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1. LEARNING
ENVIRONMENT
PREPAIRED BY:
DEMARK B. CUTAMORA & SHEILAN MAE SALAUM

2. Learning Environment are places where people learn. They can
include Physical spaces such as classrooms, schools, or workplaces;
Virtual spaces such as digital platforms; or blended spaces that
combine both physical and digital elements.
Learning Environment should provide a safe and conducive space for
learning. They should also provide opportunities for learners to
interact with each other and access resources that help them in
different ways.

3. 1. LEARNER-CENTERED ENVIRONMENT These environments are
focused on how learners
learn best. In these
environments, learners are
in control of the learning
process and the content
they consume.

4. 1. LEARNER-CENTERED
These learning environment
focus on the knowledge that
learners acquire through the
course materials. Knowledge-
centered learning environments
have a clear structure for what is
expected learners achieve
certain milestone or accomplish
certain tasks.
2. KNOWLEDGE-CENTERED

5. 1. LEARNER-CENTERED
These environment focus
on assessment and
feedback to help learners
improve their skills or
achieve a specific goal.
2. KNOWLEDGE-CENTERED
3. ASSESSMENT-CENTERED

6. 1. LEARNER-CENTERED
Community-centered
learning environments focus
more on group interactions,
group dynamics, and
creating an environment
where students help one
another to grow in
knowledge and character.
2. KNOWLEDGE-CENTERED
3. ASSESSMENT-CENTERED
4. COMMUNITY-CENTERED

7. ARRANGEMENT
OF FURNITURE

8. ARRANGEMENT OF
FURNITURE
The furniture, like the
tables for
demonstration located
in front of the room and
the chairs facing it are
neatly arranged with
sufficient spaces in
between for ease in

9. ARRANGEMENT OF FURNITURE
Display shelves for safekeeping of
projects, collections and
outstanding works are located at
the sides.
Attached to the wall is the bulletin
board for hanging posters,
announcements, and illustrations
about the unit being undertaken.
During discussion, the board in
front is used for clarifying step by
step procedures and making
clearer diagrams, illustrations and
figures.

10. PHYSICAL CONDITIONS OF THE
CLASSROOM
As soon as the students enter they are attracted
by the clean and orderly set-up. Natural light
and flowing fresh air add to their comfort and
ease. Free from noise coming from the
surroundings, student’s concentration and
interest are easily sustained. The doors and
windows could be open and close with less
difficulty and noise. The light fixtures are located
where needed.

11. INTERACTIONS
Teachers must be sensitive to positive
or negative interactions and must
immediately undertake an instant
revision or adjustment in the
methodology when necessary. The
primary goal is to be able to motivate
them to work harmoniously,
Thereafter, inculcate the values of
cooperation and congeniality.

12. “All human interactions are opportunities either to teach
or learn”
-M. Scott Peck

13. COMPONENTS:
An enabling context – Authentic or realistic context is
provided to improve learners, and typically take the form
form of complex, full-scale problems representative of
real-world tasks.
Resources – to help students understand their complex
problems, extensive resources can be provided. A truly
open-ended environment would involve students in
independent research to find and select their own
relevant resources (e.g., in the campus library, on the
internet.)
A set of tools – in some learning environments, however,
selected resources sets are provided to learners. A full
set of tools are provided to help learners process
information, manipulate data, and discuss the data.

14. FACILITATIVE LEARNING ENVIRONMENT
 ENCOURAGES PEOPLE TO BE ACTIVE
 PROMOTES AND FACILITATES THE INDIVIDUAL’S DISCOVERY OF THE PERSONAL MEANING
OF IDEA
 EMPHASIZES THE UNIQUELY PERSONAL AND SUBJECTIVE NATURE OF LEARNING
 DIFFERENCE IS GOOD AND DESIRABLE
 CONSISTENTLY RECOGNIZES PEOPLE’S RIGHT TO MAKE MISTAKES
 TOLERATES AMBIGUITY

15.  EVALUATION IS A COOPERATIVE PROCESS WITH EMPHASIS ON SELF-EVALUATION
 ENCOURAGES OPENNESS OF SELF RATHER THAN CONCEALMENT OF SELF
 PEOPLE ARE ENCOURAGED TO TRUST IN THEMSELVES AS WALL AS IN EXTERNAL
SOURCES
 PEOPLE FEEL THEY ARE RESPECTED
 PEOPLE FEEL THEY ARE ACCEPTED
 PERMITS CONFRONTATION
 PROVIDES CONDUCIVE LEARNING ENVIRONMENT NECESSARY IN THE FULL
DEVELOPMENT OF THE COGNITIVE AND APPETITIVE FACULTIES OF THE LEARNER
FACILITATIVE LEARNING ENVIRONMENT

16. 10 CHARACTERISTICS OF A HIGHLY EFFECTIVE ENVIRONMENT
1) The students ask the question – Good question
2) Questions are valued over answers
3) Ideas come from a variety of sources
4) A variety of instructional design methods are used
5) Classroom learning “empties” into an authentic community

17. 10 CHARACTERISTICS OF A HIGHLY EFFECTIVE ENVIRONMENT
6) Learning is personalized by a variety of criteria
7) Assessment is persistent, authentic, transparent, and never
punitive
8) Criteria for success is balanced and transparent
9) Learning habits are constantly modelled
10)There are constant opportunities for practice

18. THAT’S ALL, THANK YOU!