Why the subject is important?

Facilitating Learning-Centered Teaching is important for Education students because it prepares

them to create classrooms where students are the focus of learning. This subject teaches future
teachers how to use different strategies, like group activities, discussions, and hands-on tasks, to
make lessons more interesting and effective. It helps them understand how to address the diverse
needs of students, including those with different backgrounds, abilities, and learning styles. By
learning this, Education students develop skills to encourage critical thinking, creativity, and
collaboration among their future learners. It also promotes self-reflection, allowing them to
evaluate and improve their teaching methods. Overall, this subject equips future teachers with
the tools and confidence to inspire students, create meaningful learning experiences, and support
their growth academically, socially, and emotionally.
Learner
First thing that comes into mind is subject or courses like mathematics, science, and languages in
school. but in the broader sense it extends beyond the confine of the classroom or school.
TYPES OF LEARNING
1. Motor Learning
This involves acquiring skills that require physical movement and coordination. It
focuses on improving motor control and precision.
Example: Learning how to ride a bicycle or type on a keyboard.
2. Verbal Learning
This refers to acquiring knowledge and skills through spoken or written words. It often
involves memorization or association.
Example: Memorizing a poem or vocabulary words in a new language.
3. Concept Learning
This is about understanding and categorizing ideas, objects, or events by identifying
common attributes or principles.
Example: Understanding the concept of a triangle by identifying shapes with three sides
and three angles.
4. Discrimination Learning
This involves distinguishing between different stimuli or identifying differences and
similarities.
Example: Recognizing the difference between the sound of a bell and a buzzer, or
identifying different shades of colors.
5. Learning of Principles
This is learning the underlying rules or principles that govern certain situations or
phenomena.
Example: Understanding the principle of gravity through experiments and observing that
objects fall to the ground when dropped.
6. Problem-Solving Learning
This involves finding solutions to unfamiliar or challenging situations using reasoning,
logic, or creativity.
 Example: Solving a math problem using critical thinking or figuring out how to fix a
broken device.
7. Attitude Learning
This is the development of attitudes, beliefs, or values that influence behavior.
Example: Developing a positive attitude toward teamwork through group activities or
learning the importance of environmental conservation by participating in a clean-up
drive.

LEARNER CENTERED PRINCIPLE

A. When we say learner-centered principles "pertain to the learner and the learning process," it
means they focus on the student and how they actively engage in learning. The principles
highlight that learning is most effective when students take part in understanding, practicing, and
applying what they learn, rather than just passively receiving information.
Example:
A student learning to solve math problems doesn’t just memorize formulas. Instead, they practice
solving different problems (learning process), ask questions when confused, and apply what
they’ve learned in real-life scenarios, like budgeting their allowance (focus on the learner).

B. Learner-centered principles focus on how students think and feel because these are the things
they can control to help them learn better. It means that learning depends on the student's
motivation, emotions, and how they understand and process information.
Example:
A student preparing for an exam decides to create a study schedule (self-regulation), review
notes actively (cognition), and stay positive about their ability to pass (emotion). These internal
choices and efforts directly affect how well they learn and perform.

