SEMI – DETAILED LESSON PLAN IN GEC Elect 21.

1: ENVIRONMENTAL SCIENCE
Prepared by:
Agustin, Justin Mark
Estanislao, Jirah Marie
Gacias, Princess Kaila
Gayon, Christina
Jestre, Samantha Jane
Ocharan, Ritchel
Time Allotment: 1 hour and 30 Minutes
I. OBJECTIVES
At the end of the lesson, the students should be able to:
a. describe learner-centered psychological principles
b. develop motivational techniques for effective learner-centered learning
c. appreciate individual differences
II. SUBJECT MATTER
Topic 3: Learner-Centered Psychological Principles
III. REFERENCES
Facilitating Learner-Centered Teaching Book
IV. MATERIALS
Powerpoint presentation, laptop, projector/TV
V. PROCEDURE
A. PREPARATION
 Greetings
 Prayer
 Checking Attendance
B. LESSON PROPER
 ELICIT
Paper Ride Me!
1.) The class will be divided into five groups with five members each.
2.) The groups will line from group 1 to 5. The teacher will give the “paper vehicle” to each group
that they will ride in order for them to reach the finish line.
3.) But before they start riding the paper, the questions will be given to the group. There are five
questions for each group that will be answered by each member. The answer to the question
will be written on the board. If the paper vehicle was ripped the group will start again and will be
given a new paper vehicle.
4.) Whoever finishes the task first will be declared as a winner, if and only if their answers are
correct. If not, other group will have the chance to win.
4.) Just remember ONE CARD BOARD PER PERSON.
  ENGAGE
The teacher will flash pictures on the screen about the factors and
principles affecting the learning process.
Each student has a corresponding number. Whoever’s corresponding
number will be picked will answer the questions.
 EXPLORE
The student will perform a 20 – minute activity “Mystery Box Challenge ”.
The class will be divided into 12 groups with 2 and three members each. The
student will try to analyze what are the phrases or words inside the box are.
After analyzing the group will share itheir sentiments infront of the class.
 EXPLAIN

COGNITIVE AND METACOGNITIVE FACTORS

What is Cognition?

It refers to the mental processes involved in gaining knowledge and comprehension.

These process include thinking, knowing, remembering, judging and problem- solving.
What is Metacognition?

It comes from the word “meta” that means beyond.

It refers to a higher order thinking skills which involves active control process engaged in
learning.
DIFFERENT COGNITIVE AND METACOGNITVE FACTORS

 NATURE OF THE LEARNING PROCESS

The learning complex subject matter is most effective when it is an intentional process
of constructing meaning from information and experience.
 GOALS OF THE LEARNING PROCESS

The successful learner, over time and with support and instructional guidance, can
create meaningful, coherent representations of knowledge.
 CONSTRUCTION OF KNOWLEDGE

The successful learner can link new information with existing knowledge in meaningful
ways.
 STRATEGIC LEARNING
The successful learner can create and use a repertoire of thinking and reasoning
strategies to achieve complex learning goals.
 THINKING ABOUT THINKING

Higher order strategies for selecting and monitoring mental operations facilitate
creative and critical thinking.
 CONTEXT OF LEARNING

Learning is influenced by environmental factors, including culture, technology and

instructional practices.
Factors in Learning Related to Development of Cognition and Metacognition.

1. Intelligence

Sternberg's "triarchic" theory of intelligence asserts that the "metacomponents" in his theory are the
executive processes that contral ather cognitive components as well as receive feedback from these
components. The other two components are practical and experiential intelligence and experiential
Intelligence. These executive processes involve planning, evaluating, and monitoring problem-solving.
activities. Sternberg further asserts that the ability to appropriately allocate cognitive resources such as
deciding how and when a given task should be accomplished is basic to intelligence.

2. Age

this is associated with stages of cognitive development. Jean Piaget's stages of cognitive. development
assert that cognitive abilities for abstract thinking are higher during the formal operations period. In a
foreign language study determining the relationship between cognitive and metacognitive strategies,
age and level of education, Kherzlou (2012) found that a moderate and positive but significant
correlation was observed between metacognitive strategies and adult learners' scores in the Test of
English as a Foreign Language (TOEFL).

3. Level of Education

in the study conducted by Khezrlou (2012), there were differences in types of strategies according to
level of education. The university students employed more strategies in their reading of passages than
the senior high school students.

