Project WRITE XI:

Course Pack on Field Study 1:

Observation of Teaching-Learning in Actual
School Environment
TEMPLATE 1: Course Specification
(This template must be accomplished first, agreed by the Course Team and approved by the
Chair of the Discipline. The supervisor in-charge shall be coordinated in the approval process.
This template can help the team in outlining the minimum competencies required in the course.)

Team Leader : VERONICA MERLAS

Members : IVY LYT S. ABINA
ANNABEL J. CASUMPA
FELIPE SUCUANO
Course Title Field Study 1:
Observation of Teaching-Learning in Actual School
Environment
Course Description This is the first experiential course, which will immerse a
future teacher to actual classroom situation and learning
environment where direct observation of teaching learning
episodes that focuses on the application of education theories
learned in content and pedagogy courses will be made.
Observations on learner's behavior, motivation, teacher's
strategies of teaching, classroom management, assessment in
learning among others shall be given emphasis. A portfolio
shall be required in the course.
Units / Credit Equivalent 3.0

Course Outcomes

Learning Outcomes

TEMPLATE 2: Course pack Structure

Module Intended Learning Outcomes Lessons Writer
 Classroom Social Learning Lesson 1: Learners
1 Theory Learning Plan Social Behavior
Learner's  Behavior Management Ivy Lyt S. Abina
Behavior Intervention Strategies: Case Lesson 2: Behavioral
Study Support Management
 1. Describe learners’ motivation to Lesson 1: Learners’
learn; Motivation and Its
2. Distinguish intrinsic from Dimensions
extrinsic motivation;
3. Explain the Dimensions of Lesson 2: Teaching
Learners’ Motivation through Approaches and
2 students’ perspectives. School’s Initiatives to
Learners’ 4. Describe teacher’s approaches to Motivate Students Felipe Sucuano
Motivation motivate learners; and
Lesson 3: Parents’
5. List some school programs for
Involvement and
the students to be motivated. Cultural Effects on
6. Describe the role of parents in Learners’ Motivation
learner’s motivation; and
7. List some activities parents do to
motivate their child to learn.
1. You will have the Lesson 1: Classroom
opportunities to observe and Management Skills
examine the different classroom and Styles
management techniques
applicable in the learning Lesson 2: Enriching
environment. the Teaching and
3
2. You will enrich knowledge Learning Experiences
Classroom
of the teaching methods,
Managemen
strategies, learning activities and Lesson 3:
t Skills in
appropriate instructional Communication Veronica
the
materials used by teachers Skills: Enhancement Merlas
Teaching
(mentors). with Buddy and
Learning
3. Reflect on the importance of Mentor.
Process
a well managed classroom in
creating a conducive and healthy
teaching-learning atmosphere.
4. Develop PSTs
communication skills as he/she
interacts with buddy and
cooperating teacher.
 ✔The learner determines the Lesson I: 
general classifications and types Observations on the
and of assessments used by the Use of Traditional and
classroom teacher in assessing Alternative
students’ learning in his/her Assessments
observations of the actual
teaching-learning episodes. Lesson2: 
Observations on the
✔The learner critically analyzes Use of Formative
the general classifications and Assessments and
types of assessments used by the Summative
teacher in terms of how these are Assessments towards
4 Holistic Assessment
OBSERVA used to make assessment
TIONS ON holistic. Annabel
Lesson 3:  An Overall
ASSESSME Reflection on the Casumpa
NT IN ✔The learner evaluates the
Dialogue between
LEARNING assessments against the intended
Theory and Practice
learning outcomes through the
constructive alignment lens.

✔The learner reflects on his or

her personal learning
experiences in terms of the
dialogue between theory and
practice.

Module No. & Title Module 1: Learners Behavior

Module Overview Hello Students!

In this module, you are given the opportunity to observe

 learners of different ages and grade levels. It highlights the
differences in their behaviors and needs. As a future teacher, it is
important for you to determine the learner’s behavior so that you
will be able to manage the learner's teaching-learning process in a
manner that reinforces learning. You will be able to use a system of
rewards and punishments, or skillfully form lesson plans that
involve the students and help them learn effectively.