C. When learner-centered principles "deal with external or contextual factors that interact with
internal factors," it means they recognize how outside influences, like the learning environment
or social interactions, work together with a student's motivation, emotions, and thinking
processes to affect learning.
Example:
A student might feel motivated to study (internal factor) because their teacher creates a
supportive and encouraging classroom environment (external factor). Similarly, a student who
struggles with focus (internal) might improve when distractions in the classroom are minimized
(external).
D. When learner-centered principles are described as an organized set, it means they work
together as a whole system. No single principle can fully explain or support learning on its own;
they must be applied together to address all aspects of the learning process.
Example:
A teacher focusing on a student’s motivation (one principle) also needs to consider their
cognitive abilities, emotional state, and the environment (other principles). For instance,
motivating a student to read a book won’t work if the material is too hard (cognitive factor) or
the student feels anxious (emotional factor). All principles must align to create effective learning.
E. Learner-centered principles are grouped into different areas that affect how students learn:
Cognitive: How students think and understand.
Example: Solving problems and remembering facts.
Metacognitive: How students plan and check their learning.
Example: Thinking, "Did I study this well?"
Motivational: What makes students want to learn.
Example: Working hard to achieve a goal.
Affective: How feelings influence learning.
Example: Feeling happy or confident helps learning.
Developmental: How age and growth affect learning.
Example: Younger kids learn through play, older students through discussions.
Social: How other people help with learning.
Example: Group projects and sharing ideas.
Individual Differences: How each student learns differently.
Example: Some like videos, others prefer hands-on activities.
F. These principles apply to everyone in the education system because learning is a
shared responsibility. Teachers, administrators, parents, staff, and guidance counselors all
play roles in creating a positive learning environment and supporting student success.
Example:
Teachers: Use the principles to design lessons that meet students' needs and learning
styles.
Administrators: Create policies that support both students and teachers.
Parents: Encourage and motivate their children to value learning.
Guidance Counselors: Address students' emotional and social needs to help them
succeed.
Staff: Ensure the learning environment is safe and organized.

LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES

The cognitive and metacognitive factors in the learner-centered psychological principles focus
on how learners think, understand, and manage their own learning.
1. Nature of the Learning Process
Learning is an active process where learners connect new information to what they already
know. It works best when it's meaningful and involves understanding, not just memorizing.
Example: When students relate math concepts to real-life problems, they learn better.
2. Goals of the Learning Process
Learning improves when students know what they’re trying to achieve. Clear goals help them
stay focused and measure their progress.
Example: A student practicing for a quiz knows they need to understand formulas, so they
concentrate on mastering them.
3. Construction of Knowledge
Learners build their own understanding by combining new information with their experiences
and prior knowledge.
Example: A history student connects lessons about ancient trade routes with modern-day global
trade.
4. Strategic Thinking
Successful learners use strategies to help them think, solve problems, and learn better.
Example: A student uses a flowchart to organize ideas for an essay.
5. Thinking About Thinking (Metacognition)
Learners who reflect on their own thinking process ("Am I understanding this?") can make
adjustments and improve. This is called metacognition.
Example: A student realizes they don’t fully understand a concept and decides to reread the
textbook or ask questions.
6. Context of Learning
Learning happens more effectively in environments that encourage exploration and relevance.
Example: Science experiments in labs help students understand theories better because they see
them in action.
MOTIVATIONAL AND AFFECTIVE FACTORS
1. Motivational and Emotional Influences in Learning
Emotions and motivation play a big role in learning. Positive emotions, like happiness and
excitement, encourage engagement and make it easier to absorb information. On the other hand,
negative emotions, like fear or anxiety, can block learning and reduce focus.
Example: A student who enjoys the subject will participate enthusiastically in class discussions,
while a student feeling nervous about being judged may stay silent.
2. Intrinsic Motivation to Learning
Intrinsic motivation happens when students learn because they genuinely enjoy it or find it
meaningful, not because of rewards or punishments. This type of motivation leads to deeper and
longer-lasting learning.
Example: A child reads a book about space out of curiosity, not because there’s a test or
homework about it.
3. Effect of Motivation on Effort
Motivation drives effort. When students are motivated, they are more likely to put in the hard
work needed to learn and succeed, even if tasks are challenging. Motivation can come from
within (intrinsic) or from outside factors (extrinsic).
Example: A student who is motivated to win a science fair will spend extra hours perfecting their
project, while another who simply enjoys experimenting with science may work hard out of pure
interest.
Developmental and Social factors
1. Developmental Influences on Learning
Learning is affected by a student’s physical, cognitive, emotional, and social development.
As students grow, their ability to learn and understand concepts evolves. Teaching
strategies need to match their developmental stage to be effective.
Example: Young children learn best through play and hands-on activities, while older
students can handle abstract concepts like algebra or critical thinking.

