Name: Jessa Mae N.

Gomez Score:
Course/Code: FS 1 (1039) Date: September 18, 2023

EXECUTION

Chapter 1: Activity 1

Task 1: Each student will interview two (2) teachers and ask how they apply the
factors that contribute to the teaching-learning process.

Principle T1 T2

Principle 1: The nature of Encourage students to pay Through close

the learning close attention to what observation and
process they're learning and to make interaction with students.
it personal by linking it to
their own experiences.

Principle 2: Goals of the Students should be Learning goals are

learning encouraged to become designed to help students
process active participants in the enhance their learning
learning process in order to and achievement while
enable them to become self- also expanding their
sufficient learners and learning capacity.
inspire them to achieve their Assisting them in
full potential. becoming self-sufficient
learners and motivating
them to achieve their full
potential.

Principle 3: Construction of Assist students in In the classroom,

knowledge remembering knowledge students must be able to
and information in the most effectively connect
effective way possible. knowledge through
Encourage as well as instill negotiating
confidence in students who comprehension through
have the ability to learn. engagement and a range
of methods.

Principle 4: Strategic Take students step by step Encourage students to

thinking through the process of ask questions, and if you
connecting one topic to the can't answer them right
 next. By doing so, you're away, show them how to
teaching students how to do so or have them save
connect what they already it for another day.
know with what they're
learning. As a result of this
level of thinking, students
will learn to make
connections wherever
feasible, which will aid in
their comprehension.

Principle 5: Thinking about Encourage students to think Assist students in taking

thinking on what they've learned and control of their learning
how they've processed it. by identifying approaches
Allow them to track their own that will enable them to
development and assess achieve their learning
their own learning. objectives.

Principle 6: Context of Make students involved in Use a variety of learning

Learning important, interactive, and methods, such as media,
fun activities. They will especially in this of the
benefit from collaborative current pandemic, as well
activities that will help them as the setting, situation,
become self-regulated or role that students
learners. engage in and assume
when learning and
applying new concepts.

Principle 7: Motivational Students are more Motivation is used to

and emotional interested in learning when increase students'
influences they feel capable to do what interest in the activities
is expected of them and that are presented to
on learning
perceive solid linkages them. Once students are
between actions and driven to attain anything
achievement; they value the by completing the tasks,
topic and have a strong they will put forth their full
sense of purpose. effort, time, and energy.

Principle 8: Intrinsic Taking the time to highlight a Students need to feel as

motivation to learn positive feature of their work if they are contributing to
or a way through which they something helpful and
have advanced increases significant, thus this
their intrinsic motivation. motivates them to
participate and learn.

Principle 9: Effects of Allowing students some To keep all students

motivation on choice and control over what involved, I've switched up
effort happens in the classroom is the classes so that
one of the most effective students with a wide
methods for a teacher to range of interests can
keep them engaged. spend time doing what
they like best. This will
help children stay
engaged and pay
attention.

Principle 10: When teaching, we must Make sure the

Developmental examine multiple aspects of information they're
influences on growth, including physical, learning is age-
learning cognitive, and social, to appropriate and delivered
guarantee that our students in a fun and engaging
acquire as much as way.
possible.

Principle 11: Social A child learns more Learning can take place
influences on efficiently when he interacts through social
learning with his surroundings. interactions, interpersonal
ties, and communication.
Individual differences in
children should be
respected, and children
differences should be
acknowledged.

Principle 12: Individual Create innovative Learning can take place

differences in approaches to suit the through social
learning requirements of students interactions, interpersonal
and help them reach their ties, and communication.
 full potential, such as giving Individual differences in
lessons in a variety of children should be
formats. Take the students respected, and children
into consideration as well. differences should be

acknowledged.

Principle 13: Learning and It's also important for While keeping an open
diversity students to understand and discussion among
respect one other's diverse students is essential, you
backgrounds. When it is must also be aware of
acceptable, teachers should each student's culture,
encourage children to study beliefs, and language
and learn about their own difficulties. Take the time
ethnic and cultural history. to learn about each
student's cultural quirks,
from learning styles to
native language, and
include this information
into your lesson plans.

Principle 14: Standards and Assessments are used to When teaching practices
assessment determine the group's are explicitly focused on
strengths and weaknesses agreed-upon learning
so that they can be objectives, standards are
addressed accordingly. employed to streamline
education. As a result,
teachers employ
standards-based
education to ensure that
our pupils achieve the
objectives we have set
for them.
Task 2: Using the space below, draw a graphic organizer of the four factors of
facilitating teaching-learning principles. In each factor, look for a research
study related to it, and then paste/copy the Uniform Resource Locator (URL)
of the research paper. Construct 5-6 sentence synthesis of each research
paper.