Module
Objectives/Outcomes By the end of the module, you will have compiled a portfolio of
learning theories and possible classroom applications for those
theories and you will have an understanding of the physical, social,
emotional and intellectual development of students and how to use
this understanding to guide learning experience.

Lessons in the module Lesson 1: Learners Social Behavior

Lesson 2: Behavioral Support Management

Module 1: Learners Behavior

Lesson 1: Learners Social Behavior
Learning Outcomes: Classroom Social Learning Theory Learning Plan
Time Frame:
Introduction:
Hello Students,
Welcome to Lesson 1. In this lesson, you are expected to observe learners and how they
behave in a class environment. You must look into the different aspects considered and
document your observations on the tables provided. In order to process your feelings and
thoughts together with linking it to practice, series of questions and situations are provided for
you to answer.
Happy Learning!
Objectives:
I must be able to identify and understand the behavior of learners in different aspects
and how these imply to the teaching and learning process.

ACTIVITY
Observation Guide for the Learner's Social Behavior

Instructions:
1. Observe three students from your class for a while and look into the behavior of the
learners.
2. Are they already able to manage their own behavior?
3. Can the learners already work independently?
4. Do they act appropriately with other learners? How about to their teacher?
5. You can ask for teacher's assistance for more detailed information.
6. Look into the different aspects and use the Activity sheet provided for you to document
your observations.
Please use the ratings 1 to 5 and comment further.
1 = always 2 = most of the time 3 = sometimes 4 = infrequently 5 = never

My Learners Observation List

Student A Student B Student C
Age range: Age range: Age range:
Gender: Gender: Gender:
Level: Level: Level:
General Behavior Ratin Observation Ratin Observation Ratin Observation
g g g
 Attends School
 Arrives on time for lesson
 Can enter the classroom
quietly
 Tries hard with homework
  Respects school property
Learning Behavior Ratin Observation Ratin Observation Ratin Observation
g g g
 Able to settle at the beginning
of lessons
 Able and willing to follow
verbal instructions
 Can begin a task quickly e.g.
at the same time as other
students
 Can stay on task
(within her/ his capabilities)
 Can complete a task
 Gives effort to her/his written
work
 Presents work well
Classroom Behavior Ratin Observation Ratin Observation Ratin Observation
g g g
 Works well in a group
 Participates well in class
discussions
 Can work without direct
supervision
 Requests help appropriately
 Can work without constant
reassurance/ attention
Social and Emotional Behavior Ratin Observation Ratin Observation Ratin Observation
g g g
 Able to remember and follow
school rules
 Able to speak appropriately to
teachers
 Able to interact appropriately
with peers
 Is respectful of peers
 Is respectful of teachers
Other comments:
______________________________________________________________________________
______________________________________________________________________________
____________________________________

ANALYSIS
 Implications to the
Salient Behavior
Teaching-Learning
Observed
Process

General Behavior

Learning Behavior

Classroom Behavior

Social and Emotional

Behavior

1.) While you were observing the learners, did you recall your own experiences? What
similarities or differences do you have with the learners you observed?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

2.) Having these observed, do you think that there are factors affecting these behaviours?
Enumerate and explain.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3.) Do you consider that these "behaviour" is learned? By how?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
4.) How does this relate to your knowledge of Social Learning Theory by Albert Bandura?
__________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________
5.) Describe the behaviour of the learners in general. What is the effect of this to the teaching-
learning process?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
ABSTRACTION

Linking Theory to Practice

Here’s a quick review quiz to see how much you have learned about Social Learning Theory.
The questions are designed to get you thinking about how the theory applies to your classroom
1. In order for observational learning to occur, the observer must pay attention to the
occurring behavior, be able to remember observed behavior, and be motivated to
produce the behavior. Which of the following is missing from the above list?
a. Recognize the behavior
b. Describe the behavior
c. Ignore the behavior
d. Replicate the behavior

