Unit 1: THE LEARNER-CENTERED TEACHING

Intended Learning Outcome:

• Differentiate learner-centered teaching from other teaching approaches based on identified characteristics
(CO 1).

Time element: 3 hours

Lesson 1: Definition, Characteristics and Descriptions of Learner-Centered Teaching and Other Teaching
Approaches

Name: ___________________________________ Course & Yr.: _______________ Section: _____

LESSON PREPARATION/ REVIEW/PREVIEW

Becoming and being an effective facilitator of learning involves understanding the nature of learner-centered teaching. Making
learning the focus of the modern day education basically leads to a learner-centered approach where teachers assist learners in acquiring the
expected learning outcomes.

This unit introduces the scientifically researched and developing learner-centered concepts and principles that give
directions to effective teaching. It gives a clearer picture of what a learner-centered instruction is like and of why education is
taking a paradigm shift. It also includes the implications of the learner-centered psychological principles.

TASK NO.1
ACTIVATING PRIOR KNOWLEDGE USING KWL (Know / Want to Know / Learned)

Read the “A summary of learner-centered teaching: Five key changes to practice” by Maryellen Weimer, 2013 from
[Link]
[Link].

Using the K-W-L chart below, write down:

a. what you know (K) about learner-centered teaching;
b. what you want (W) to know about the leaner-centered teaching (5 questions that you want to learn);
c. and what you learned (L) (answers to each question) after reading the article. Be ready to share your work with
the class.
KWL CHART
DEFINITION, CHARACTERISTICS AND DESCRIPTIONS OF LEARNER-CENTERED TEACHING
K - What I KNOW W - What I WANT TO KNOW L - What I LEARNED

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CONCEPT NOTES PRESENTATION

A. Learner-centered teaching: A definition

Over the last decade, the principles of learner-centered teaching have gained widespread use throughout all levels
and disciplines of education. Unfortunately, as the principles have gained popularity, the definition of learner-centered
teaching has become a bit muddied and over simplified. Although strategies like student engagement, active learning and
other practices that involve students in their own learning are a necessary component of learner-centered teaching; these
practices do not represent the entire philosophy of what it means to be a learner-centered teacher.

B. Characteristics of Learner-centered Teaching

According to Weimer (2012), there are five characteristics of learner-centered teaching:

1. Learner-centered teaching engages students in the hard, messy work of learning.

“I believe teachers are doing too many learning tasks for students. We ask the questions, we call on students, we
add detail to their answers. We offer the examples. We organize the content. We do the preview and the review. On any given
day, in most classes teachers are working much harder than students. I’m not suggesting we never do these tasks, but I don’t
think students develop sophisticated learning skills without the chance to practice and in most classrooms the teacher gets
far more practice than the students.”

2. Learner-centered teaching includes explicit skill instruction.

“Learner-centered teachers teach students how to think, solve problems, evaluate evidence, analyze arguments,
generate hypotheses—all those learning skills essential to mastering material in the discipline. They do not assume that
students pick up these skills on their own, automatically. A few students do, but they tend to be the students most like us and
most students aren’t that way. Research consistently confirms that learning skills develop faster if they are taught explicitly
along with the content.”

Students not only need to develop an understanding of a discipline’s knowledge base (content), but they also need
to understand how that knowledge is organized and acquired (learning skills). By learning how to solve problems, think
critically, apply information, and integrate knowledge, students can learn to think like experts in a discipline. In other words,
they not only need to learn content, but they also need to know how they can learn more, which is critical in today’s
environment where information is easily accessible and exponentially growing. Teachers already possess these skills because
they are experts within a discipline, so they often overlook the importance of teaching them to students. Research, however,
confirms that students do not automatically learn these skills.

3. Learner-centered teaching encourages students to reflect on what they are learning and how they are learning it.
“Learner-centered teachers talk about learning. In casual conversations, they ask students what they are learning. In
class they may talk about their own learning. They challenge student assumptions about learning and encourage them to
accept responsibility for decisions they make about learning; like how they study for exams, when they do assigned reading,
whether they revise their writing or check their answers. Learner-centered teachers include assignment components in which
students reflect, analyze and critique what they are learning and how they are learning it. The goal is to make students aware
of themselves as learners and to make learning skills something students want to develop.”

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 Many of the guidelines for instructing students on how to acquire better learning skills are also applicable for helping
them reflect on how to take responsibility for changing their learning strategies according to their needs.

