficient time for information to be processed and then integrate using both the right and left brain
hemispheres.
4. Set clear purposes before any listening, viewing, or reading experience.
5. Warm-up before the lesson development by using brainstorming, set induction, etc.
6. Use multisensory means for both processing and retrieving information.
7. Use a variety or review and reflection strategies to bring closure to learning.
8. Use descriptive feedback rather than simply praising

Learning with exceptionalities

The term exceptional learners include those with special needs related to cognitive abilities, behavior, social functional,
physical and sensory impairments, emotional disturbances and giftedness. Most of these learner’s require a lot of
understanding and patience as well as special education and related services if they are to reach their full potential of
development. On the part of the teacher, it is necessary that you have both the right information and proper attitude

Disability vs. Handicapped

DISABILITY

A measurable impairment or limitation that interferes with a person’s ability, for example, to walk, lift, hear, or learn. It
may refer to a physical, sensory or mental condition.

HANDICAPPED

Doesn’t have the same meaning as disability. A handicap is a disadvantage that occurs as a result of a disability or
impairment. The degree of disadvantage is often dependent on the adjustment made by both the person and his
environment. Two persons may have the same disability but not the same degree of being handicapped.

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Categories of Exceptionalities
Based on Omrod’s Educational Psychology

A. SPECIFIC COGNITIVE OR ACADEMIC DIFFICULTIES

1. Learning Disabilities. Involves difficulties in specific cognitive processes like perception, language,
memory or metacognition that are not due to other disabilities like mental retardation, emotional or
behavioral disorders, or sensory impairments. Examples of learning disabilities include dyslexia (reading),
dyscalculia (number operations), and dysgraphia (writing).
2. Attention- Deficit Hyperactivity Disorder (ADHD). ADHD is manifested in either or both of these: (1)
difficulty in focusing and maintaining attention and (2) recurrent hyperactive and impulsive behavior.
3. Speech and Communication Disorder. There is a difficulty in spoken language including voice disorders,
inability to produce the sounds correctly, stuttering, difficulty in spoken language comprehension that
significantly hamper classroom performance.
B. Social/Emotional and Behavioral Difficulty
1. Autism. A condition manifested by different levels of impaired social interaction and communication,
repetitive behaviors and limited interests. Individuals with autism usually have an intense need for routine
and a predictable environment.
2. Mental Retardation. Refers to significant sub-average intelligence and deficits in adaptive behavior. There
is difficulty in managing activities of daily living and in conducting themselves appropriately in social
situations.
C. Emotional/Conduct Disorders
1. This involves the presence of emotional states like depression and aggression over a considerable amount
of time that they notably disturb learning and performance in school.
D. Physical Disabilities and health Impairments
1. Physical and Health Impairments. This involves physical or medical conditions (usually long term)
including one or more of these:
i. Limited energy and strength
ii. Reduced mental alertness
iii. Little muscle control
2. Severe and multiple disabilities. This refers to the presence of two or more different types of disability,
at times at a profound level. The combination of disabilities makes it necessary to make specific
adaptations and have more specialized educational programs.
E. Sensory Impairments
1. Visual Impairment. These are conditions when there is malfunction of the eyes or optic nerves that
prevent normal vision even with corrective lenses.
2. Hearing Impairment. These involves malfunction of the ear or auditory nerves that hinder perception of
sounds within the frequency range or normal speech.
F. Giftedness
1. This involves a significantly high level of cognitive development. There is unusually high ability or
aptitude in one or more of these aspects: intellectual ability, aptitude in academic subjects, creativity,
visual or performing arts or leadership.

People-First Language

 The language trend involving putting the person first, not the disability. Eg. People with disability not
disabled person.
 People-first language tells us what conditions people have, not what they are, this is similar to saying “person
with AIDS”, rather than “AIDS victim”.

Suggestions for Referring to Those with Disabilities.

1. Avoiding generic labels. People with mental retardation are preferable to the mentally retarded.
2. Emphasizing abilities, not limitation. Avoiding euphemisms. (Such as physically challenged) which are
regarded as condescending and avoid the real issues that result from a disability.
3. Avoiding implying illness or suffering (had polio is preferable to is a polio victim, and has multiple sclerosis is
preferable to suffers from multiple sclerosis.)

Using people-first language and applying the guidelines above will remind you to have a more respectful and accepting
attitude toward learner’s with exceptionalities.

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Learner’s with Exceptionalities

 The presence of impairments requires them to exert more effort to do things that others like us find quite easy
 They are learners who may turn to you for assistance.
 Beginning with the right attitude, one of compassion (not of pity nor ridicule) will make you a more effective
teacher, one with the hand the heart who can facilitate their learning and adjustment.

FOCUS ON THE CLASSROOM PROCESSES

1. Motivation
2. Environmental factors Affecting Motivation

Meaning of Motivation

 An inner drive that causes you to do something and persevere at something.

 An inner drive that energizes you do something.
 It is the strength of the drive toward an action.

Types of Motivation

 Classified into two:

A. Intrinsic- When the source of motivation is from within the person himself/herself enjoys or the activity itself.
Example; when a student reads a pocketbook because she herself enjoys wants to read a pocketbook or because
pocketbook in itself is enjoyable.