2. Determining human behavior can be influenced by all factors EXCEPT which of the
following?
a. Cognitive factors
b. Environment factors
c. Behavioral factors
d. Physical factors

3. Which of the following is one way a teacher can model a skill or behavior by giving
verbal instructions on a daily basis?
a. Verbal instruction modelling
b. Live modelling
 c. Symbolic modelling
d. No modelling is being used

4. Social Learning Theorist believe that behavior is determined by

a. Cognition
b. Learning from the environment
c. The ID, Ego and superego
d. Genetics
e.
5. A boy in the class of Teacher Chia is known to play violent video games. He started
showing aggressive behavior towards his classmates. What word describes this boy
demonstrating such behavior?
a. Modelling
b. Observation
c. Imitation
d. Vicarious learning

6. To get the attention of the teacher, everyone is answering out loud. But only Ivy quietly
raised her hand and was recognized. Next thing happened, everyone is already in silence
and raising their hands. This refers to what modelling process?
a. Retention
b. Attention
c. Reproduction
d. Motivation

7. The students were all eyes and ears at the Reading class of Teacher Michael during his
story telling lesson. What modelling process this refers to?
a. Attention
b. Retention
c. Reproduction
d. Motivation

8. Miguel saw his classmate rewarded with extra credit for being to class on time. The next
few days, he show up to class a few minutes early each day. Which modelling process is
engaged?
a. Attention
b. Retention
c. Reproduction
d. Motivation

9. Sasha's teacher in Mathematics uses mnemonic to remember the steps in solving

problem. That is why, during their quiz she applied it. Which modelling process is
engaged?
 a. Attention
b. Retention
c. Reproduction
d. Motivation

APPLICATION
A. As a Future teacher how would you establish an environment that promotes a positive
behavioral effect to the learner's teaching-learning process?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________________

B. How will you incorporate Social Learning Theory in your future class as part of the
learner's teaching-learning process? Identify and describe these strategies.

Classroom SLT learning Plan

SLT strategies
How to do it?
(you can name & create your own)

You are halfway to finish Module 1. Get ready for the next Task!
Module 1: Learners Behaviors
Lesson 1: Behavioral Support Management
Learning Outcomes: Behavior Management Intervention Strategies: Case Study
Time Frame:
Introduction:

Hello Students!

This will be your final lesson in Module 1. In this task, you will observe the consequence
patterns of the learner's behavior. In what behaviour will the student elicit positive and negative
support from the teacher, and how will the teacher do that? Is it successful or not? In the end,
you will be ask to make a behavioural plan and intervention strategy to a case you have just
observed, applying the Behavioral Learning theories.

Happy Learning!

Learning Objectives:
I will examine how positive and negative support can be properly applied in the
teaching-learning process.
ACTIVITY

Observation Guide
A. Observe a teacher-student interactions. Spend some time observing such interactions.
Focus your attention on the scenario and response consequence patterns you observe.
Describe what you observe. Use the activity sheet presented.

Teacher-Student Interaction
Who are involved? Scenario

A.

B.

C.

D.

E.

ANALYSIS
a. Is there a stimulus being presented to the students that elicits a response alongside a
stimulus that does not? What kinds of stimuli for teacher-student interaction did you
observe?
 Stimulus Sample Students Response
(elicit or not)
 Something introduced into the
environment that the students can
respond to
 Variety of Media: recordings,
videos, photos, text, etc.(multiple
ways to introduce new material)
 Variety of Strategies: Audio,
Visual, Kinesthetic, etc.(Multiple
ways to teach a desired behavior)
b. Is there a reinforcement or punishment being introduced following a desired or
undesired behavior?
c. What kinds of behaviors on the part of the student elicit reinforcement and punishment
consequence from the teacher?
d. What are the examples of reinforcement and punishment the teacher used?
e. What kinds of reinforcement and punishment seem to be the most successful?