4. Learner-centered teaching motivates students by giving them some control over learning processes.
“I believe that teachers make too many of the decisions about learning for students. Teachers decide what students
should learn, how they learn it, the pace at which they learn, the conditions under which they learn and then teachers
determine whether students have learned. Students aren’t in a position to decide what content should be included 3 in the
course or which textbook is best, but when teachers make all the decisions, the motivation to learn decreases and learners
become dependent. Learner-centered teachers search out ethically responsible ways to share power with students. They
might give students some choice about which assignments they complete. They might make classroom policies something
students can discuss. They might let students set assignment deadlines within a given time window. They might ask students
to help create assessment criteria.”

5. Learner-centered teaching encourages collaboration.

“It sees classrooms (online or face-to-face) as communities of learners. Learner-centered teachers recognize, and
research consistently confirms, that students can learn from, and with, each other. Certainly the teacher has the expertise
and an obligation to share it, but teachers can learn from students as well. Learner-centered teachers work to develop
structures that promote shared commitments to learning. They see learning individually and collectively as the most important
goal of any educational experience.”

Source: “A summary of learner-centered teaching: Five key changes to practice” by Maryellen Weimer, 2013 from
[Link]
[Link].

C. Comparison of Approaches to Teaching and Learning

1. Teacher-Centered Approach
From our experience as students and otherwise most of us believe that the teacher is the dominant factor
in all classroom activities. Everything that is done in the class, beginning from the sitting arrangements, fixing what
and when to teach, maintaining discipline, asking questions, and the time and type of student evaluation is to be
determined by the teacher. The major belief on which this approach rests is that the teacher knows all that a learner
is required to know. Therefore, the teacher can transmit bits of knowledge and skills to the children. A so called
‘good’ student stores most of these bits of knowledge in his/her memory and reproduces whenever it is demanded.
On the other hand a ‘poor’ student lacks the capability in storing and reproducing. In other words, the processes of
memorizing and recalling from memory are the two key processes of this approach. Paulo Friere, the great
educational thinker designated this process as “Banking Education”.

Characteristics of Teacher Centered Approach

§ Knowledge is transmitted from the teacher to the students.
§ The focus is on teaching/instructing/directing rather than on learning.
§ The content and methods of teaching are decided by the teacher targeting the average students. The needs and
interests of the individual students are rarely taken into account while teaching.
§ Emphasis is given on passive listening, reading and writing and reproducing things taught by or as directed by
the teacher.

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 § Students’ participation in classroom activities is dictated by the teacher. In most of the cases, the teacher gives
little scope for debate and discussion and sharing of ideas.
§ Teacher is mostly concerned with completion of the course contents.
§ The teacher concentrates on the right answer.
§ The classroom management is entirely dependent on teachers, on his/her experience capability and sometimes
on his/her whims and caprices.
§ The principles of classroom discipline and their enforcement in the class are entirely controlled by the teacher.
§ The hallmark of classroom/school discipline is students’ absolute obedience to teachers.
§ Extrinsic modes of motivation like praise and rebuff, reward and punishment are generally used by the teachers.

2. Subject-Centered Approach
In the subject-centered approach, the focus is on the delivery of the subject contents by the teacher for
students to acquire such as emphasizing importance on topics/concepts included in the subject, around which all
the teaching and learning activities revolve. It is a common practice in most of the schools to strictly follow the
syllabus and textbooks both for teaching and learning. The textbook in the subject is considered as the storehouse
of all the required concepts, examples and exercises that are required for the teaching- learning process. The means
and methods of acquisition of the prescribed concepts may be anything.

“The text book becomes an embodiment of syllabus; all that is in it has to be taught. It becomes a methodical
guide which has to be read and substantial portions memorized through repeated reading. It also becomes the
evaluation systems. Questions at end of each chapter which have to be answered orally and in writing reproducing
the text itself”.

This highlights the following in the context of subject-centered approach :

§ Text book is the only source and main source for the teacher.
§ Word by word, phrase by phrase the matters are presented before the students.
§ The content/subject matter of the text book is itself a guide to the teachers to decide his/her methodology.
§ Insistence on the students to memorize the facts by repeated reading.
§ Questions given at the end of the chapter are to be asked to the students for assessment of learning.
§ The students answer the questions both orally and in written form by copying from the book.
§ They may produce their answers orally or in written form by reproducing the exact content.

Characteristics of Subject-Centered Approach

§ The focus is on the content / subject matter and hence transaction of the textbooks in the class is ‘be all and end
all’ of the classroom activities.
§ The teacher projects himself as a model for the students as he has the mastery over the subject matter.
§ The learning needs of these students are supposed to be fulfilled through the text book.
§ Real life situations are rarely taken into account while presenting the subject matters in the classroom.
§ All classroom interactions are textbook centered.
§ There is stress on quantity oriented output rather than quality.
§ Textual questions are used for evaluation which lacks variety.