4. Use of Cognitive Strategies for Instruction

there are specific strategies which when used will improve cognition and metacognition. Those with
greater metacognitive abilities tend to be more successful in their cognitive endeavours. However,
individuals can learn how to better regulate their cognitive activities. Cognitive strategy instruction (CSI)
is an instructional approach that emphasizes the development of thinking skills and processes as a
means to enhance learning. CSI assumes that there are identificable cognitive cognitive strategies
previously believed to be utilized by the best and the brightest students. Using these strategies is
associated with successful learning.
Suggested Strategies to Help Students Process Information

1. Provide organized instruction.

Make structure and relations of the material evident to learners thru concept maps or other graphic
representations. This is especially important when introducing a new

topic or subject matter.

2. Use single coherent representations.

Allows the learner to focus attention rather than split attention between two stimuli, as for example the
written material and the corresponding diagram.

3. Link new material with what is already known.

Use mental scaffolding techniques for the new material..

4. Carefully analyze the attention demands of instruction.

Count the number of elements in instructional messages. Make sure the learner will not attend to too
many different elements at the same time.

5. Recognize the limits of attention.

Help learners focus their attention through the techniques such as identifying the most important points
to be learned in advance of studying new material. Also, separating the essential from the non-
essentials.

6. Recognize the limitations of short-term memory.

Apply the concept of chunking. For example, do not present 25 separate items. Make them groups of 5.

7. Match encoding strategies with the material to the learned. Do not encourage use of mnemonics
unless it is very necessary to memorize the material.

8. Provide opportunities for both verbal and imaginal encoding.

9. Arrange a variety of practice opportunities.

The goal is to help the learner generalize the concept, principle or skill to be learned so that it could be
applied outside of the original context of which it was taught.

10. Eliminate redundancy.

Redundant information between text and diagram has been shown to decrease learning.

11. Help learners become "self-regulated".

Assist students in selecting and using strategies such as summarizing and questioning.
MOTIVATION

Defines as something that energize, directs and sustain behavior; it gets students moving, points
them in a particular direction and keeps them moving. The students’ motivation is often reflected in
personal investment and cognitive engagement in an activity. (Machr & Meyer, Paris & Paris Steinberg in
Woolfolk)

PERSPECTIVE OF MOTIVATION

 TRAIT PERSPECTIVE
According to the theorist who hold onto trait perspective, motivation is an
enduring personality characteristic which people have at differing amounts – some
people have it to a greater extent and some, to a lesser extent. One example of a much-
studied trait is the need for achievement also known as achievement motivation.

 BEHAVIORIST PERSPECTIVE

Those who take an behaviorist perspective maintain that people behave to

obtain reinforcing outcomes or to avoid punishment. Thus, students might study hard if
the teacher praises them for their efforts. Or they might misbehave in class, if only to
get the attention of the teacher. It is used to be that behaviorist think specific
consequences are reinforcing only if they address a particular drive necessary for
optimal functioning. This is the drive-reduction theory.

 SOCIAL COGNITIVE PERSPECTIVE

The perspective places a heavy emphasis on the goals people strive for, as seen
in the choices they make and the behavior they show. Reinforcement and punishment
that follow certain behavior affects people’s expectation of the consequences of their
future behaviors. People’s beliefs about their capability to perform in an activity is a
factor in their decision to engage or persist in an activity. Thus, goals, expectations and
self-efficacy are important cognitive factors in motivation.

 COGNITIVE PERSPECTIVE
This focuses on how mental processes affect motivation. They maintain that
human beings are naturally inclined to make sense of their world, that their curiosity is
often aroused by new and puzzling events and are more motivated by perceived
discrepancies between new information and their existing beliefs. Hence, to motivate
students, teachers should capitalize on the curiosity of the students, by presenting
challenging or even inconsistent and puzzling situations.

Factors that Drive One to Achieve a Goal

Being motivated means moving energetically toward a goal, or to work hard in achieving a goal, even if
the tasks to achieve the goal are difficult. Following are some of the underlying reasons and factors that
drive one to work hard to achieve a goal (Woolfolk, 2013, p. 431):

a. Drives - to satisfy a physiological state like hunger

b. Basic Desires - yearning to be accepted and recognized

c. Incentives - expected rewards after achieving the goal

d. Fears - dread of censure or criticism

e. Goal - an important aspiration for the individual to achieve

f. Social Pressure - demands from family or social circle

g. Self-confidence - desired bigger amount of self-assurance

h. Interests - high concern in meeting a goal

i. Curiosity - inquisitiveness about expected outcomes

j. Beliefs - one’s thinking about the goal

k. Values - if goal is related to one’s morals

l. Expectations - the expected outcomes of a goal

m. Cognitive Ability - a good grasp of one’s goal will lead one to work hard for it

Benefits of Motivation

(Ormrod, 2015) lists several effects or benefits of motivation on students’ learning and behavior;

1. It directs behavior toward particular goals - Social cognitive theorists propose that individuals set
goals for themselves and direct their behaviour toward these goals.