Examples of Reinforcement or
Successful/
Students Behavior Punishment
Not successful
(positive or negative)

Reflection:
1. Does the teacher provide timely feedback when a student performs appropriate/
inappropriate behaviors?
 ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. Is the teacher consistent with the reinforcement and punishment they are presenting?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. Do the reinforcement/punishment coincide with the behavior the teacher is trying to

encourage/discourage?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

4. What kinds of things you learned through the process of classical and operant
conditioning?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

5. Can you think of an example in your life of how classical conditioning has produced a
positive emotional response, such as happiness or excitement? How about a negative
emotional response, such as fear, anxiety or anger?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

ABSTRACTION

Linking Theory to Practice

Here’s a quick review quiz to see how much you have learned about Behavioral theory. The
questions are designed to get you thinking about how the theory applies to your classroom.
1. In ____________ the stimulus or experience occurs before the behavior and then gets
paired with the behavior.
a. Classical conditioning
 b. Associative learning
c. Observational learning
d. Operant conditioning

2. On a rainy day, Summer went outside the class to go to the bathroom. She hastily used
the ramp instead of the stairs, that's when she slipped and had an accident. The next time
she pass by that area, she avoids the ramp because the very thought of it makes her feel
scared.
a. Operant conditioning
b. Classical conditioning

3. Teacher Mari is fond of giving chocolates to her students every time they well
participated in her class. Ivo on the other hand is a sweet tooth child. He taught of this
idea that when he do well in class, he'll get more chocolates from teacher Mari.
a. Operant conditioning
b. Classical conditioning

4. Sir Cairo always wear his funny hat during activity day in his Math class to attract
student's attention. So whenever he enters the class with his "funny hat" on, the students
already know this will be an activity day for them.
a. Operant conditioning
b. Classical conditioning

5. Last week, when the teacher was out for a while, Miguel decided to play around with his
friends even though his teacher asked them to stay quiet on their seat. When the teacher
came back, she saw Miguel and his friends running around the room. She then disciplined
them. The next day, when the teacher went away to get some things, Miguel thinks about
playing again, but decided that it is not a great idea.
a. Operant conditioning
b. Classical conditioning

6. It is when you take away a pleasant stimulus to stop a behavior

a. Negative punishment
b. Positive reinforcement
c. Negative reinforcement
d. Positive punishment

7. While the class is going on, Ethan tells a joke and everybody laughs. Now he is at
another class and is thinking about telling another joke he heard. Everybody laughing at
his joke at the first class is a …
a. Negative punishment
b. Positive reinforcement
c. Negative reinforcement
 d. Positive punishment

8. Fiona comes to class unprepared without any paper and pen. She missed the quiz and
never got the chance to take one. A day after, She went to school with her school
materials complete. The missed quiz is a…
a. Negative punishment
b. Positive reinforcement
c. Negative reinforcement
d. Positive punishment

9. Axl keeps interrupting the teacher during spelling instruction. The teacher says he has to
write each spelling word ten times for extra homework. The next day, Axl is thinking
about interrupting the teacher again. The extra homework is a…
a. Negative punishment
b. Positive reinforcement
c. Negative reinforcement
d. Positive punishment

10. Mike makes rude noises in class to make everyone laugh, and when his teacher says he
sounds like a hog, he oinks loudly.  His classmates laugh loudly and tell him he is “the
funniest dude around.”  The consequences of Jimmy’s rude noise behavior:
a. positive reinforcement
b. negative reinforcement
c. positive punishment
d. negative punishment

11. Mavi has intense anxiety when he has to speak in front of the class and begins to feel
light headed and nauseous.  Whenever it is time for Mavi to give an oral report in class,
he goes to the nurse’s office where she allows him to lie down for the remainder of the
period.  This is an example of
a. positive reinforcement
b. negative reinforcement
c. positive punishment
d. negative punishment