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 This approach however, provides the learner an exposure to a plenty of content matter within a limited time.
As the course is completed within the prescribed time, the learner can plan their practice exercises elaborately and
can learn the subject matter thoroughly. On the flip side, the knowledge acquired by the students is bookish. There
is no novelty in the teaching-learning process. Time is mostly utilized for memorizing and reproducing and not for
meaningful learning. So there is little scope for developing questioning skill on the part of the teacher and the
students as they are expected to confine to the textual question given at the end of each chapter. Continuous and
comprehensive evaluation is limited to assess the acquisition of all the concepts in the textbook rather than
assessing all the aspects of personality growth as a result of learning.

The teacher centered and subject centered approaches are traditional and more or less similar to each other
to a large extent. There is a saying, ‘the teacher teaches John Latin’. Here neither the teacher nor Latin is important.

3. Learner-Centered Approaches
Characteristics of learner-centered approach
§ The needs of individual students form the basis of all learning methods and strategies under this approach
§ The teacher tries to motivate the learner before he/she starts teaching-learning process.
§ Teacher is a facilitator in the teaching-learning process and not an instructor.
§ Situation is created for facilitating learning process.
§ Students work both individually and in groups.
§ Students learn from interaction with their peers.
§ Opportunities are provided to the students for questioning, exploration and experimentation.
§ Seating arrangement is guided according to the activities of the students in the class room.
§ Assessment is a part of teaching-learning process and children are assessed in course of doing the activities.
So learning process and assessment go together.
§ A variety of teaching-learning materials are used which are manipulated by the teacher and the students.
§ The learning climate is democratic.
§ Students often ask questions to the teachers for clarity of the concepts

Usefulness of the Learner Centered Approach

§ It places students at the center of teaching-learning process.
§ The process of planning and transaction is organized minutely and systematically by the teacher for the students
to learn in a meaningful way.
§ It nurtures the creativity of the students.
§ Students get scope for enhancing their level of achievement due to prevailing climate for competition among the
students.
§ Students performance is given due recognition.

4. Competency-Based Approach
When you are transacting any topic in the classroom, you may ask yourself, “Have the students acquired the
knowledge, understanding and the skills that are expected from learning the concepts from the topic?” Well if the
expected learning outcomes are spelled out in concrete terms, then we can not only plan how to teach or facilitate
students’ learning in order to attain the goal but also assess and find the answer to the above question. Such
outcome-based approach to education is often called ‘competency-based education’.

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 But what is ‘competency’? There is no unique definition of the term. Given below are some statements.
- Competency is the essential skill, knowledge, attitude, and behavior required for effective performance of a
real-world task or activity.
- Competencies are essential skills that one needs to be a successful learner.
- Competency is a skill performed to a specific standard under specific conditions.
- A “competency” in its most generic form is any underlying characteristic an individual possesses and uses
which leads to successful performance.
- A ‘competency’ is a clearly defined and measurable activity (cluster of related knowledge and skills)
accomplished by an individual.

From these statements what can be concluded regarding the nature of competency?
§ Competency refers to some specific essential skill, knowledge, attitude and behavior which one can achieve. It
is some characteristic or ability an individual can possess for successful performance (achievability).
§ It is clearly defined and hence, can be measured (measurability).
§ The wording of the statement of competency is such that it can be clearly understood by everyone concerned
including the teacher and the learner (communicability).
§ It can have different standard or level depending on the characteristic levels of the learner (appropriateness).

Here are some examples of the competencies at the primary school level:
Language competencies:
- Speak with correct pronunciation
- Read print and handwriting freely
- Take dictation with all punctuation marks
- After reading a text, be able to answer questions using ‘because’ and/or ‘since’

Mathematics competencies:
- Counts from 1-20 using objects and pictures.
- Uses unitary method to solve simple daily life problems
- Finds average height from the given data
- Draws angles of different measures with the help of a protractor

5. Constructivist Approach
Constructivist Approach to teaching and learning is based on a theory called constructivist learning theory.
According to this knowledge is built upon the prior knowledge of the learner. Students actively construct their own
knowledge by connecting new ideas to the existing ideas on the basis of materials or activities presented to the
students.

Here are some activities encouraged in constructivist classrooms:

§ Experimentation: Students individually perform an experiment and then come together to discuss the results in
the group.
§ Project Work: Students choose a topic as a project and complete the project and present their findings to the
class.

