THE LEARNING SITUATION

A. THE TEACHER:A Key Factor in Learning

B. TEACHER: Learning Process
C. Models of Teaching
D. Theories of Instruction

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LEARNING
 It is the process by which an individual, through his own efforts and abilities, changes
his behavior. Any change of behavior which takes place as a result of experience
may be called learning.

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Replace its original tone into Paa Tuhod
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SITUATION
 the location and surroundings of a place.

LEARNING SITUATION
 refers to the conditions outside the learner which affects the learning

THE TEACHER:A Key Factor in Learning

Using metacards, write a word or phrase which take stand that teacher is
a key factor in learning

☼ As a model

☼ As a manager of classroom learning situation

☼ As a facilitator of learning

☼ As evaluator of student learning

Pupils/ Students Problem types based on teacher’s description

☼ FAILURE SYNDROME- the students are convinced that they cannot do the work.

SIGNS: easily frustrated gives up easily says: “I can’t do it”

☼ PERFECTIONIST- the students are unduly anxious about making mistakes.

SIGNS: often anxious, fearful or frustrated about quality work

☼ UNDER ACHIEVER- the students do the minimum to "get by". They do not value
schoolwork.

SIGNS: Indifferent to schoolwork, minimum work output.

☼ LOW ACHIEVER- the students have difficulty, even though they may be willing to
work.

SIGNS: difficulty in following direction, difficulty in completing work, poor retention,

progress slowly.
☼ HOSTILE AGGRESSIVE- the student hostility though direct, intense behavior.

SIGNS: intimidates and threatens, damages property, antagonized.

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 ☼ PASSIVE AGGRESSIVE- the student expresses opposition and resistance to the
teacher but indirectly.

SIGNS: subtly oppositional and stubborn, tries to control, disrupts secretly, drags
feet.
☼ DEFIANT- the students resist authority and carry on a power struggle with the
teacher.

SIGNS: resist verbally with statements such as " You can't make me....", deliberately
does what the teacher says no to do.
☼ HYPERACTIVE- The students show excessive and almost constant movement, even
when sitting.

SIGNS: Squirms, giggles, jiggles, and touch everything.

As a teacher, how can you address these problems?

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Strategies for Managing Students with Problems

☼ Accept the students as they are, but build on and accentuate their positive values.

☼ Be yourself, since these students phoniness and take offense as such deceit.

☼ Be confident, take charge of the situation, and don't give up in front of the student

☼ Provide structure, since many of these students luck inner control and are restless
and impulsive.

☼ Explain your rules and routines that students will understand them.

☼ Communicate positive expectations that you expectations that you expect the
students to learn and require academic work.

☼ Rely on motivation, and not on your prowess to maintain order, an interesting lesson
can keep students on task.

☼ Be a firm friend, maintain a psychological and physical distance so your students

know you are still the teacher.

☼ Keep calm, and keep your students calm, especially when conditions become tense
or upsetting.

☼ Size up the situations and be aware of undercurrents of behavior, since these

students are sizing you up and are known manipulator of their environment.

Which is the best strategy for managing such problems? Why?

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TEACHER: Learning Process
Three Stages:
1. Entry
a. Cognitive – involving conscious intellectual activity (as thinking, reasoning or
remembering.

b. Affective – relating to moods and feelings.

c. Psychomotor – Abilities or skills

2. Teaching- refers to the actual teaching inside the classroom. It includes the following
aspects of teaching.

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 a. Objective
b. Content
c. Method
d. Time of Learning
3. Outcomes – the learning outcomes are well defined by the Cognitive, Affective and Motor
skills and was proved by the evaluations if objectives were met.

How can you relate the teaching-learning outcomes in a realistic

classroom situation?
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COMMUNICATION: A Basic Tool in Learning

Four Pattern of Classroom Interaction

1. Least Effective – the teacher attempts to maintain one-way

communication with students in class.

2. More Effective – the teacher attempts to develop two-way

communication with students in the class.

3. Even More Effective – the teacher maintains two-way

communication with students and also permits some communication
among students on a rather formal basis.

4. Most Effective – the teacher becomes a co-participant in the group

and encourages two-way communication among all members of the
group.

Why is the last pattern the most effective one?

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 Models of Teaching
1. Expository Method – The teacher lectures, explains, provides facts, ideas, and other
essential information to the class.
2. Reporting – One of the groups of the students undertakes the task of giving a class
report on the subject matter.
3. Pannel Discussion – A group of the students initiates the formal discussion on a topic.
4. Demonstration – A teachers’ purpose is to show how something is to be done.
5. Micro-Teaching – Students teach for short periods which are then video-taped for
analysis and critique.
6. Role Playing, Modelling and Dramatization – Students enact different roles in a
teaching learning situation to derive conclusions, principles and concepts.
7. Simulation and Games – This involves the creation of life-like situations often involving
dialogue.
8. Group Work and Discussion – Students break into smaller groups to discuss a topic or
a problem, or to do a task with teacher as guide and observer.

Which is the best Model of Teaching? Why?

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THEORIES OF INSTRUCTION
ROBERT GAGNE’S Conditions of Learning
☼ This theory stipulates that there are several different types or levels of learning. The
significance of these classifications is that each different type requires different types
of instruction.
The following example illustrates a teaching sequence corresponding to the nine
instructional events for the objective, Recognize an equilateral triangle:
☼ Gaining attention (reception)
☼ Informing learners of the objective (expectancy)
☼ Stimulating recall of prior learning (retrieval)
☼ Presenting the stimulus (selective perception)
☼ Providing learning guidance (semantic encoding)
☼ Eliciting performance (responding)
☼ Providing feedback (reinforcement)
☼ Assessing performance (retrieval)
☼ Enhancing retention and transfer (generalization).

MASTERY LEARNING by John B. Carrol and B.S Bloom

☼ helps in attaining a satisfactory level of performance in school subjects. It belongs to
the behavioral systems family of models as classified by Joyce and Weil. Mastery
learning provides a compact and interesting way to increasing the likelihood that
more students will attain a satisfactory level of performance in school subjects.

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 ☼ aptitude is that feature of student that is direct related to achievement
☼ More aptitude, more learning. Less aptitude, less learning.
Components of Mastery Learning
☼ 1. SMALL DISCRETE UNITS-The subject matter is broken up into a bunch of little
lessons that covers a small amount of material.
☼ 2. A LOGICAL SEQUENCE-The basic concepts and procedures are learned before
the more complex ones.
☼ 3. DEMOSTRATION OF MASTERY AT END OF EACH LESSON- Students can’t
move to the next lesson until they show that they mastered the proceeding lesson.
☼ 4. ADDITIONAL ACTIVITIES FOR STUDENTS NEEDING EXTRA HELP OR
PRACTICE TO ATTAIN MASTERY- Support and resources are tailored to individual
needs. Examples could include a different instructional approach, different material,
study groups, or individual tutoring.

Which is better theory of instruction to use in the Philippine

Education System? Why?
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References:
http://www.agriinfo.in/error.html?aspxerrorpath=/default.aspx

https://www.jstor.org/stable/20342064

https://www.slideshare.net/balarajbl/learning-30346945

https://www.slideshare.net/789052/teaching-learning-process

https://www.slideshare.net/flexbytes_domain/psychological-foundation-of-education-
19022155

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