2. Social Influences on Learning

Social interactions greatly impact learning. Students learn from their peers, teachers, and
family through collaboration, observation, and feedback. A supportive social environment
can boost confidence, motivation, and engagement.
Example: A student may learn teamwork skills during a group project or improve their
reading by practicing with a peer tutor.

INDIVIDUAL DIFFERENCES FACTORS

1. Individual Differences in Learning
Every student learns differently because of their unique abilities, interests, backgrounds, and
experiences. Effective teaching considers these differences and uses various strategies to
help all learners succeed.
Example: One student may learn best by listening (auditory learner), while another prefers
hands-on activities (kinesthetic learner).
2. Learning and Diversity
Diversity, such as cultural, linguistic, and socioeconomic differences, affects how students
approach learning. Teachers should respect and adapt to these differences to create an
inclusive learning environment.
Example: A teacher includes examples from different cultures in a history lesson to make
the subject relatable for all students.
3. Standards and Assessment
Clear standards guide what students need to learn, but assessments should be flexible and
account for individual differences. Fair assessments use multiple ways to measure learning,
such as projects, tests, and presentations.
Example: A student with strong writing skills may excel in essay tests, while another may
do better in oral presentations or hands-on demonstrations.
Santrock (2011) identifies Problem-Based Learning, Essential Questions, and Discovery
Learning as strategies that focus on what learners need:
Problem-Based Learning:
Students solve real-life problems to learn.
Example: Figuring out how to organize a class cleanup to reduce trash.
 Essential Questions:
Big, meaningful questions guide learning.
Example: "Why do we need to care for animals?"
Discovery Learning:
Students learn by exploring and finding answers on their own.
Example: Observing what happens when they plant seeds in sunlight versus shade.

THEORIES OF LEARNING
Behaviorism is a learning theory that says people learn by reacting to what happens around them.
It focuses on how rewards and punishments can shape behavior. (1900’s) Ivan Pavlov and
Edward Thorndike.
Key Ideas:
Tabula Rasa (Blank Slate):
When a child is born, they start with a blank slate. They don't know anything yet, and their
behavior is shaped by their experiences and surroundings.

Stimulus-Response (S-R):
This is the idea that when something happens (a stimulus), it causes a reaction (a response). Over
time, the child learns to expect a certain response when they see a specific stimulus.

How They Work Together:

A child starts with no knowledge (tabula rasa), and their behavior is shaped by the things they
experience (stimulus-response). They learn by being rewarded or punished for their actions.
Example for Elementary Pupils:
Tabula Rasa: A child doesn’t know that raising their hand before speaking is important. They
start as a "blank slate" and must learn this behavior from their environment.
Stimulus-Response: Every time the child raises their hand, the teacher gives them a chance to
speak (reward). Over time, the child learns to raise their hand because they expect the teacher to
call on them.
Rewards and Punishments: If the child raises their hand and waits, they get a reward (praise or a
turn to speak). If they shout out answers without raising their hand, they might be asked to wait
(a mild punishment), teaching them to raise their hand next time.
Cognitivism (or Cognitive Constructivism) is a learning theory that focuses on how people
process information and how they build understanding in their minds. It believes that learning
happens when people actively organize and make sense of the information they encounter, rather
than just reacting to external stimuli like in behaviorism.
Key Ideas:
Mental Processes:
Cognitivism focuses on the mental processes involved in learning, such as thinking, memory,
and problem-solving. Learning is seen as internal and involves understanding, remembering, and
applying information.
Active Learning:
Students are not passive receivers of knowledge. Instead, they actively construct their own
understanding by connecting new information to what they already know. Learning is like
building on a foundation.
Schemas:
A "schema" is a mental framework that helps us organize and interpret information. When new
information fits into an existing schema, it becomes easier to understand and remember.
How It Works:
Active Engagement: Students don’t just memorize facts; they think about them, make
connections, and apply what they learn.
Problem-Solving: Students often learn best when they face challenges or problems that require
them to think critically and come up with solutions.
Example for Elementary Pupils:
Imagine a teacher teaching about animals.
Active Learning: Instead of just reading a book about animals, the teacher has the students create
a poster showing what they learned about different animals. This way, the students think about
the animals, draw them, and share what they know.
Schemas: If a student already knows what a "dog" is, they can add new facts to their existing
knowledge. For example, when learning about other animals, the student might connect the idea
of a "cat" to their knowledge of "dogs" because both are pets and share similar features (like four
legs and a tail).
Problem-Solving: The teacher gives the students a challenge, like figuring out how animals
survive in different environments. The students have to think about what they already know and
apply it to come up with ideas (such as how fish live in water because they have gills).
In cognitivism, learning is a mental process where students actively make sense of information,
and they build new knowledge based on what they already know.