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 § Field Trips: This allows students to put the concepts and ideas discussed in class in a real-world context. Field
trips are followed by classroom discussions.
§ Visuals: These provide visual context and thus bring another sense into the learning experience.
§ Class Discussion: This technique is used in all of the methods described above. It is one of the most important
aspects of constructivist teaching methods.

In the constructive class room, students work primarily in groups where learning and knowledge are
interactive and dynamic. One cannot find it in a traditional class room in which students work alone. In that situation
learning takes place through repeated practice and the students mostly depend on the text book. But in constructivist
class room students conduct experiments and do some projects work. They start the work individually but come
together in a group to discuss the results. They also go outside the class room to observe something in the school
garden or in a museum. After recording observation they come with their individual observations which they discuss
in the group. Group discussions play a very important role. The activities are based on debate, intellectual
participation and drawing conclusion.

Characteristics of Constructivist Approach

If one observes a constructivist class room she/he shall see the following things:
§ The students are actively involved in learning.
§ The environment is democratic.
§ The activities are interactive and student-centered.
§ The teacher facilitates a process of learning in which the students are encouraged to do the task actively as
responsible members.
§ Opinion, ideas given by the students are accepted and honored.
§ Students make meaning from their own experience.
§ Process is as important as product
§ Focus is on learning, not teaching.

Source: [Link]

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 Unit 1: THE LEARNER-CENTERED TEACHING

Intended Learning Outcome:

• Discuss the need to shift from teacher-centered to learner-centered teaching based on current research
on the principles of learner- centered teaching (CO 1).

Time element: 3 hours

Lesson 2: The Paradigm Shift in Teaching: From Teacher-Centered to Learner-Centered Teaching

and Managing the Shift

Name: ___________________________________ Course & Yr.: _______________ Section: _____

LESSON PREPARATION/ REVIEW/PREVIEW

TASK NO.1
Activating Prior Knowledge Using Graphic Organizer

1. Recall your lesson on educational philosophies. With your learning group, discuss the teacher-centered philosophies
(Essentialism, Perennialism) and the learner-centered philosophies (Progressivism, Humanism).
2. Point out the advantages and disadvantages for each teaching philosophy.
3. Use an appropriate graphic organizer to show the advantages and disadvantages for each teaching philosophy.
4. Share your output to the class.

CONCEPT NOTES PRESENTATION

Implementing the learner-centered approach

More than twenty years of research evidence supports learner-centered teaching methods as a path to better
student outcomes when compared to traditional, teacher-centric methods. A few of these better student outcomes are:
Meaningful and long term understanding
Engaging in deep learning approaches rather than superficial attempts
Independent, lifelong learning
Increased motivation to learn
Better assessment outcomes, especially with conceptual understanding tests

Research has consistently demonstrated that learner-centered teaching practices are more effective than traditional
teacher-centered approaches, but unfortunately, the benefits may not be immediate or automatic. Indeed, many teachers find
it easier to revert back to their more comfortable, teacher-centered pedagogies. To increase our chances of successfully
implementing learner-centered approaches, it is important we understand the potential obstacles we might face. Interestingly,
the primary obstacles or resistance to change come from two groups: students and colleagues.

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Students may resist learner-centered approaches
“Unhappy, whining, complaining students can easily get on a teacher’s nerves. Consciously or unconsciously, that’s
part of the students’ plan—wear the teacher down and watch her back down. And if she does, they have discovered that
resistance works, so you can expect it to increase”

Students may be less than enthusiastic, or even rebellious, when confronted with learner-centered teaching. There
are four likely reasons for this resistance, and you may deal with any one or all of them in the classroom.

The four most commonly encountered reasons for resistance include:

1. Learner-centered approaches require more work Students often have an unhealthy attachment to their PowerPoint
notes, and for good reason. This method for acquiring knowledge requires minimal mental effort on their part. What if instead
of providing a list of examples for a concept in your lecture, you ask the students to turn to a partner and generate their own
list of examples? It requires mental effort for them to make the attempt, and what if their examples are wrong? To the students
this might feel like effort wasted, when in reality this process helps them learn the content better and provides opportunities
for them to confront their own misconceptions about a new concept.

2. Learner-centered approaches are threatening Keep in mind that for most of a student’s life, she/he has been told
what to do and what to know by the teacher in a teacher-centered class environment. Imagine their reaction when they
discover that in a learner-centered classroom, the details about: what to do, what the “right answer” is, and who is responsible
for what is suddenly less clear than what they have come to expect. This is quite daunting for them because it is a brand new
experience, and the fear of failure in this unfamiliar environment can cause anxiety.