2. It leads to increased effort and energy - Motivation increases the amount of effort and energy that
students spend on activities especially if these are related to their needs and goals.

3. It increases initiation of and persistence in doing activities - Students are more likely to begin a task
that they want and are interested to do, and are more likely to persist and finish the task, even if there
are barriers, hindrances, or interruptions while doing the task.

4. It enhances cognitive processing - Motivation affects what and how information is processed.

5. It determines what consequences are reinforcing - The more students are motivated to achieve, the
more proud they feel of getting a high grade, or feel upset when they get only a passing mark.

6. It leads to improved performance - Because of the above-mentioned effects of motivation on goal-

directed behaviour, effort, initiation and persistence, cognitive processing and reinforcement,
motivation necessarily leads to improved performance. Students who are highly motivated have better
chances of better performance.

Kinds of Motivation

Intrinsic - the natural tendency of an individual to seek out and conquer challenges as he pursues his
personal interest and exercise his capabilities.
- When intrinsically motivated, there is no need for incentives or rewards because the activity itself is
satisfying and rewarding. (Anderman & Anderman, Deci & Ryan, Reiss, in Woolfolk, 2013).

- Internal stimulus to learning; is based on motives that the individual is trying to satisfy. Motive is a
thought, feeling, or condition that causes one to act.

- Most common forms; desire for knowledge, to explore and to construct

Extrinsic - conquering a challenge for reasons like earning a high grade,avoiding punishment, please a
teacher, or some other reason that has very little to do with the task itself.

- There is really no interest in the task or activity itself, but only the gains one expects to get out of the
task. (Woolfolk, 2013, p. 431).

- external stimulus to learning activity; It is based on incentives. The student is encouraged to do good
work by such drives as high marks, honors, prizes, scholarships, and privileges.

- most common forms; praise and blame, rivalry, rewards and punishment.

Knowing the effects of motivation on the learning of students has implications for teaching. It is a
challenge to determine what teaching techniques to use and what kind of teaching environment to
create to engage students to set goals for themselves, persist in achieving their goals, sharpen their
cognitive skills in the process, and eventually improve their performance.

Social interaction
➤is an exchange between two or more individuals
➤it is a dynamic changing sequence of social actions between individuals or groups
➤It provides the foundation or bases for social cultures and structures
➤Social interactions refer to how people act, and how they react to people around them.
➤a Canadian-born sociologist, social psychologist, and writer
➤He created a new field of study called micro sociology
➤Identified five types of social interaction namely: exchange, competition, cooperation, conflict, and
coercion
5 Categories of Social Interaction
Exchange
➤It is a social process whereby social behavior is exchanged for some type of reward of equal or greater
value
Cooperation
➤ Is a process by which people work together to attain a common goal
Competition
➤ Is a social process by which two or more people attempt to attain a goal, which only one can
Conflict
➤Happens when there is disagreement or dissent on certain points among group members
Coercion
➤Is the process of persuading someone to do something or to cooperate, using force, threat, or
intimidation
Interpersonal relation
➤ it is a bond or close association that exists between two or more people who may share common
interests or goals
TYPES OF INTERPERSONAL RELATIONSHIPS
Friendship
➤ Is an unconditional interpersonal relationship that individuals enter into by their own choice and will
Love
➤ Is a relationship characterized by love, intimacy, trust and respect between individuals and might end
up in marriage
Platonic relationship
➤ Is a relationship between individuals but without feelings of desire for each other
Family
➤ Refers to relationship of individuals related to each other by blood or marriage
Work relationship
➤ Refer to the kind of relationship, of individuals who work for the same organization
Communication
➤ Refers to the exchange in meanings between individuals through a common system of symbols, signs,
behavior
➤ It is a two-way process of reaching
➤ an understanding in which participants not only exchange information, news, ideas, or feelings but
also create and share
The School/ Classroom as a Social Entity