12. Basha wears bell-bottom pants to school, and her classmates tease her about them.  As
soon as she gets home, Basha throws the pants in the trash.  Basha’s being teased is an
example of
a. positive reinforcement
b. negative reinforcement
c. positive punishment
d. negative punishment
 13. Abee enjoys being on the debating team, but she is suspended from the team for a month
when she inadvertently utters an obscene word during a debate.  When Abee returns to
the team she does not use obscene language for the rest of the year.  Abee’s removal from
the team is an example of
a. positive reinforcement
b. negative reinforcement
c. positive punishment
d. negative punishment

APPLICATION
A. Think of a behavior you have witnessed in a classroom setting
 First, use template below to write out the behavior
chain.
 Second, share with a partner what you have written
and see if they can agree with your conclusion regarding the student’s behavior.
 Finally, answer these questions:
 Is this a behavior you want to reinforce? If yes, how would you do that?
 Is this a behavior that you want to reduce? If yes, how would you do that?
Create your own steps in doing so.
Steps in behavior plan and intervention strategies:
1.
2.
3.
Behavior Management Activity
What specific activity or What specifically did What happened after or as a
event happened before the the student do or say? result of the behavior?
behavior?

B. Think of a behavior that you have that you would like to change. How could you use
behavior modification, specifically positive reinforcement, to change your behavior?
 What is your positive reinforce?
________________________________________________________________________
________________________________________________________________________
______________________________

Congratulations!
You have successfully completed Module 1.
You finished all the task given and incorporated
your understanding on the different theories discussed.
You are now ready to take on Module 2. Good luck!

MODULE ASSESSMENT (After the students have read and studied all the lessons in the
module, it is at the institutional level to decide whether to administer assessment in any forms.
This part allows flexibility within the institution.)

MODULE SUMMARY
I hope that you see the importance of paying attention to the learner's behavior having
an influence to the learners learning process and its various dimension in your work as a
future teacher. Understanding your students as learners – with their diverse behaviors, unique
goals, motivations, beliefs and learning practices will help you become a better future teacher.

“The foundation of good teaching is attention to student learning.”

- Dr. Marilla Svinicki

References:
Cora Riley. IDE 621 Principles of Instruction and Learning. Behaviorism
Observation Checklist. Retrieved on July 20, 2020 from
https://sites.google.com/site/ide621knowledgebaseriley/behaviorism/behaviorism-
observation-checklist

Lou Juanchon, PhD Theories of Learning. Retrieved on Jul 20, 2020 from
https://ayeshapenuela.files.wordpress.com/2013/07/module-7-social-learning-theories.pdf

OpenStax College. Operant Conditioning. http://cnx.org/contents/Sr8Ev5Og

@5.52:r470BCFb@7/Operantconditioning. License: http://cnx.org/contents/4abf04bf-
93a0-45c3-9cbc-2cefd46e68cc@5.48 Retrieved on July 26, 2020 from
https://courses.lumenlearning.com/waymaker-psychology/chapter/reading-operant-
conditioning/

Jessica Traylor for Lumen Learning. Classical conditioning Interactive. Lumen

Learning. License: CC BY: Attribution Retrieved on July 26, 2020 from
https://courses.lumenlearning.com/waymaker-psychology/ chapter/classical-conditioning/

Jessica Traylor for Lumen Learning. Operant conditioning interactive. Lumen

Learning. License: CC BY: Attribution. Retrieved on July 26, 2020 from
https://courses.lumenlearning.com/waymaker-psychology/chapter/operant-conditioning/
Sarah Mae Sincero (May 10, 2011). Operant Conditioning. Retrieved Jul 25,
2020 from Explorable.com: https://explorable.com/operant-conditioning
 Module No. & Title Module 2: Learners’ Motivation

Hi Students!
Welcome to Module 2: Learners’
Motivation, in this module your observation will be
focused on what makes learning fun and worthwhile
for the students. It emphasizes on the learners’
motivation and different areas that affect it. As a
Module Overview
future teacher, students’ motivation is crucial in
achieving day-to-day learning goals to the students
without making them bored and wanting to get out
from your class as soon as possible. This will help
you become effective in connecting with your class
easily and teach them more effectively.