Social Constructivism is a learning theory that emphasizes the role of social interactions and
collaboration in learning. It suggests that people learn best when they work together, share ideas,
and build knowledge as a group. Learning is seen as a social process where students interact with
others to construct understanding.
Key Ideas:
Learning Through Social Interaction:
People don't just learn in isolation; they learn through talking, collaborating, and sharing ideas
with others, especially peers, teachers, and the community. Social interactions help learners
shape their understanding.
Cultural Context:
Learning happens within a cultural context. The ways we learn are influenced by the social and
cultural environments around us, such as family, school, and community.
Scaffolding:
Scaffolding refers to the support and guidance provided by others (like teachers or peers) to help
a learner achieve a task that they can't do on their own yet. As the learner gets better, the support
gradually fades.
Zone of Proximal Development (ZPD):
This is the range of tasks a learner can do with help. Social constructivism emphasizes learning
within this zone, where students can achieve more with guidance than they can on their own.
How It Works:
Collaborative Learning: Students work together in groups, discuss ideas, and help each other
understand concepts.
Peer Learning: Students teach and learn from each other, which helps strengthen their own
understanding.
Teacher's Role: The teacher provides guidance and support but also encourages students to
explore, question, and collaborate.
Example for Elementary Pupils:
Imagine a class project where students are learning about different types of habitats.
Social Interaction: Instead of each student working alone, the teacher organizes students into
small groups. Each group discusses what they know about a specific habitat (like the ocean or
the rainforest) and shares ideas with the rest of the class.
Cultural Context: A student might share how their family teaches them about the animals in a
local forest, while another student talks about animals they learned about during a trip to the
beach.
Scaffolding: The teacher might start by giving the students some information about habitats, but
as they work together, the teacher asks guiding questions, helping them think deeper and figure
out more details on their own.
Zone of Proximal Development (ZPD): The students are learning more than they could on their
own by discussing and collaborating with peers, and the teacher provides the right level of
support to help them succeed.
In social constructivism, learning is a group activity where students build knowledge together,
supported by their social environment.

What is Social Learning Theory?