• Research Findings on the influence of Developmental and Socio-Cultural

* The School/ Classroom as a Social Entity

- the school is a social entity comprising many individuals and groups , mainly; students and
teachers.
 - teaching and learning activities, as well as those outside of it( classroom) are called social
events because many exchanges happen in these activities ( student and teacher) or (student or
other student)

- the students should be made to feel that they are accepted by their peers and teachers

- "social approval inside the classroom should also be felt by all students "

- Children's Relationship with their parents, peers,and friends have a tremendous impact in
their lives.Their interactions with teacher, mentors and others also can profoundly affect their
achievement and social motivation ( Santrock, 2011)

- Children's social concerns influence their lives in school (Anderman and Anderman)

* Research Findings on the influence of Developmental and Socio-Cultural

- Research is a systematic and an orderly way of studying and looking for new
information meant to add to and build up existing knowledge.

- research has been and is being done to gather more data on the developmental
and socio-cultural dimensions of learning.

Learning Point: Research Findings on the Influences of Developmental and Socio-

Cultural Dimensions of Learning

Parental Involvement

- Parents with higher education are more likely to think and believe their
involvement in their children's education is very important than parents of lower
education - to be active participants in their children's education and to provide
for their children intellectually simulating material at home.

Parenting Style and Child Rearing

- The effects of child rearing practices which involve interaction behaviors between parents and
children, to learning Have also been studied.

- Diana Baumrind ( expert in developmental psychology and parenting ) found that authorirative
parents tend to have children who are high achievers and who interact with peers using competent
social skills.While Authoritative parents set rules and boundaries, they encourage open discussion and
reasoning. On the other hand , children of authoritarian parents perform worst academically are less
independent and unhappy. While children of uninvolved or neglectful parents tend to be more impulsive
and cannot regulate their emotions.

Provision for specific Experiences at Home

- The Kind of Experiences and resources ,made available to the Children by their parents at home are
also found to influence student's interest and motivation to pursue various activities.

Peer Influence

- peer Influence was also found to affect a student's motivation in many ways it was found that
students who are more accepted by their peers and who have good social skills often do better in school
and have positive academic achievement motivation.

Teachers

- teacher's are significant persons to students. Teachers carry with them a big
amount of influence on the learners.

- According to Perry, Donahue, and Weinstein (2007), the instructional and Socio-
emotional support were linked to first grade students achievement. Also the
study show the relationship on how the teachers care for them by asking them
how they knew if their teachers truly cares for them.

- Muntner (2008) there are 10 important factors that would increase the student-
teacher interaction, but unfortunately the 10 has been classified and lumped into
3 : namely; emotional support, classroom organization,and instructional support
INDIVIDUAL DIFFERENCES FACTORS

WHAT IS INDIVIDUAL DIFFERENCES

 Individual differences refers to the enduring psychological characteristics that distinguish one
person from another, such as intelligence, personality traits, and values. These differences are
important in understanding behavior and shaping an individual’s sense of self.
CAUSES OF INDIVIDUAL DIFFERENCES

The primary causes of individual differences are:

 Age and Heredity

 Sex and Environment
 Occupation and Qualification
 Heredity and Environment
 HEREDITY - one of the most significant and chief causes of individual differences is heredity.
Individuals inherit various physical traits like face with its features, colour of eyes and hair, type of
 skin, shape of skull and size of hands, colour blindness, baldness, stub-finger and tendency to
certain diseases like cancer and tuberculosis, mental traits like intelligence, abstract thinking,
aptitudes and prejudices. Now it is an admitted fact that heredity differences result in the quantity
and rate of physical as well as mental development being different and different individuals.
 ENVIRONMENT - environment significantly influences individual differences. Changes in child’s
environment are reflected in the changes in his personality. Psychologically speaking, a person’s
environment consists of sum of total of stimulation which he receives from conception until his
death.
 SEX DIFFERENCES - development of boys and girls exhibits differences due to differences in sex. The
physical development of the girl takes place a year or two earlier than the boys. Between the age of
11 and 14, girls are taller and heavier than the boys. After 15, boys start winning the race. Girls are
kind, affectionate, symphatetic and tender while boys are brave, hard, choleric, efficient and
competent.
 AGE AND INTELLIGENCE - physical, intellectual and emotional development is caused by the growth
in age. Many individuals differ because of the differences in intelligence. Individuals who are below
the average in intelligence and mental age find much difficulty in learning and the average
intelligent persons can learn quickly.
 TEMPERAMENT AND EMOTIONAL STABILITY - some people are by temperament active and quick,
while others are passive and slow, some humorous and others short tempered. Emotional stability
of the individual is differently affected by physical, mental, and environmental factors. Differences
in emotional stability cause individual differences.
 OTHER CAUSES - interests, aptitudes, achievements, sentiments, character, educational and home
background lead to individual differences.
 ECONOMIC CONDITION AND EDUCATION - individual differences are caused by economic condition
of the parents and the education of the children. It is not possible for the children of two economic
classes to have a similarity and equality.
EDUCATIONAL IMPLICATIONS OF INDIVIDUAL DIFFERENCESTeachers and educationalists need to
be consistently aware of the phenomenon of individual differences while dealing with children and
learners generally.The knowledge of individual differences will come in very handy for the teacher, and
by the same token, the learners the strive for the attainment of the teaching-learning objective. The
implications will therefore be that:

 The teacher should individualize his teaching given the differences among learners.
 The knowledge of individual differences will enable the teacher to understand and tolerate the
inherent differences among learners.
 Counselling techniques to be adopted by the teacher should be based on the counseling needs
of individuals because of individual differences.
 The teachers should give assignments or responsibilities to individuals on the bases of their
capabilities.
 The teacher should employ different motivation techniques in stimulating the different learners’
interests.
 The teacher should also endeavor to make use of a variety of teaching aids to ensure that the
message gets across to different learners and that their attention is also secured.
 Learners’ sitting arrangement should also be considered by the teacher, the sitting arrangement
should be such that, for instance, those learners who are shortsighted (myopic) or are hard of
hearing are to be seated in front of the class or close to the loudspeaker where it is in use.
 Group assignments should be given occasionally. The groups should consist of individuals with
different abilities. This enables relatively weak students to learn from their peers.
 The teacher should as much as possible avoid labeling learners, this could lead to a lot of
emotional discomfort to individuals labeled and such labeling could lead to dislike for the
teacher, school, and learning.

 ELABORATE
The teacher will ask students from the class to share their sentiments and
learnings about the topic.
 EVALUATE
Multiple Choice
1. This kind of motivation don't need incentives or rewards because the activity itself is
satisfying and rewarding.
A. Ecstatic Motivation
B. Extrinsic Motivation
C. Intrinsic Motivation
D. Internal Motivation
2. The following are (Ormrod, 2015) list of effects or benefits of motivation on
students’ learning and behavior; Except.
A. It directs behavior toward particular goals
B. It leads to increased effort and energy
C. It enhances psychomotor abilities
D. It leads to improved performance
3. John and Mary are colleagues who collaborate on a project. They frequently
exchange ideas, assist each other with tasks, and rely on one another's
knowledge. They also like spending time together away from business and
frequently share personal stories and experiences. Which of the following best
defines the kind of connection John and Mary have?
A. Interpersonal Relationship
B.Communication
C. Cooperation
D. Social Interaction
4. It is a perspective of motivation wherein motivation comes from within the
individual rather than external sources.
A. Perspective of Motivation
B. Trait Perspective
C. Social Cognition Perspective
D. Social Cognition
5. Perspective of motivation that based on the concept of rewards and incentives.
A. Trait Perspective
B. Social Cognition Perspective
C. Social Perspective
D. None of the above
6 ______________ is an instructional approach that emphasizes the development
of thinking skills and processes as a means to enhance learning.
A. Level of Education
B. Intelligence
C.Cognitive Strategy Instruction
D. Cognition and Metacognition Approach
7. Between 11 and 14, girls are taller and heavier than the boys. After 15, boys
start winning the race. Girls are kind, affectionate and sympathetic while boys are
brave, hard and competent. Which of the causes of individual differences does this
fall to?
A. Physical
B. Heredity
C. Temperament and emotional stability
D. Sex differences
8. In metacognition, the word meta means
A. Facebook
B. Beyond
C. Below
D. All of the above

9. It refers to the characteristics that distinguish one person from another, such as
intelligence, personality traits and values
A. Hereditary
B. Educational implications of individual differences
C. Individual differences
D. Age and Intelligence
10. Is a relationship between individuals but without feelings of desire for each
other.
A. Family
B. Communication
C. Relationship
D. Platonic Relationship
1. C
2. C
3. A
4. B
5. D
6. C
7. D
8. B
9. C
10. D