By the end of the module, you will have

compiled a portfolio of learning theories and
possible classroom applications for those theories
Module
and you will have an understanding of the physical,
Objectives/Outcomes
social, emotional and intellectual development of
students and how to use this understanding to guide
learning experience.

Lesson 1: Learners’ Motivation and Its Dimensions

Lesson 2: Teaching Approaches and School’s
Lessons in the module Initiatives to Motivate Students
Lesson 3: Parents’ Involvement and Cultural
Effects on Learners’ Motivation
Module 2: Learners’ Motivation
Lesson 1: Learners’ Motivation and Its Dimensions

Learning Outcomes:
1. Describe learners’ motivation to learn;
2. Distinguish intrinsic from extrinsic motivation;
3. Explain the Dimensions of Learners’ Motivation through students’ perspectives.

Time Frame:

Introduction:
Greetings,
Welcome to Lesson 1. In this lesson, you are expected to observe learners and ask them
about their motivation to learn. You must delve into students’ perspectives to understand their
interests and what keeps them engaged in the class. You are provided with tables and
instructions to guide you in gathering information from the learners. In order to process your
feelings and thoughts together with linking it to practice, series of questions and situations are
provided for you to answer.
Enjoy!
Objectives:
I must be able to observe students in class and interview them about their motivation to
learn.

ACTIVITY:

Observation Guide
A. Observe a class. Spend some time observing their teaching-learning
interactions. Focus your attention on the students self-determined
participation and eagerness to learn the lesson. Interview random
students after class on what motivates them to learn. Fill-in the
diagram bellow.

My Top 5 Motivators
 Extrinsic Motivators Intrinsic Motivators

Observation Guide
B. Group students’ motivators into the following categories:
a. Extrinsic- the desire to do or achieve something not so much
for the enjoyment of the activity itself, but because it will
produce a certain result.
b. Intrinsic- the desire to do or achieve something because one
truly wants to and takes pleasure or sees value in doing so.

Other comments:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

ANALYSIS:
Based on the students’ responses, try to classify their motivators into the Four Dimensions of
Motivation.
 Competence Autonomy Value Relatedness

1. How similar or different are the motivation of learners you observed and interview on
your own motivation to learn?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

2. What do you think are the reason behind these learners’ motivation? Why?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3. Do you think that these students’ motivations can somehow be shaped by the teacher or
the school?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
4. How can learners motivate themselves based on Self-Determination theory?
________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________
5. Based on the learners’ motivation, describe the four dimensions of motivation.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
ABSTRACTION:

Linking Theory to Practice

Here’s a quick review quiz to see how much you have learned about Self-Determination theory
and the Four Dimensions of Motivation. The questions are designed to get you thinking about
how the theory applies to your classroom
10. Teacher Ann always see to it that every achievement of her students will be rewarded.
She prepares stickers, fancy applauses and a lot of praises to give whenever a student get
a correct answer in class. Which concept of Self-Determination Theory is being observe
by Teacher Ann?
e. Autonomy
f. Relatedness
g. Competence
h. Value
11. Based on Self-Determination Theory, humans are naturally driven to achieve self-
organization and what?
a. Purpose
b. Growth
c. Comfort
d. Affection
12. Coach Kiko hold an initiation rite to those who would wish to join the proud varsity
team, which dimension of motivation is being tapped by coach Kiko?
a. Relatedness
b. Competence
c. Control
d. Interest
13. Teacher Rajeb teaches his students how to sew using an electric sewing machine. He then
ask the students to make their own face masks. The students are eager to do the task
given by Teacher Rajeb, some students say that they will make mask for them and their
families to use. Which dimension of motivation is observed in Teacher Rajeb’s students?
a. Relatedness
b. Competence
c. Control
d. Interest
14. Teacher Corrie is an ICT teacher, she ask her students to create a Vlog and upload it
using her selected online platform. The students are excited and have multiple ideas for
 the Vlog’s content and design. What dimension of motivation manifested by the students
of Teacher Corrie?
a. Relatedness
b. Competence
c. Autonomy
d. Interest

1. Describe how you are going to

motivate learners’ in your
APPLICATION: class.