Social Learning Theory says that people can learn by watching others. This means we don’t
always need to try things ourselves to know how they work; we can learn by observing and
copying.
How Does it Work?
Watching: We look at what others do.
Remembering: We keep what we see in our minds.
Trying: We practice what we learned.
Getting Results: If we’re praised or rewarded, we’ll do it again. If not, we may stop.
Simple Examples for Elementary Pupils:
Learning to Brush Teeth
A child watches their parent brush their teeth every night. Later, the child copies this habit.
Playing a Game
During recess, a student sees classmates playing. The next day, they join and follow what they
saw.
Sharing
A student notices a classmate sharing crayons and being praised by the teacher. Inspired by this,
they also start sharing.
Learning Manners
When kids see someone saying "please" and "thank you" and getting a smile in return, they learn
to do the same.
What is Reciprocal Determinism?
Reciprocal Determinism is a concept from Albert Bandura’s Social Learning Theory. It explains
how a person's behavior, their personal traits, and the environment all influence each other in a
cycle.
In simple terms, what you do (behavior) affects where you are (environment) and who you are
(personal traits)—and the reverse is also true! These three factors interact and shape one another
continuously.
Breaking It Down for Elementary Pupils:
Behavior: What you do or how you act.
Environment: The people and places around you.
Personal Traits: Your thoughts, feelings, and personality.
Examples:
1. Positive Behavior in the Classroom
Environment: A student joins a class where everyone is kind and supportive.
Behavior: The student starts being kind and helpful too.
Personal Traits: They feel happy and confident about helping others.
Result: The kind behavior makes the environment even better, encouraging others to act kindly
as well.
2. Learning a New Skill
Environment: A student sees classmates playing basketball during recess.
Behavior: They start practicing basketball with friends.
Personal Traits: They gain confidence and feel proud of improving their skills.
Result: The student becomes more involved in sports, and the environment (their team)
encourages their growth.
3. Dealing with Bullying
Environment: A student is in a classroom where teasing happens often.
Behavior: The student becomes quiet and avoids speaking up.
Personal Traits: They feel shy and less confident.
Result: Their silence makes the environment less open for sharing ideas, and the teasing may
continue.
How Teachers Can Apply This:
Create a Positive Environment: Encourage teamwork and kindness so students' behaviors and
confidence improve.
Model Good Behavior: When teachers act respectfully, it influences students’ personal traits and
the classroom environment.
Support Individual Needs: Helping students feel valued can boost their confidence, changing
how they interact with their peers.
What is Socio-Constructivism?
Socio-Constructivism is a theory of learning that says:
We learn best when we work and interact with others, especially when we share ideas and solve
problems together.
This idea was developed by Lev Vygotsky, who believed that learning happens when:
People collaborate (work together).
Teachers or peers provide help and guidance (scaffolding).
New ideas are connected to what we already know.
Key Ideas of Socio-Constructivism
Learning is Social
We learn by talking, listening, and working with others.
Example for Kids: During group work, students share ideas about a science experiment. By
discussing and helping each other, they understand better than if they worked alone.
Zone of Proximal Development (ZPD)
There are things we can’t do on our own but can do with help from a teacher or a peer.
Example for Kids: A student can’t solve a difficult math problem alone, but with a classmate’s
explanation, they understand it.
Scaffolding
Teachers and peers provide support when learning something new and remove the help when it’s
no longer needed.
Example for Kids: When learning to write a story, a teacher might give students a story template
at first. Later, students can write stories without it.
Examples in the Classroom:
Group Projects:
Students work together to build a model or solve a puzzle. By sharing ideas, they learn more
effectively.
Peer Tutoring:
A student who understands a topic helps another who is struggling.
Role-Playing:
Students act out a situation, like a marketplace, to practice language skills.
Classroom Discussions:
The teacher asks questions, and students build on each other’s answers to deepen their
understanding.
How Teachers Apply Socio-Constructivism:
Encourage Collaboration: Plan activities like group work and peer teaching.
Provide Scaffolding: Guide students step by step until they can do tasks independently.
Ask Open-Ended Questions: Let students think, discuss, and share their ideas.
Relate to Real Life: Use examples that connect to students’ daily experiences.
What is Experiential Learning?
Experiential Learning is a way of learning where you gain knowledge and skills by doing things
and reflecting on those experiences.
Instead of just reading or listening, you experience, practice, and learn from real-life activities.
This idea was developed by David Kolb, who said learning happens in four stages:
Experience: Doing an activity.
Reflect: Thinking about what happened.
Conceptualize: Understanding the lessons.
Apply: Using what you learned in real life.
How to Explain It to Elementary Pupils
It’s learning by trying something out and thinking about what you did so you can do it better next
time!
Examples for Kids:
Planting Seeds in Science Class
Experience: Students plant seeds in small pots.
Reflect: They notice the seeds need water and sunlight to grow.
Conceptualize: They learn that plants need water, soil, and light to survive.
Apply: They start watering the plants at home or share tips about plant care.
Cooking in Home Economics
Experience: Kids bake cookies as a group.
Reflect: They realize the cookies didn’t rise because they forgot baking powder.
Conceptualize: They learn that each ingredient has a specific role in cooking.
Apply: Next time, they double-check the recipe and measure ingredients carefully.
Playing a Team Game in P.E.
Experience: Students play a new game like capture the flag.
Reflect: They think about why their team won or lost.
Conceptualize: They learn that teamwork and strategy are important.