B. Extrinsic- when that which motivates a person is someone or something outside her.

Think of These:

 Intrinsic motivation is shown in the enjoyment of the activity itself and the inner conviction of the learner that
such things are the right things to do in order to realize a personal goal or a life dream.
 Intrinsic motivation yields more advantages than extrinsic motivation.
 Extrinsic motivation plays an indispensable function when a learner is not yet intrinsically motivated to learn.
 For optimum learning, this extrinsic motivation, however, must gradually take the back seat as intrinsic
motivation comes to the fore.

THEORIES ON FACTORS AFFECTING MOTIVATION

Attribution Theory

 Explain that we attribute our successes or failures or other events to several factors. Eg. You attribute your
popularity to your popular parents or to your sterling academic performance
 Locus (place): internal vs. external.

Attribution differs from one another in three ways:

1. Locus (place): internal vs. external.

 Internal- ability, hard work etc.
 External- effective teacher, adequate library facilities etc.
2. Stability: Stable vs. Unstable.
 Stable- attributing poor eye sight to inherited gene from parent. (You can’t change your gene, so it was stable)
 Unstable- attributing poor eye sight from excessive TV watching (unstable factor)
3. Controllability: Controllable versus uncontrollable.
Uncontrollable: if your student claims his poor class performance is due to his teacher’s ineffective teaching
strategy.
Controllable: your student admits that his poor class performance is due to his poor study habits and low
motivation

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Self-Efficacy Theory

 A sense of high self-efficacy means a high sense of competence.

 Self-efficacy is belief that one has the necessary capabilities to perform a task, fulfill a role expectations or can
meet a challenging situation successfully.
 Students are more likely to be intrinsically motivated when they believed they can be effective agents in reaching
desired goals.

Self-efficacy Enhancing Strategies

1. Make sure students master the basic skills.

2. Help them noticeable progress in difficult tasks.
3. Communicate confidence in students’ abilities through both words and actions.
4. Expose them to successful peers.
5. Provide competence-promoting feedback.
6. Promote mastery on challenging tasks.
7. Promote self-comparison rather than comparison with others.
8. Be sure errors occur within an overall contexts of success.

Self determination and Self-Regulation theories

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

Suggestions to enhance students’ sense of self-determination about school activities.

1. Present rules and instructions in an informational manner rather than controlling manner.
2. Provide opportunities for students to make choices.
3. Evaluate student performance in controlling fashion.

Self-Regulation

 A students’ sense of self-determination is demonstrated in his capacity for self-regulation. Self-regulation refers to
a person’s ability to master himself.
 Indicators of self-regulation:
1. Set standards for oneself
2. Monitor and evaluate one’s own behavior against such standards,
3. Impose consequences on oneself for one’s successes or failures.

Choice Theory

 According to Sullo (2007), it is biological theory that suggests we are born with specific needs that we are
genetically instructed to satisfy. Each time we learn something new, we are having fun, another universal human
motivator. It is our playfulness and our sense of discovery that allows us to learn as much as we do.

Maslow’s Hierarchy of Needs

 Based on Maslow’s theory, a satisfied need is not a strong motivator but an unsatisfied need is.
 For us teaches, this means that we cannot teach students with hungry stomachs. We cannot teach students when
they feel afraid or insecure.
 While it is not our obligation to fed them, working with parents, the school nurse an all others who can help
address the problem of students’ hunger, lack of sleep and like will be of great help.
 Our students’ need for love and belonging is satisfied in class when they feel they belong and are accepted
regardless of their academic standing in class, economic status and ethnic background. Their self-esteem need 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.

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Goal Theory

 Learning goals vs. performance goals

 Self-determine goal
 Goal setting
 Students are more likely to be intrinsically motivated when they are motivated towards deep mastery of a topic,
instead of just rote-learning performance to get good grades.

Affective Characteristics of Effective Teachers

A teacher’s positive affective traits such as CARING, UNDERSTANDING, GENUINE RESPECT, ENTHUSIASM, and
PROFFESIONALISM; the students’ sense of belonging to a learning community; and parents’ supportive behavior
definitely create a learning environment that is facilitative of learning environment.

THE CLASSROOM CLIMATE

 The classroom climate is a by-product of the social interactions between and among teachers and students.
 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 discusses on the first day 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
 Teacher is aware of the needs of different types of students.
 Teacher is fully aware of the happenings in the class.
 Students’ responsibility for their own behavior is enhanced.

The Physical Learning Environment

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

ASSEMENT FOR LEARNING

What is Assessment?

 The process of gathering information about the students’ learning; then analyzing and interpreting them for the
purpose of making decisions.
 It may involve activities such as administering different kinds of written tests, observation of behavior or
performance, examination of work samples, use of checklists and interviews.

Purposes of Assessment

1. Diagnosis 4. Student Feedback

2. Placement 5. Research
3. Effectiveness of Program

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Researched-Based Principles of Assessment for Learning

Assessment for learning

1. Is part of effective planning.

2. Focuses on how students learn.
3. Is central to classroom
4. Is a key professional skill.
5. Is sensitive and constructive.
6. Fosters motivation.
7. Promotes understanding of goals and criteria.
8. Develops the capacity for assessment.
9. Develops the capacity for self-assessment.
10. Recognizes all educational achievement.

REFERENCE:

All information contained herewith are referenced from

FACILITATING LEARNING, 2nd Edition
by: Maria Rita D. Lucas, Ph.D.
Brenda B. Corpuz, Ph.D.
Published by LORIMAR Publishing Inc.

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