2. Make a Lesson Plan that will

AS A FUTURE
motivate your learners to learn
TEACHER
your lesson.

You just finished Lesson 1. Get ready for the next Task!
Module 2: Learners’ Motivation
Lesson 2: Teaching Approaches and School’s Initiatives to Motivate Students

Learning Outcomes:
1. Describe teacher’s approaches to motivate learners; and
2. List some school programs for the students to be motivated.
Time Frame:

Introduction:
Hello Students,
Welcome to Lesson 2. In here you are going to look at the efforts and initiatives done by
the teachers and the school to keep the students eager and engaged in their own learning. You
will be observing and interviewing teachers as well as school administrators about how they
organize the school and curriculum to motivate learners. You will be guided with questions and
tools in this activity.
Enjoy!
Objectives:
I must be able to observe and describe teacher’s approaches that motivate learners. I
will also interview teachers and administrators about the activities and programs they initiate to
motivate the students.

ACTIVITY:

Observation Guide
A. Observe a class. Focus your attention on the teacher’s approaches to
motivate the students. Describe those approaches on the diagram bellow.

Approach 1

__________________________________________________________________
____________________________________________________________
Approach 2
__________________________________________________________________
____________________________________________________________
Approach 3
__________________________________________________________________
____________________________________________________________

Observation Guide
B. Interview teachers and school administrators. Ask about the school
programs and activities they conduct to motivate their students. Identify
those approaches on the diagram bellow.

School Programs and Activities

(List anywhere on this sheet)

ANALYSIS:
Based on the gathered information, try to classify the intiatives based on the following
classifications. Fill in the table below
Teaching-Learning Student-Intervention Teacher Support and
Approaches Activityies/Programs Enhancement Programs

1. How do students respond to the teacher’s teaching-learning approaches?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What make the teacher’s teaching-learning approaches effective in motivating learners? What
make it ineffective?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Are the school’s intervention activities or programs address the needs of unmotivated learners?
How?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. How does the school support and equip teachers in helping students to be motivated?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. How can you use the theories of Behaviorism to help teachers and school administrators
motivate learners?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

ABSTRACTION:

Linking Theory to Practice

Here’s a quick review quiz to see how much you have learned about Behaviorism theories. The
questions are designed to get you thinking about how the theory applies to your classroom
1. Which key concept of Behaviorism can help Teacher Lolit manage her class and help
them to be more engaged in the lesson?
 a. Stimulus-Response
b. Operant Conditioning
c. Nomothetic
d. Reductionism
2. In Operant Conditioning which of the following method is advised in reducing and
eliminating unwanted behaviors like talking during lectures?
a. Praising students who are well behaved
b. Punishing the students
c. Praising the students who were talking
d. Giving the floor to the students to share their ideas
3. Teacher Nestor is a school administrator, he would like to initiate an activity to motivate
students to participate flag ceremonies. Which of the following activities should Teacher
Nestor consider?
a. Giving reward to sections who comes first at their area for the flag ceremony
b. Asking late students to clean the area after the flag ceremony
c. Rewarding/praising sections with complete attendance regularly
d. Reprimanding section advisers who fail to compel their students to attend
4. Which of the following is a Neutral Operant when a student submitted a project before
the deadline?
a. Teacher giving less score to those students who submitted late
b. Teacher giving extra credit to the student who just submitted the output
c. Teacher being happy on what the student did
d. None of the above
5. Which of the following should Teacher Mildred use to lessen the unwanted behavior like
being late in class?
a. Reinforcement
b. Negative reinforcement
c. Punishment
d. Stimulus
 AS A FUTURE
TEACHER
Make an intervention plan to help
learners get motivated to learn.
Describe how you are going to
implement your intervention plan.