Apply: Next time, they make better plans and work together more effectively.
Building a Tower in a Group Activity
Experience: Students try to build the tallest tower using only straws and tape.
Reflect: They notice some designs fall while others stand firm.
Conceptualize: They understand the importance of balance and a strong base.
Apply: They use their knowledge to create better structures in future tasks.
Why Experiential Learning is Important:
Active Participation: Kids learn by doing, not just listening.
Real-Life Connections: It helps them see how what they learn in school applies to the world.
Problem-Solving Skills: They figure things out through practice.
Memorable Lessons: Doing something makes it easier to remember.
How Teachers Can Use Experiential Learning:
Plan hands-on activities like experiments, role-playing, or field trips.
Encourage students to reflect on what they did and learned.
Let students practice and apply their new knowledge in fun ways.
It’s all about learning by doing and growing from each experience!
What is Experiential Learning?
Experiential Learning is a way of learning where you gain knowledge and skills by doing things
and reflecting on those experiences.
Instead of just reading or listening, you experience, practice, and learn from real-life activities.
This idea was developed by David Kolb, who said learning happens in four stages:
Experience: Doing an activity.
Reflect: Thinking about what happened.
Conceptualize: Understanding the lessons.
Apply: Using what you learned in real life.
How to Explain It to Elementary Pupils
It’s learning by trying something out and thinking about what you did so you can do it better next
time!
Examples for Kids:
Planting Seeds in Science Class
Experience: Students plant seeds in small pots.
Reflect: They notice the seeds need water and sunlight to grow.
Conceptualize: They learn that plants need water, soil, and light to survive.
Apply: They start watering the plants at home or share tips about plant care.
Cooking in Home Economics
Experience: Kids bake cookies as a group.
Reflect: They realize the cookies didn’t rise because they forgot baking powder.
Conceptualize: They learn that each ingredient has a specific role in cooking.
Apply: Next time, they double-check the recipe and measure ingredients carefully.
Playing a Team Game in P.E.
Experience: Students play a new game like capture the flag.
Reflect: They think about why their team won or lost.
Conceptualize: They learn that teamwork and strategy are important.
Apply: Next time, they make better plans and work together more effectively.
Building a Tower in a Group Activity
Experience: Students try to build the tallest tower using only straws and tape.
Reflect: They notice some designs fall while others stand firm.
Conceptualize: They understand the importance of balance and a strong base.
Apply: They use their knowledge to create better structures in future tasks.
Why Experiential Learning is Important:
Active Participation: Kids learn by doing, not just listening.
Real-Life Connections: It helps them see how what they learn in school applies to the world.
Problem-Solving Skills: They figure things out through practice.
Memorable Lessons: Doing something makes it easier to remember.
How Teachers Can Use Experiential Learning:
Plan hands-on activities like experiments, role-playing, or field trips.
Encourage students to reflect on what they did and learned.
Let students practice and apply their new knowledge in fun ways.
It’s all about learning by doing and growing from each experience!
What is Multiple Intelligences?
Multiple Intelligences is a theory by Howard Gardner. He believed that people are smart in
different ways, not just in solving math problems or reading books.
There are 8 types of intelligences, and everyone has a mix of them!
The 8 Types of Intelligences (with Simple Examples for Kids):
Linguistic Intelligence (Word Smart)
Good at writing, reading, storytelling, or speaking.
Example: A student loves writing poems or giving speeches.
Logical-Mathematical Intelligence (Number Smart)
Good at solving puzzles, math problems, or logical thinking.
Example: A kid enjoys counting, doing science experiments, or playing strategy games.
Musical Intelligence (Music Smart)
Good at singing, playing instruments, or understanding rhythms.
Example: A child remembers songs easily and loves making music.
Bodily-Kinesthetic Intelligence (Body Smart)
Good at sports, dancing, or using hands to create things.
Example: A student enjoys building models, running, or performing in plays.
Spatial Intelligence (Picture Smart)
Good at drawing, imagining, or understanding maps.
Example: A child loves creating art, playing video games, or solving mazes.
Interpersonal Intelligence (People Smart)
Good at working with others, understanding feelings, and being a leader.
Example: A student is great at helping classmates or organizing group activities.
Intrapersonal Intelligence (Self Smart)
Good at understanding themselves, their goals, and emotions.
Example: A child likes journaling or thinking about their own feelings.
Naturalistic Intelligence (Nature Smart)
Good at recognizing plants, animals, or caring for the environment.
Example: A student enjoys gardening, exploring nature, or learning about animals.
How to Explain It to Elementary Kids:
Everyone is smart in their own way! Some are great with numbers, others are great with music,
and some are awesome at sports or understanding feelings.
Examples in the Classroom:
Word Smart: Writing a story about their weekend.
Number Smart: Solving a math puzzle in groups.
Music Smart: Learning a new song about science.
Body Smart: Acting out a story in drama class.
Picture Smart: Drawing a poster to show what they learned in history.
People Smart: Working together on a project.
Self-Smart: Writing in a journal about their goals.
Nature Smart: Planting a garden for a science project.
Why It’s Important:
It helps teachers understand that students learn differently.
Kids can explore their strengths and feel confident.
It makes learning fun and more personalized.
How Teachers Can Use It:
Provide Variety: Use different activities like group work, art projects, and storytelling.
Celebrate Strengths: Recognize each student’s unique talents.
Encourage Exploration: Let kids try new things to discover what they’re good at.
Everyone is smart in their own way, and this theory helps us see that!