3. Learner-centered approaches involve losses Learner-centered approaches generate intellectual growth that
creates independent thinkers and learners. A learner-centered teaching environment firmly places the responsibility for
learning and decision-making on the student. There can be sense of loss when a student realizes she or he must move from
a dependent learner to independently making decisions about what is important for her or him to learn, and how in depth a
concept should be studied.

4. Some students are not ready for certain learner-centered approaches Sometimes a student truly is not intellectually
ready to become the independent learner that is necessary for him or her to get the most out of learner-centered teaching
approaches. If they don’t seem to be resistant to more work or responsibility and they do not seem to be afraid, then it may
be that they are not intellectually ready to tackle a particular activity. If this is the case, you may need to either revise the
activity, or create a bridging experience to prepare them for that activity.

Knowing the sources of resistance can help you formulate a plan for combatting resistance that may occur in your
course. For any of these situations, communication is the best first response. There are many effective ways to communicate
your way through student resistance. One way is to explain the rationale behind what you are asking the students to do. Do
not assume that students will immediately see the benefits for working through a new assignment or activity. You will also
need to enact strategies that motivate students to accept the responsibility for their learning. For example, one effective
strategy is to demonstrate your own personal commitment to learning. If students can occasionally see how their teacher is
working through a current problem within their job, they can become more aware of the bigger learning picture beyond just
grades.

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 “Given the reality of student resistance, I don’t think you can try learner-centered approaches halfheartedly. You can’t
be tentative about what you’re doing. That only adds fuel to the resistance fire. You may feel like retreating, returning to a
safer, saner way of teaching, but when you’re working with students all they should see is your unwavering commitment to
learner-centered goals. They get a sense of that determination and they back down”.

Colleagues may resist learner-centered teaching

Some faculty and administrators may become alarmed with your learner-centered teaching plans for a variety of
reasons. Below are three of the more common reasons your colleagues may not agree with your new approach.

1. One common reason is the belief that you are not “covering” enough content. If you switch your course from a
teacher-centered approach to a more learner-centered one, you will need to redefine the role of content. Remember, the role
of content in your class is to guide the knowledge base students must acquire, and to provide an opportunity for developing
learning skills within that knowledge area (p. 123, How does content function in a learner-centered course?). A learner-
centered teaching approach uses content to accomplish this, while a teacher-centered approach just covers all the content
that can fit into the course. It is more important that the students learn how to use their acquired knowledge rather than know
all the facts presented in the vacuum of a classroom.

2. A second common reason for colleague resistance is the belief that only very advanced and mature students would
benefit from this type of teaching practice. Your colleagues may not believe that beginner students can learn enough from
these methods and need to be schooled in the basics first. However, this is a widely accepted misconception. Learner-
centered approaches can benefit any student despite their educational starting point.

3. The third common reason is that faculty can feel threatened when shifting the responsibility for learning to the
students. It is difficult, especially for experienced teachers, to let go of complete control in the classroom and share power
with students. The nature of learner-centered teaching shifts the balance of power in the classroom. In order for students to
learn, they must be given more opportunity and responsibility to engage with the concepts and construct their own
understanding. What does the power shift look like? It does not entail handing all of the power to the students and losing
control as a leader. There is a reason you are the teacher. The power shift is more about sharing responsibility for learning
with the students.

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 Unit 1: THE LEARNER-CENTERED TEACHING

Intended Learning Outcome:

• Reflect on the teachers’ classroom practices that promote learner-centeredness in each domain of the
learner-centered psychological principles (CO 1).

Time element: 3 hours

Lesson 3: The Learner-Centered Psychological Principles

Name: ___________________________________ Course & Yr.: _______________ Section: _____

LESSON PREPARATION/ REVIEW/PREVIEW

TASK NO.1
Activating Prior Knowledge through Video Viewing

Review on the basic concepts of the Learner-centered Psychological Principles through

[Link]

After viewing the video, give at least 2 takeaways from the video presentation. Share them to your learning group.

CONCEPT NOTES PRESENTATION

TASK NO. 2
Group Discussion and Sharing

Having reviewed the principles of Learner-centered Psychological Principles, discuss with your learning group the answers to
the following questions:
1. Why is it important for pre-service teachers to have a clear understanding of the Learner-centered Psychological
Principles?
2. Based from what you have understood about Learner-centered Principles, what are the qualities of Learner-Centered
teachers?
3. What are the implications of the learner-centered psychological principles in the teaching-learning process?
4. So far, how much have you learned about Learner-Centered Principles?

