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COURSE OUTLINE
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FACILITATING LEARNING

DURATION

TOPICS / ACTIVITIES

o CHAPTER I: Educative Process

Week 1-3

o ACTIVITY 1

o CHAPTER II: Cognitive and Meta-cognitive Factors
Week 2-3

o Ecological System theory, multiple intelligences
Week 3-4

Week 5-8

•

o The Learning Environment
o

Week 8-11

o Teaching and Learning methods
o Teaching and Learning in groups, Managing the group

Week 11-14

▪ Lecture and tutorials
Week 15-18

▪

ACTIVITY

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Table of Contents
Topics

Pg

EDUCATIVE PROCESS

3

ASPECTS OF LEARNING

4

FRUEDS COMPONENT OF PERSONALITY

6

Ecological systems theory

9

‘Learning environment

10

COMPONENTS OF LEARNING ENVIRONMENT

he Importance of a Positive Classroom
Freud’s Psycho-Sexual Stages of Development
Teaching & Learning with Groups
LECTURES AND TUTORIALS

20

SEMINARS AND TUTORIALS

25

22

The theoretical and research basis for dialogue and discussion
THE FORMAT

27

SURFACE APPROACHES
REFERENCES

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WEEK 1-3
DESIRED LEARNING OUTCOMES:
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TO BE ABLE TO UNDERSTAND THE EDUCATIVE PROCESS

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•

TO BE ABLE TO IDENTIFY THE COGNITIVE AND METACOGNITIVE

The educative process is a series of inner changes through which an- individual is
transformed from an immature personality to a mature per- sonality
...


The most common role a teacher plays in the classroom is to teach knowledge to
children
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Teachers teach in many ways
including lectures, small group activities and hands-on learning activities
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use strategic thinking in their approach to
learning, reasoning, problem solving, and concept learning
...


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ASPECT OF LEARNING

NOVICE LEARNERS

Knowledge in
different subject
areas

Have limited
knowledge in the
different subject areas

Problem Solving

Satisfied at just
scratching the
surface; hurriedly
gives a solution to the
problem

Learning/Thinking
strategies

Employ rigid strategies
that may not be
appropriate to the
task at hand

Selecting in
Processing

Production of Output

Attempt to process all
information they
receive
Do not examine the
quality of their work,
nor stop to make
5
revisions

EXPERT LEARNERS

Have deeper
knowledge in
different subject
areas because they
look for
interrelationships in
the thing they learn
First try to understand
the problem, look for
boundaries, and
create a mental
picture of the
problem
Design new
strategies that would
be appropriated to
the task at and
Select important
information to
process; able to
breakdown
information to
manageable chunks
Check their errors
and redirect their
efforts to maintain
quality output

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FRUED’S

COMPONENT OF

PERSONALITY

ID

EGO

SUPEREGO

The id is the primitive
and instinctive
component of
personality
...
e
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The ego develops in
order to mediate
between the
unrealistic id and the
external real world
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Ideally the
ego works by reason
whereas the id is
chaotic and totally
unreasonable
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The
compromising or
personality of the new postponing
born child is all id and satisfaction to avoid
only later thus it
negative
develop an ego and consequences of
society
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6

The superego
incorporates the values
and morals of society
which are learned from
one’s parents and
others
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The superego consists of
two systems: the
consciences and ideal
self
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For example, of the ego
gives into the ids
demands, the superego
may make the person
feel bad to guilt
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Cognitive strategies are based on the
need to achieve a particular goal, whilst the purpose of Metacognitive strategies is to
ensure that the cognitive goal has been reached
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Cognitive factors refer to characteristics of the person that affect performance
andlearning
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These factors involve cognitive functions like attention, memory, and
reasoning

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ACTIVTY 1

NAME:_____________________________

SCORE:________________

COURSE:__________________________

DATE:________________

I
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1
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EGO
3
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COGNITIVE FACTORS
5
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CONGNITIVE
7
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PROBLEM SOLVING
9
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TEACHER

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WEEK 3-4
DESIRED LEARNING OUTCOMES:
•
•

TO BE ABLE TO DEFINE THE ECOLOGICAL SYSTEM THEORY
TO BE ABLE TO KNOW THE FOUNDER OF ECOLOGICAL SYSTEM THEORY

Ecological systems theory (also called development in context or human ecology
theory) was developed by Urie Bronfenbrenner
...
B y studying the various ecological systems,
Bronfenbrenner's Ecological Systems Theory is able to demonstrate the diversity of
interrelated influences on children's development
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Ecological systems theory was developed by Urie Bronfenbrenner
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The microsystem is the most influential, has the
closest relationship to the person, and is the one where direct contact occurs
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Bronfenbrenner's ecological systems theory focuses on the quality and context of the
child's environment
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This complexity can arise as the child's physical
and cognitive structures grow and mature
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Since students may learn in a wide variety of
settings, such as outside-of-school locations and outdoor 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
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Since learners must do the learning, the aim is to create a total environment
for learning that optimises the ability of students to learn
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There is an infinite number of possible learning
environments, which is what makes teaching so interesting
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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 to create online personal learning environments
(PLEs), learning environments are broader than just these physical components
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• Why do you think I focused on learning environments from a teacher’s
perspective rather than a learner’s perspective?
•
•

Does thinking about the whole learning environment overly complicate the
teaching endeavour? Why not just get on with it?
Learning environments vary from classroom to classroom and context to context
...

