The document is a module designed for student-teachers focusing on adult learning principles and methodologies in the context of blended learning, particularly due to the COVID-19 pandemic. It emphasizes the adaptation of teaching strategies, outlines course expectations, and details the principles and laws of learning necessary for effective instruction. The module is structured to engage students in active learning experiences over an 18-week period, promoting both collaborative and individualized approaches to education.

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Student’s Name: ______________________________
Section & Year Level: __________________________
Class Schedule: _______________________________
Fb Messenger: __________________________________
Week 1

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PREFACE
THE ANDRAGOGY OF LEARNING INCLUDING PRINCIPLES OF
TRAINER’S METHODOLOGY 1 module was developed to help student-teachers
to explore comprehensive knowledge about the nature of the teaching-learning
process.
It is composed of different activities and learning resources specially
designed to address the needs of the learner in the new normal in the absence
of face-to-face instruction. Learning tasks were also modified for your
convenience and understanding as to not to compromise your learning.
The content was based according to the specific learning outcomes. It is
also specified into seven modules with corresponding lessons in each. And it
gives importance to adult learning, training design and methods and trainers’
competencies.
The author
1. Use the module with care especially in turning each page.
2. Read and understand the lesson and the directions in every exercise.
3. Observe honesty in answering the test and exercises and in checking your
answers.
4. Avoid unnecessary mark/s on any part of this module.
5. Try to finish the task at hand before proceeding to the next. Submit as
scheduled.
6. Stipulate your sources/references as to where and whom you based your
answers.
How to use this module

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Dear Student,
The Covid-19 pandemic has created many changes in our lives. Students, families, and
teachers are all learning to adapt to this situation. This module was written for you. It aims to
align teacher education with the new teacher education curriculum. This also focus on the
knowledge, skills, and attitude you need in Trainer’s Methodology I. From experience, we know
that serious study is definitely no easy task! But it can be lighter, more exciting and more
enjoyable with you willing to take an active part.
It is going to be a take of 3 hours every week for 18 weeks or 54 hours in a semester of
blended learning, a combination of modular and F2F or face-to-face learning. If, by any chance,
an online learning will also be used. This module includes chapter description, chapter
outcomes, and activities.
This kind of situation is new to all of us, so it’s natural if you sometimes feel anxious or
worried. You may have seen the social media hashtag - #ItsOKNotToBeOK - this is an
important message. Make sure you talk about your feelings with God, friends and family.
Finally, a reminder that we all need to work together to overcome this pandemic. That means
that we stay connected with each other, but practice physical distancing and regular hand
washing. It’s important to make some time for physical activity, get outside for some fresh air.
I know there is a lot of changes happening and that can be hard. But, what remains the
same is our commitment to you. All of us – your teacher and school board – care about you
and know that our learning might be different, but we’re still here and we will get through this
together.
Sincerely,
Ana Marie R. Deguit
Instructor
If you do have inquiries, please feel
free to contact me on the given
details.
Mobile Number: 0956-609-7835
Email add:
mercadoanamarie@gmail.com

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Preface……………………………………………………………………………………………….2
How to use this module……………………………………………………..........................2
Message/Teacher’s Info………………………………………………….............................3
Course Outline…………………………………………………………………………………….5
Course Requirements…………………………………………………………………………….5
Grading System……………………………………………………………………………………5
PART I: The Principles of Teaching
Lesson 3: Principles Underlying Teaching……………………………………………………6
Lesson 4: Management of Instruction
• Lesson Planning Topic 1………………………………………………………...8
References…………………………………………………………………………………………….9
MODULE 1: WORKSHEETS
Activity 1………………………………………………………………………………………………11
Activity 2………………………………………………………………………………………………11
Activity 3………………………………………………………………………………………………12
Scoresheet…………………………………………………………………………………………….13
Submission Process………………………………………………………………………………...13
Table of Contents