Cognitive and
Metacognitive Motivational and
Factors Affective
https://link.springer.com/ https://
article/10.1007/ www.sciencedirect.com/
BF03172976-011-9182- science/article/abs/pii/
5.pdfS221500131830043X 019188699400139J

Four factors of
facilitating teaching-
learning principles

Developmental and Individual

Social Factors Differences Factors
https:// https://
link.springer.com/ www.tandfonline.com/
article/10.1023/ doi/abs/
A:1005538704056 10.1080/03075079.2010.5

 Changes in the relation between cognitive and metacognitive skills

during the acquisition of expertise
Synthesis: The study looks at the link between intelligence and novices' generic
metacognitive skills being translated into expert domain-specific regulatory methods.
According to study, in addition to IQ, novices' general metacognitive skills, which are
partially linked to intelligence, also contribute to learning outcomes. The
metacognitive talents of experts are usually domain-specific rather than intelligence-
related. Two experiments were conducted. The purpose of the first experiment was
to confirm and generalize earlier findings on the relationship between intellectual
ability, metacognitive skillfulness, and learning in novice vs. advanced individuals.
The purpose of the second experiment was to investigate this association in different
task complexity levels.

 Motivational and affective correlates of Dependency and Self-

Criticism

Synthesis: The study included subjects who completed the Personal Striving
Assessment Packet (Emmons, Goal Concepts in Personality and Social Psychology,
1989) and self-monitored their moods for one week. Higher levels of negative affect
were linked to dependencies and self-criticism. Lower levels of positive affect were
linked to self-criticism. Personal aspirations were classified into one of seven motive
groups. Dependency was associated with a higher number of interpersonal goals as
well as lower degrees of accomplishment and independence. Self-criticism was
linked to fewer interpersonal objectives and a higher number of goals related to self-
presentation. The number of accomplishment strivings was also shown to be higher
in self-critics with low levels of Dependency.

● Developmental and Social–Contextual Origins of Depressive Control-

Related Beliefs and Behavior

Synthesis: The study covers the precursors and emotional consequences of
maladaptive control-related beliefs and behavior during early adolescence.
Adolescents completed measures that examined multiple aspects of family
disruption and recent stress, and reported on their perceptions of control and
depressive symptoms. Teachers reported on adolescents' display of helpless
behavior in the classroom. Results supported the proposal that both family disruption
and recent stress contribute to concurrent and future deficits in perceptions of control
and helplessness. Family disruption generally exerted domain-nonspecific effects,
whereas recent stress generally exerted domain-specific effects, although this
pattern varied somewhat across the specific predictors. Decreased perceptions of
control and increased helplessness in turn were associated with higher levels of
depressive symptoms. This study advances cognitive models of depression by
identifying processes underlying the development of control-based vulnerability
during childhood.

● Media Effects on Women's Body Esteem: Social and Individual

Differences Factors
Synthesis: The study covers the Individual differences play a role in media
consumption. This study looked into the influence of individual differences and
societal factors in modulating the effects of media images on women's body
satisfaction. On a scale of one to 10, thinner women evaluated themselves as more
attractive, while larger women ranked themselves as less beautiful. Self-monitors
with high self-esteem who were shown ideal photos felt better about their
appearance. The findings reveal that media depictions of women's bodies have
different effects on different women.

Task 3: Make your personal insight.

For me, in this activity, I want to focus on what helps students learn
and why it's important for them. It's a self-paced task to see how well students
understand things, including how they think about their own thinking. Every lesson
and activity must consider motivating and emotional factors, and the teacher must
ensure that students are actively participating in the learning process in order for the
material to be correctly learned. One good way to motivate kids is by using
something called operant conditioning theory developed by B.F. Skinner in which It's
a type of learning theory that focuses on how behavior is influenced by the
consequences that follow it. So, if we want kids to keep doing good things, we can
use rewards (like praise or treats) or consequences (like losing a privilege) to help
shape their behavior. This way, they learn what's expected of them and are more
likely to do it again. Also, it's important for the teacher to create a nice and steady
environment so students can build strong friendships. When kids feel comfortable,
they're more likely to talk and interact with others, which helps them learn important
life skills.

Teachers should also see and appreciate each student's unique qualities and
differences. To meet each student's special needs, we should use a variety of
lessons and exercises. Lastly, to make sure teaching is effective and students are
excited to learn more, we need to think about these things when making lessons and
activities.