Learning environments can be student- or learner-centered; knowledge-centered;
assessment-centered; and community-centered
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Students bring culture, beliefs, attitudes, skills, and knowledge to the learning
environment
...
The classroom is often involved in discussion, where
the students do much of the talking and construct their own meaning based on
prior knowledge and experiences
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Knowledge-Centered Environments
Knowledge-centered environments focus on helping students learn information with
deep understanding so students can use it in new situations and contexts
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Deep learning
involves learning through problem-solving
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Students need opportunities to get
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feedback so they can revise their work
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Formative, or classroom assessment, used to improve teaching and learning, is a
constant source of feedback throughout the context of a course
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Summative, or end-of-unit or course assessment, measures what students have
learned by the end of a period of learning activities
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he Importance of a Positive Classroom
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Such an environment provides
relevant content, clear learning goals and feedback, opportunities to build social skills,
and strategies to help students succeed (Weimer, 2009)
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No
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A student who often
recognize words by
sight
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3
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4
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5
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6
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7
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8
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9
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10
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VISUAL LEARNING STYLE
AUDITORY LEARNING STYLE
KINESTHETIC LEARNING STYLE
VISUAL/SPATICAL
INTELLIGENCE
ANALYTIC CONTINUUM STYLE
VERBAL LINGUISTIC
INTELLIGENCE
AUDITORY LEARNING STYLE
INTRAPERSONAL
INTELLIGENCE
INTERPERSONAL
INTELLIGENCE
EXISTENTIAL INTELLIGENCE

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1
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• The teacher thought of many strategies to teach the
mentally retarded
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Their brother is mentally retarded,
• Their brother has a cognitive disability or diagnosis
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Their organization is for the autistic
...

4
...

• He is a polio victim who was currently diagnosed from
post-polio syndrome
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There was a blind girl in my psychology class
...

6
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• I attended a seminar about learning children with
disabilities
...
That classroom was designed for the deaf and blind
...

8
...

• I like to read books about people with disabilities
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When she was suffering from a spinal cord injury, in a
car accident, she became a paraplegic and was
confined to a wheelchair
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He is behaving like that because he is diagnosed with a
mental health condition

There are different types of teaching methods which can be categorized into four
broad types
...
Teacher-centred methods,
2
...
Content-focused methods; and
4
...

#1 Instructor/Teacher Centred Methods

Here the teacher casts himself/herself in the role of being a master of the subject
matter
...

Learners, on the other hand, are presumed to be passive and copious recipients of
knowledge from the teacher
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It is also for this lack of involvement of
the learners in what they are taught, that such methods are called “closed-ended”
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In the words of Lawrence Stenhouse, the teacher plays a dual role as a
learner as well “so that in his classroom extends rather than constricts his intellectual
horizons”
...
The teacher “becomes a resource rather than an authority”
...


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#3 Content-Focused Methods

In this category of methods, both the teacher and the learners have to fit into the
content that is taught
...


A lot of emphases is laid on the clarity and careful analyses of content
...
An
example of a method which subordinates the interests of the teacher and learners to the
content is the programmed learning approach
...
These methods are

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driven by the situational analysis of what is the most appropriate thing for us to learn/do
now given the situation of learners and the teacher
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THE LECTURE METHOD
A formal or semi-formal discourse in which the instructor presents a series of events,
facts, or principles, explores a problem or explains relationships

•

It creates new ideas
...


•

The teacher is experienced and has mastery on the subject, explain all points
and can answer all questions raised by students
...


•

Learn through listening

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•

The teacher explains all the points
...
\

•

It is good for a large class
...


•

Time-saving as a teacher is supposed to finish the lecture on time
...


•

Students can ask the question if they have any problem to understand the
lecture
...


•

Students know and understand basic concepts
...


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The teacher is experienced and has mastery on a subject and can answer all
questions by students
...


•

Students are more involved and participate when teacher ask the question
...


•

Students easily understand every point
...


