The document discusses approaches to teaching and learning, including behavioral, cognitive, and humanistic approaches. It also discusses strategies for motivating underachieving students, such as maintaining contact between home and school, emphasizing goal setting, and using students' strengths. Principles of learning assessment are presented, including the idea that assessment should be an integral part of the teaching-learning process and should provide feedback to improve learning.

1. MAKATI
HIGH SCHOOL
ENHANCEMENT SEMINAR FOR
TEACHERS
December 9, 2011

2. APPROACHES
TO LEARNING
1. BEHAVIOURAL
2. COGNITIVE
3. HUMANISTIC
Lawry Mahon,
Victoria University

3. BEHAVIOURAL
a. PUNISHMENT
b. REWARDS
The use of rewards and
punishment are proven
effective but in short term.

4. COGNITIVE
Teaching, learning and assessment
in schools should catch-up to the
general needs of society.

5. COGNITIVE
Standardized curriculum and
examinations set by the school
and government

6. COGNITIVE
Standardized curriculum and
examinations set by the school
and government

7. COGNITIVE
Teachers recognize the need
for the child to actively participate
in the learning process by making
personal decisions about the
learning tasks.

8. COGNITIVE
Children are committed to the
goals of the teachers
Children have self-discipline
There should be policy for
appropriate courses of
action

9. HUMANISTIC
Human beings have the ability to
understand – and to control –
the world by careful application
of their own rational faculties.

10. HUMANISTIC
Teacher should recognize the
children’s goal by observing
their behavior.
•Teacher should recognize the children’s goal by observing their behavior.

11. HUMANISTIC
•Self-actualization
•Freedom to learn
(Freire, 1972)
•Teacher should recognize the children’s goal by observing their behavior.

12. HUMANISTIC
•Self-actualization
•Freedom to learn
(Freire, 1972)
•Teacher should recognize the children’s goal by observing their behavior.

13. HUMANISTIC
•Self-actualization
•Freedom to learn
(Freire, 1972)
•Teacher should recognize the children’s goal by observing their behavior.

14. TYPES OF
STUDENTS
•Overachiever
•Underachiever

15. UNDERACHIEVER
There is a significant gap
between their ability and
what they produce in
school.

16. UNDERACHIEVER
Teachers are challenged
daily by students who don’t
show interest in learning.

17. UNDERACHIEVER
Underachievement is a
behavior and can be
modified.

18. UNDERACHIEVER
Underachievement is a
behavior and can be
modified.

19. Technology is the great tool
to engage and empower
students to heighten their
attitude towards learning
and allow them to succeed.

20. STRATEGIES FOR TEACHERS
IN MOTIVATING
UNDERACHIEVERS
Maintain contact between home
and school.
Discourage the "Parent to the
Rescue" syndrome.

21. STRATEGIES FOR TEACHERS
IN MOTIVATING
UNDERACHIEVERS
Emphasize goal setting, showing
students how life success is
linked to school performance.

22. STRATEGIES FOR TEACHERS
IN MOTIVATING
UNDERACHIEVERS
Encourage more reading and
less TV, videos, computer
games and surfing the Internet
at home.

23. STRATEGIES FOR TEACHERS
IN MOTIVATING
UNDERACHIEVERS
Use concepts from the world
of sports as analogies for
goal setting in life.

24. STRATEGIES FOR TEACHERS
IN MOTIVATING
UNDERACHIEVERS
Hold students accountable
for actions, behavior,
materials and work.

25. STRATEGIES FOR TEACHERS
IN MOTIVATING
UNDERACHIEVERS
Help underachievers identify
their areas of strength.

26. STRATEGIES FOR TEACHERS
IN MOTIVATING
UNDERACHIEVERS
Use whole group instruction,
individualized study,
heterogeneous grouping and
cluster or ability grouping.

27. STRATEGIES FOR TEACHERS
IN MOTIVATING
UNDERACHIEVERS
Use various forms of
assessment.
Use the expertise and
experience of other
teachers in deciding on
strategies to use with your
underachievers.

28. STRATEGIES FOR TEACHERS
IN MOTIVATING
UNDERACHIEVERS
Plan lessons that involve all of
Gardner's Multiple Intelligences.
Make sure your lessons
give the opportunity for
students to use higher
level thinking skills.

29. STRATEGIES FOR TEACHERS
IN MOTIVATING
UNDERACHIEVERS
Use outside resources and
school staff to offer specialized
courses based on student
interests.

30. STRATEGIES FOR TEACHERS
IN MOTIVATING
UNDERACHIEVERS
Identify specific organizational
skills your underachievers need
to learn.
Include classroom
activities that increase
skill in memorization.

31. STRATEGIES FOR TEACHERS
IN MOTIVATING
UNDERACHIEVERS
Team each underachieving
student with an achieving
partner of equal ability.
Be intentional about
teaching study skills.

32. STRATEGIES FOR TEACHERS
IN MOTIVATING
UNDERACHIEVERS
Have students discuss
and think about success
and failure.

33. Principles
in Learning
Assessment

34. Assessment of
learning is an integral
part of the teaching –
learning process.

35. Assessment tool
should match with
performance
objective.

36. The results of
assessment must be
fed back to the
learners..

37. Teachers must consider
learner’s, learning styles
and multiple intelligence
and come up with variety
of ways in assessing
learning.

38. Give some
positive feedback
along with not so
good ones.

39. Emphasize on
self-assessment.

40. Teacher’s task is to teach
all students even from
those limited backgrounds
must have access to
learning opportunities

41. Assessment of learning
should never be used
as punishment or as a
disciplinary measure.

42. Results of learning
assessment must be
communicated clearly
and regularly to
parents

43. Teachers are continually
faced with the challenge of
assessing the progress
of students as well as
their own effectiveness
as teachers
(Santos, 2007).

44. ASSESSMENT could:
1. Improve student performance
2. Guide the teachers in
enhancing the teaching
learning process
3. Assist policy makers in
improving the educational
system.

45. What is ASSESSMENT for LEARNING?
ASSESSMENT for LEARNING for
learning is sometimes called
“FORMATIVE” assessment –
involves teachers and learners
using assessment to improve
learning.

46. What is ASSESSMENT for LEARNING?
It is about assessing progress and
analysis and feeding back the
outcomes of that assessment
positively and constructively to:

47. Agree actions to help
the learner improve
Adapt teaching
methods to meet
the learner’s
identified needs.

48. Agree actions to help
the learner improve
Adapt teaching
methods to meet
the learner’s
identified needs.

49. ASSESSMENT FOR
LEARNING
FEEDBACK TO LEARNER(S)
ACTION FOR TEACHERACTIONS FOR LEARNER(S)
ENHANCED LEARNING
FOR ALL LEARNERS
FEEDBACK TO TEACHER

50. ASSESSMENT for
learning is a continuous
dialogue.
ASSESSMENT for learning
demonstrates a particular view of
learning – that all learners can
improve and achieve their full
potentials.

51. ASSESSMENT FOR
LEARNING
FEEDBACK TO LEARNER(S)
ACTION FOR TEACHERACTIONS FOR LEARNER(S)
ENHANCED LEARNING
FOR ALL LEARNERS
FEEDBACK TO TEACHER

52. METHODS FOR
LEARNING ASSESSMENT
Check learning and
assess progress
Use range of approaches
Form a Question

53. METHODS FOR
LEARNING ASSESSMENT
REVIEWING LEARNING:
Looking backwards and
forwards
Developing a skill of reflection
Giving and receiving
feedback

54. Thank you!
MARILYN P. ALLANIGUE
0927.6888.981
 marlynallanigue@yahoo.com