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 LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES: A FRAMEWORK FOR SCHOOL REFORM AND REDESIGN
Source: American Psychological Association, Center for Psychology in Schools and Education, Washington DC,
Retrieved 1/10/2019 from [Link]

The following 14 psychological principles pertain to the learner and the learning process. They focus on psychological
factors that are primarily internal to and under the control of the learner rather than conditioned habits or physiological factors.
However, the principles also attempt to acknowledge external environment or contextual factors that interact with these
internal factors.

The principles are intended to deal holistically with learners in the context of real-world learning situations. Thus, they
are best understood as an organized set of principles; no principle should be viewed in isolation. The 14 principles are divided
into those referring to cognitive and metacognitive, motivational and affective, developmental and social, and individual
difference factors influencing learners and learning. Finally, the principles are intended to apply to all learners -- from children,
to teachers, to administrators, to parents, and to community members involved in our educational system.

LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES

The Learner-Centered Psychological Principles provide a framework for developing and incorporating the
components of new designs for schooling. These principles emphasize the active and reflective nature of learning and
learners. From this perspective, educational practice will be most likely to improve when the educational system is redesigned
with the primary focus on the learner. Psychologists, in collaboration with educators, can help decide how best to apply sound
psychological principles in the redesign of America's schools. A new and exciting vision of schooling, and psychology's role
in this vision, can then emerge

A. Cognitive And Metacognitive Factors

1. Nature of the learning process.
The learning of complex subject matter is most effective when it is an intentional process of constructing
meaning from information and experience.

There are different types of learning processes, for example, habit formation in motor learning; and learning that
involves the generation of knowledge, or cognitive skills and learning strategies. Learning in schools emphasizes the use of
intentional processes that students can use to construct meaning from information, experiences, and their own thoughts and
beliefs. Successful learners are active, goal-directed, self-regulating, and assume personal responsibility for contributing to
their own learning. The principles set forth in this document focus on this type of learning.

2. Goals of the learning process.

The successful learner, over time and with support and instructional guidance, can create meaningful,
coherent representations of knowledge.

The strategic nature of learning requires students to be goal directed. To construct useful representations of
knowledge and to acquire the thinking and learning strategies necessary for continued learning success across the life span,
students must generate and pursue personally relevant goals. Initially, students' short-term goals and learning may be sketchy
in an area, but over time their understanding can be refined by filling gaps, resolving inconsistencies, and deepening their
understanding of the subject matter so that they can reach longer-term goals. Educators can assist learners in creating
meaningful learning goals that are consistent with both personal and educational aspirations and interests.
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3. Construction of knowledge.
The successful learner can link new information with existing knowledge in meaningful ways.

Knowledge widens and deepens as students continue to build links between new information and experiences and
their existing knowledge base. The nature of these links can take a variety of forms, such as adding to, modifying, or
reorganizing existing knowledge or skills. How these links are made or develop may vary in different subject areas, and among
students with varying talents, interests, and abilities. However, unless new knowledge becomes integrated with the learner's
prior knowledge and understanding, this new knowledge remains isolated, cannot be used most effectively in new tasks, and
does not transfer readily to new situations. Educators can assist learners in acquiring and integrating knowledge by a number
of strategies that have been shown to be effective with learners of varying abilities, such as concept mapping and thematic
organization or categorizing.

4. Strategic thinking.
The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve
complex learning goals.

Successful learners use strategic thinking in their approach to learning, reasoning, problem solving, and concept
learning. They understand and can use a variety of strategies to help them reach learning and performance goals, and to
apply their knowledge in novel situations. They also continue to expand their repertoire of strategies by reflecting on the
methods they use to see which work well for them, by receiving guided instruction and feedback, and by observing or
interacting with appropriate models. Learning outcomes can be enhanced if educators assist learners in developing, applying,
and assessing their strategic learning skills.

5. Thinking about thinking.

Higher order strategies for selecting and monitoring mental operations facilitate creative and critical thinking.

Successful learners can reflect on how they think and learn, set reasonable learning or performance goals, select
potentially appropriate learning strategies or methods, and monitor their progress toward these goals. In addition, successful
learners know what to do if a problem occurs or if they are not making sufficient or timely progress toward a goal. They can
generate alternative methods to reach their goal (or reassess the appropriateness and utility of the goal). Instructional methods
that focus on helping learners develop these higher order (metacognitive) strategies can enhance student learning and
personal responsibility for learning.

6. Context of learning.
Learning is influenced by environmental factors, including culture, technology, and instructional practices.
Learning does not occur in a vacuum.

Teachers a major interactive role with both the learner and the learning environment. Cultural or group influences on
students can impact many educationally relevant variables, such as motivation, orientation toward learning, and ways of
thinking. Technologies and instructional practices must be appropriate for learners' level of prior knowledge, cognitive abilities,
and their learning and thinking strategies. The classroom environment, particularly the degree to which it is nurturing or not,
can also have significant impacts on student learning.