Situated Learning Theory

Situated Learning Theory says that learning happens best when it is connected to real-life
situations and occurs in the same context where it will be applied.
This idea was introduced by Jean Lave and Etienne Wenger.
Learning isn’t just about memorizing facts; it’s about participating in meaningful activities with
others.
How to Explain It to Kids:
You learn better by doing something in real life rather than just reading or listening.
Example for Elementary Pupils:
Learning to Cook
Instead of reading a recipe in class, students go to the kitchen, follow the steps, and actually
cook.
Planting in a Garden
Instead of learning about plants from a textbook, students grow their own plants and see how
they develop.
Community of Practice
A Community of Practice is a group of people who share a common interest and learn together
by talking, working, and solving problems.
They practice, share ideas, and improve together.
How to Explain It to Kids:
A community of practice is like being in a team where everyone helps each other learn and get
better at something.
Example for Elementary Pupils:
A Reading Club
Students read books together, talk about what they learned, and share favorite parts.
A Science Group
Students do experiments, share discoveries, and figure out how things work together.
Key Ideas of Both Theories:
Learning Through Participation
You learn by being part of an activity, not just by listening or reading.
Learning is Social
You learn better when you work with others who share the same goal.
Real-Life Contexts Matter
It’s easier to understand and remember when you learn in a real-life setting.
How Teachers Can Apply These Theories:
Real-World Activities:
Take students on field trips (e.g., a visit to a museum to learn about history).
Use role-playing (e.g., a market setup for teaching math).
Encourage Group Work:
Let students collaborate on projects, like building a model or solving a mystery.
Create Communities of Practice:
Set up clubs or groups where students can explore shared interests (e.g., art clubs, gardening
teams).
Why These Theories are Important:
They make learning engaging and practical.
They help students see the value of what they are learning.
They build teamwork and problem-solving skills.
In short, learning by doing and working with others make lessons more meaningful and fun!

21the Century Learning Skills

Characterized as knowledge and technology-driven or increase in digital.

Media literacy
Critical and system thinking