The teacher is a role model for students
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•

ORAL STAGE

In the first stage of personality development if libido is centered in a baby’s
mouth
...
Which at this stage in life are oral, or mouth
orientated, such as sucking, biting and breast-feeding
...
The child is now fully aware that they are a person in their own right
and that their wishes can bring them into conflict which the demands of the outside
world (i
...
their ego has developed)
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PHALIC STAGE

Sensitivity now becomes concentrated in the genitals and masturbation (in both
sexes) becomes a new source of pleasure
...
This is resolved through the process of identification, which involves
the child adopting the characteristics of the same sex parent
...
The libido is dormant
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Much of the child’s
energies are channeled into developing new skills acquiring new knowledge and play
becomes largely confined to other children of the same gender
...

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Based on research and years of practice, this model helps
teachers avoid the common pitfalls and capitalize on the many benefits of cooperative
learning
...
Students will become more involved, not only with their own learning, but in the
learning of others as well, and the classroom as a whole will benefit as a result
...


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WEEK 15-18
DESIRED LEARNING OUTCOMES:
•
•

TO BE ABLE TO KNOW THE TEAVHING AND LEARNING GROUPS
TO BE ABLE TO UNDERSTAND ITS PURPOSE

LECTURES AND TUTORIALS
A lecture is a formal presentation conducted by your lecturer
...
You can ask
questions and clarify what you have studied
...

Interactive lectures, seminars, and tutorials: learning by talking
The theoretical and research basis for dialogue and discussion
Researchers have identified a distinction, often intuitively recognised by instructors,
between meaningful and rote learning (Asubel, 1978)
...
Marton and Saljö, who have conducted a number of studies that examined how
university students actually go about their learning, make the distinction between deep
and surface approaches to learning (see, for instance, Marton and Saljö,
1997)
...
Their motivation is to learn because they want to know
more about a topic
...

Their interest is primarily driven by the need to get a pass grade or qualification
...
g
...
In particular, surface approaches to learning are more
commonly found when there is a focus on:
•

information transmission,
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•

tests that rely mainly on memory,

•

a lack of interaction and discussion
...

Laurillard (2001) and Harasim (2010), have emphasised that academic
knowledge requires students to move constantly from the concrete to the abstract and
back again, and to build or construct knowledge based on academic criteria such as
logic, evidence and argument
...

Laurillard calls this a rhetorical exercise, an attempt to get learners to think about the
world differently
...

Constructivists believe that knowledge is mainly acquired through social processes
which are necessary to move students beyond surface learning to deeper levels of
understanding
...
The very large numbers
participating means that there is a high probability of converging interests for all
participants, although those interests may vary considerably over the whole group
...
This interaction usually takes the form of semistructured discussion
...

Seminars and tutorials
Definitions:
A seminar is a group meeting (either face-to-face or online) where a number of
students participate at least as actively as the teacher, although the teacher may be
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responsible for the design of the group experience, such as choosing topics and
assigning tasks to individual students
...

Seminars can range from six or more students, up to 30 students in the same group
...


Seminars and tutorials again have a very long history, going back at least to the time of
Socrates and Aristotle
...
Aristotle
was the private tutor to Alexander the Great when Alexander was young
...
Instead, according to Plato,
Socrates used dialogue and questioning ‘to help others recognize on their own what is
real, true, and good
...

The format can vary a great deal
...
Although there may be time for only two or three student presentations in
each seminar, over a whole semester every student gets their turn
...

Tutorials are a particular kind of seminar that are identified with Ivy League universities,
and in particular Oxford or Cambridge
...


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Both these forms of dialogical learning can be found not only in classroom contexts, but
also online
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However, in general, the pedagogical similarities between online and face-to-face
discussions are much greater than the differences
...
Unfortunately, the reality of
mass higher education makes this impossible for all but the most elite and expensive
institutions
...
More importantly, they enable the kind of teaching and learning that are most
likely to facilitate the types of skills needed from our students in a digital age
...
They are probably best used when students have done individual work before
the seminar
...

Although expansion of student numbers in higher education is part of the problem, it’s
not the whole problem
...
And if more senior or experienced instructors switched from
transmissive lectures, and instead required students to find and analyse content for
themselves, this would free up more time for them to spend on seminar-type teaching
...
The more we can move towards a seminar approach to teaching and learning
and away from large, transmissive lectures, the better, if we are to develop students
with the skills needed in a digital age
...
buffalo
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ACTIVTY

NAME:_____________________________

SCORE:________________

COURSE:__________________________

DATE:________________

I
...
What kind of teacher interventions in group discussions can you suggest that could help
learners develop deep, conceptual learning?
2
...
Are seminars a practical method in a massive education system?
4
...
Is online lecture and tutorials necessary among students? Why?

WORK PROJECT

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Select a video presentation on YouTube that represents any topic in facilitating learning
and give your own reflection towards the video then write the learning’s you may get
into it
...

(same video presentation is not accepted

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