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 B. Motivational And Affective Factors

7. Motivational and emotional influences on learning.

What and how much is learned is influenced by the motivation. Motivation to learn, in turn, is influenced by
the individual's emotional states, beliefs, interests and goals, and habits of thinking.

The rich internal world of thoughts, beliefs, goals, and expectations for success or failure can enhance or interfere
the learner's quality of thinking and information processing. Students' beliefs about themselves as learners and the nature of
learning have a marked influence on motivation. Motivational and emotional factors also influence both the quality of thinking
and information processing as well as an individual's motivation to learn. Positive emotions, such as curiosity, generally
enhance motivation and facilitate learning and performance. Mild anxiety can also enhance learning and performance by
focusing the learner's attention on a particular task. However, intense negative emotions (e.g., anxiety, panic, rage, insecurity)
and related thoughts (e.g., worrying about competence, ruminating about failure, fearing punishment, ridicule, or stigmatizing
labels) generally detract from motivation, interfere with learning, and contribute to low performance.

8. Intrinsic motivation to learn.

The learner's creativity, higher order thinking, and natural curiosity all contribute to motivation to learn.

Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interests, and providing
for personal choice and control. Curiosity, flexible and insightful thinking, and creativity are major indicators of the learners'
intrinsic motivation to learn, which is in large part a function of meeting basic needs to be competent and to exercise personal
control. Intrinsic motivation is facilitated on tasks that learners perceive as interesting and personally relevant and meaningful,
appropriate in complexity and difficulty to the learners' abilities, and on which they believe they can succeed. Intrinsic
motivation is also facilitated on tasks that are comparable to real-world situations and meet needs for choice and control.
Educators can encourage and support learners' natural curiosity and motivation to learn by attending to individual differences
in learners' perceptions of optimal novelty and difficulty, relevance, and personal choice and control.

9. Effects of motivation on effort.

Acquisition of complex knowledge and skills requires extended learner effort and guided practice. Without
learners' motivation to learn, the willingness to exert this effort is unlikely without coercion.

Effort is another major indicator of motivation to learn. The acquisition of complex knowledge and skills demands the
investment of considerable learner energy and strategic effort, along with persistence over time. Educators need to be
concerned with facilitating motivation by strategies that enhance learner effort and commitment to learning and to achieving
high standards of comprehension and understanding. Effective strategies include purposeful learning activities, guided by
practices that enhance positive emotions and intrinsic motivation to learn, and methods that increase learners' perceptions
that a task is interesting and personally relevant.

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 C. Developmental And Social Factors

10. Developmental influences on learning.

As individuals develop, there are different opportunities and constraints for learning. Learning is most
effective when differential development within and across physical, intellectual, emotional, and social domains is
taken into account.

Individuals learn best when material is appropriate to their developmental level and is presented in an enjoyable and
interesting way. Because individual development varies across intellectual, social, emotional, and physical domains,
achievement in different instructional domains may also vary. Overemphasis on one type of developmental readiness--such
as reading readiness, for example--may preclude learners from demonstrating that they are more capable in other areas of
performance. The cognitive, emotional, and social development of individual learners and how they interpret life experiences
are affected by prior schooling, home, culture, and community factors. Early and continuing parental involvement in schooling,
and the quality of language interactions and two-way communications between adults and children can influence these
developmental areas. Awareness and understanding of developmental differences among children with and without
emotional, physical, or intellectual disabilities, can facilitate the creation of optimal learning contexts.

11. Social influences on learning.

Learning is influenced by social interactions, interpersonal relations, and communication with others.

Learning can be enhanced when the learner has an opportunity to interact and to collaborate with others on
instructional tasks. Learning settings that allow for social interactions, and that diversity, encourage flexible thinking and social
competence. In interactive and collaborative instructional contexts, individuals have an opportunity for perspective taking and
reflective thinking that may lead to higher levels of cognitive, social, and moral development, as well as self-esteem. Quality
personal relationships that provide stability, trust, and caring can increase learners' sense of belonging, self-respect and self-
acceptance, and provide a positive climate for learning. Family influences, positive interpersonal support and instruction in
self-motivation strategies can offset factors that interfere with optimal learning such as negative beliefs about competence in
a particular subject, high levels of test anxiety, negative sex role expectations, and undue pressure to perform well. Positive
learning climates can also help to establish the context for healthier levels of thinking, feeling, and behaving. Such contexts
help learners feel safe to share ideas, actively participate in the learning process, and create a learning community.