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Course Title: The Andragogy of Learning Including Principles of Trainer’s Methodology 1
Course Code: AL301
Course Credit: 3 Units
No. of Hours: 3 Hours/week (54 hrs./sem.)
Pre-requisite: None
Course Description: This course focuses on the prospective nature of teaching
and on the application of adult learning principles and learning styles in implementing
training programs. The student- teacher will be given opportunities to experience the
role of a facilitator rather than a lecturer.
This course is intended to produce globally- competitive
local professionals and technologists who are dedicated and committed to uplift the
quality of life among all Zambosurians, guided by values anchored on integrity and
firm morals needed in sustaining a strong Philippine Republic.
Learning Outcomes: At the end of the course, the student/s should be able to:
• Picking up and retrieval of modules shall be done as scheduled.
• On time submission of projects/assignments shall be observed.
• Course requirements shall be complied as scheduled.
• Modular exercises shall be accomplished as thoroughly as possible.
• If F2F and online learning are used, attendance is a MUST.
1. Explain the different concepts of teaching and the teaching profession
2. Develop instructional decisions processes in the teaching-learning process
3. Identify learner’s training requirements
4. Organize learning and teaching resource
5. Demonstrate decision-making skills on selection of major parts of lesson plan
6. Applying principles of teaching/learning in contrived and if possible and if possible
in actual natural situations
7. Prepare session plan
8. Prepare instructional materials
9. Prepare assessment instrument
Course Outline
Course Requirements

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Lesson 3 Principles Underlying Teaching
Introduction
The learning of our students is our foremost concern. How do we define
learning? Learning is the acquisition of a knowledge-based used with fluency to make
sense of the world, solve problems and make decisions.
Principles of Learning
1. Learning is an experience which occurs inside the learner and is
activated by the learner.
2. Learning is the discovery of the personal meaning and relevance of
ideas.
3. Learning (behavioral change) is a consequence of experience.
4. Learning is a cooperative and collaborative process. Cooperation
fosters learning.
5. Learning is an evolutionary process.
6. Learning is sometimes a painful process.
7. One of the richest resources for learning is the learner himself.
8. The process of learning is emotional as well as intellectual.
9. The process of problem solving and learning is highly unique and
individual.
Laws of Learning
It is worth including other principles / laws of learning by Thorndike
(1932).
Law of Effect
• Learning is strengthened when accompanied by a pleasant or satisfying
feeling.
• Learning is weakened when associated with an unpleasant feeling.
• Learning takes place properly when it results in satisfaction and the
learner derives pleasure out of it.
Law of Exercise
• Things most often repeated are best remembered.
• Students do not learn complex tasks in a single session.
Law of Readiness
Individuals learn best when they are physically, mentally, and
emotionally ready to learn, and they do not learn well if they see no reason for
learning.
Part I. The Principles of Teaching

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Additional Laws (Principles)
Law of Primacy
• Things learned first create a strong impression.
• What is taught must be right the first time.
Law of Recency
Things most recently learned are best remembered.
Law of Intensity
The more intense the material taught, the more it is likely learned.
Law of Freedom
• Things freely learned are best learned.
• The greater the freedom enjoyed by the students in the class, the greater
is the intellectual and moral advancement enjoyed by them.
We teach effectively when we consider how learning takes place stated in the
principles of learning.
Points to review:
• Only the learner can learn for himself. It is wise to make him/her
do the learning activity himself/herself.
• Learning is discovering the meaning and relevance of ideas. Let’s
relate what we teach to the life experiences and needs of the
learners.
• Learning (behavioral change) comes as result of experience. Let us
make learners go through the experience of learning, if feasible. If
not, learning from other people’s experiences as recorded in
history will suffice.
• Cooperative and collaborative learning are enabling. Let us use
more collaborative and cooperative approaches in the classroom.
• Learning does not take place overnight. Like the process of
evolution, it is gradual. Let us be patient. Learning takes time.
• Learning poses inconvenience, discomfort, giving up our old ways
of thinking and doing things because something new is far better.
• Very much forgotten is the fact that the learner is one of the
richest resources of learning. Consult him/her.
• Learning is not only a cerebral process. It is not only thinking but
also feeling. It involves the heart. In fact, learning takes place best
when our hearts are stricken.
• No two individuals learn in the same way. Each person has a
unique way of learning. Let us not impose our way of learning on
others. Let us give considerations to multiple intelligence and
varied learning styles.