APPLICATION:
 You are halfway to finish Module 2. Get ready for the next Task!

Module 2: Learners’ Motivation

Lesson 3: Parents’ Involvement and Cultural Effects on Learners’ Motivation
Learning Outcomes:
1. Describe the role of parents in learner’s motivation; and
2. List some activities parents do to motivate their child to learn.
Time Frame:

Introduction:
Hello Students,
Welcome to Lesson 3. In this lesson, you are expected to observe learners at their home
and interview parents about their child motivation to learn. You may conduct physical home
visitation or online observation and interview to conduct this activity. You will be guided with
questions and instructions to help you gather significant information about motivating learners
to study even at the comfort of their houses.
Enjoy!

Objectives:
I must be able to observe learners at home and interview their parents or guardians
about motivating the child to learn at their houses.

ACTIVITY:

Observation Guide
A. Observe a random learner at home, you may do so by actual home
visitation or via online video conferencing. Fill-in the table below.

STUDENT AT HOME
Temperament Behavior Study Habits
 Observation Guide
B. Interview the learner’s parent/s or guardian, you may do so by actual
home visitation or via online video conferencing. Ask the following
questions.
A.
6. How is your child at home ma’am/sir?
_______________________________________________________________________
_______________________________________________________________________
7. How is he/she as a student?
________________________________________________________________________
________________________________________________________________________
8. How do you help you child in his/her studies?
________________________________________________________________________
________________________________________________________________________

9. How do you encourage your child to learn more?

________________________________________________________________________
________________________________________________________________________
10. As a parent what is/are your expectations and aspirations for your child?
________________________________________________________________________
________________________________________________________________________

ANALYSIS:
Identify characteristics of parents who motivates and nurtures their child to learn.
Describe how each of the following might affect the learner’s motivation and achievement.

Parent’s Involvement

Parent’s Culture

Parent’s Belief and Expectations

Parent’s Income

Parent’s Educational Achievement

ABSTRACTION:

Linking Theory to Practice

Here’s a quick review quiz to see how much you have learned about Attribution Theory.
1. Heredity based on Attribution Theory locus is considered what?
a. External
b. Stable
c. Internal
d. Unstable
2. Parent’s Involvement to motivate the child in the concept of Endurance by Attribution
Theory is considered what?
a. Stable
b. Unstable
c. Global
d. Specific
3. Attribution theory perceives success and failures based on causal properties, which of the
following is NOT a causal property of Attribution Theory?
a. Locus
b. Controllability
c. Endurance
d. Attitude
4. Based on attribution theory, in terms of endurance the parents’ cultural background is
considered what?
a. External
b. Controllable
c. Stable
d. Global
5. Which of the following approaches can parents better help to motivate the child to learn?
a. Giving reinforcements
b. Scaffolding child learning
c. Establishing high expectations
d. Paying a tutor for their child
APPLICATION:

AS A FUTURE
1.
TEACHER
Assuming you will be conducting a parent-
teacher conference, prepare the meeting agenda
that is centered around helping
parents/guardians motivate their child to learn.
2. Develop a brochure that help parents/guardians
to better motivate their child at home to study.

Rubric brochure, Agenda for conferences/format brochure

Congratulations!
You have successfully completed Module 2.
You finished the entire task given and shared
your understanding on the different theories discussed.
You are now ready to take on Module 3. Good luck!

References:
 Kober, Nancy and Usher, Alexandra. (2012). Student Motivation: An Overlooked Piece
of School Reform. https://files.eric.ed.gov/fulltext/ED532666.pdf
 Legault, Lisa. (2017). Self-Determination Theory. 10.1007/978-3-319-28099-8_1162-1.
 McLeod, S. A. (2018, January, 21). Skinner - operant conditioning. Simply Psychology.
 https://www.simplypsychology.org/operant-conditioning.html
 Weiner, Bernard. (2010). Attribution Theory. 10.1002/9780470479216.corpsy0098.