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Lesson 4 Management of Instruction
• Lesson Planning
Introduction
The material as well as the non-material resources in the teaching-
learning process must be well-managed in order to reap optimum learning. To ensure
results, the management of these resources must be grounded on time-tested
principles.
Topic 1
Objective-Related Principles of Teaching
Guiding Principles in Determining and Formulating Learning Objectives
1. “Begin with the end in mind,” says Covey, the author of “Seven Habits of
Effective People”. In the context of teaching, this means that we must begin our
lesson with a clearly defined lesson objective.
2. Share lesson objective with students. Like a seminar that begins with a
statement of purpose, our lesson ought to begin with a statement and
clarification of our lesson objective.
3. Lesson objectives must be in the two or three domains-knowledge
(cognitive) skill, (psychomotor) and values (affective). Our lesson may be
dominantly cognitive, psychomotor or affective. Dominantly cognitive if it is
meant primarily for knowledge acquisition and dominantly psychomotor if it is
intended for the acquisition and honing of skills. Lesson objectives in the
affective domain are mainly focused on attitude and value formation. A
cognitive or a skill lesson must always include the affective dimension for
wholistic learning.
4. Work on significant and relevant lesson objectives. With our lesson objective
becoming our students’ lesson objective, too, our students will be self-propelled
as we teach.
5. Lesson objective must be aligned with the aims of education as embodied
in the Philippine constitution and other laws and on the vision-mission
statements of the educational institution of which you are a part. The aims
Focus Questions
What are some guiding principles on:
▪ the identification and formulation of goals and objectives,
▪ selection and organization of content,
▪ identification of appropriate teaching approaches, methodologies, techniques
and activities,
▪ assessment of learning and on
▪ classroom management?
What are the implications of these principles to classroom instruction?

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of education as enshrined in our fundamental law of the land, in the Education
Act of 1982, the Ten-Year Medium Term Development Plan must be reflected in
the vision-mission statements of educational institutions.
6. Aim at the development of critical and creative thinking. This is easier
said than done. Most questions asked whether oral or written are convergent,
low-level questions.
7. For accountability of learning, lesson objectives must be SMART, i.e.,
Specific, Measurable, Attainable, Result-oriented-Relevant, Time-bound
and Terminal. When our lesson objective is SMART it is quite easy to find out
at the end of our lesson if we attained our objective or not.
Taxonomy of Objectives
With educational taxonomy, learning is classified into three domains namely:
(1) Cognitive
(2) Affective
(3) Psychomotor or behavioral
References:
Corpuz, B. & Salandanan, G. (2015). PRINCIPLES OF TEACHING 1:(4th ed.). Lorimar
Publishing, Inc.

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Week 1
Student’s Name: ______________________________
Section & Year Level: __________________________
Class Schedule: _______________________________
Fb Messenger: __________________________________

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Let us t
Taking it to the Net
There are other principles of learning. Research on them. (Write or Paste it
on the space provided)
Activity 1
Based on the nine principles of learning, do metaphorical thinking by
completing this statement: Learning is like
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Activity 2

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Draw or Cut & Paste to differentiate Bloom’s Taxonomy with Anderson’s Taxonomy.
Activity 3

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EXERCISES SCORE REMARKS
Activity 1
Activity 2
Activity 3
Total
Reminders on the process of submission: 1. Keep the module for your personal reference and for future
purposes. Submit ONLY the WORKSHEETS covering from pages 10 – 13 to your course instructor or to
the personnel assigned.
Scoresheet