D. Individual Differences Factors

12. Individual differences in learning.

Learners have different strategies, approaches, and capabilities for learning that are a function of prior
experience and heredity.

Individuals are born with and develop their own capabilities and talents. In addition, through learning and social
acculturation, they have acquired their own preferences for how they like to learn and the pace at which they learn. However,
these preferences are not always useful in helping learners reach their learning goals. Educators need to help students
examine their learning preferences and expand or modify them, if necessary. The interaction between learner differences and
curricular and environmental conditions is another key factor affecting learning outcomes. Educators need to be sensitive to

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individual differences, in general. They also need to attend to learner perceptions of the degree to which these differences
are accepted and adapted to by varying instructional methods and materials.

13. Learning and diversity.

Learning is most effective when differences in learners' linguistic, cultural, and social backgrounds are taken
into account.

The same basic principles of learning, motivation, and effective instruction apply to all learners. However, language,
ethnicity, race, beliefs, and socioeconomic status all can influence learning. Careful attention to these factors in the
instructional setting enhances the possibilities for designing and implementing appropriate learning environments. When
learners perceive that their individual differences in abilities, backgrounds, cultures, and experiences are valued, respected,
and accommodated in learning tasks and contexts, levels of motivation and achievement are enhanced.

14. Standards and assessment.

Setting appropriately high and challenging standards and assessing the learner as well as learning progress
-- including diagnostic, process, and outcome assessment -- are integral parts of the learning process.

Assessment provides important information to both the learner and teacher at all stages of the learning process.
Effective learning takes place when learners feel challenged to work towards appropriately high goals; therefore, appraisal of
the learner's cognitive strengths and weaknesses, as well as current knowledge and skills, is important for the selection of
instructional materials of an optimal degree of difficulty. Ongoing assessment of the learner's understanding of the curricular
material can provide valuable feedback to both learners and teachers about progress toward the learning goals. Standardized
assessment of learner progress and outcomes assessment provides one type of information about achievement levels both
within and across individuals that can inform various types of programmatic decisions. Performance assessments can provide
other sources of information about the attainment of learning outcomes. Self-assessments of learning progress can also
improve students self-appraisal skills and enhance motivation and self-directed learning.

The 14 principles can be summarized through the following five domains:

1. The knowledge base. The conclusive result of decades of research on knowledge base is that what a person already
knows largely determines what new information he attends to, how he organizes and represents new information, and how
he filters new experiences, and even what he determines to be important or relevant.

2. Strategic processing and executive control. The ability to reflect on and regulate one’s thoughts and behaviors is an
essential aspect of learning. Successful students are actively involved in their own learning, monitor their thinking, think about
their learning, and assume responsibility for their own learning.

3. Motivation and affection. The benefits of learner-centered education include increased motivation for learning and greater
satisfaction with school; both of these outcomes lead to greater achievement (Johnson, 1991; Maxwell, 1998; Slavin, 1990).
Research shows that personal involvement, intrinsic motivation, personal commitment, confidence in one’s abilities to
succeed, and a perception of control over learning lead to more learning and higher achievement in school.

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4. Development and individual differences. Individuals progress through various common stages of development,
influenced by both inherited and environmental factors. Depending on the context or task, changes in how people think,
believe, or behave are dependent on a combination of one’s inherited abilities, stages of development, individual differences,
capabilities, experiences, and environmental conditions.

5. Situation or context. Theories of learning that highlight the roles of active engagement and social interaction in the
students’ own construction of knowledge strongly support this learner-centered paradigm. Learning is a social process. Many
environmental factors including how the instructor teaches, and how actively engaged the student is in the learning process
positively or negatively influence how much and what students learn. In comparison studies between students in lecture and
active learning courses, there are significantly more learning gains in the active learning courses.

GUIDED PRACTICE
TASK NO. 3
Exemplification

If you were the teacher, what strategies (give at least 2) would you recommend for each factor of the factors
of the Learner-Centered Psychological Principles and why do you find it effective to use?

Learner-Centered Psychological Recommended Strategies Reasons for its effective use

Principles

Cognitive and Metacognitive Factors 1. 1.

2. 2.

1. 1.
Motivational and Affective Factors

2. 2.

Developmental and Social Factors 1. 1.

2. 2.

Individual Differences Factors 1. 1.

2. 2.

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 Unit 2: ORGANIZATION AND MANAGEMENT OF LEARNER-CENTERED CLASSROOMS

Intended Learning Outcome:

• Design a lay-out of the physical structure of a learner-centered classroom based on the guidelines of
the learner-centered organization (CO 2).

Time element: 3 hours

Lesson 1: Forms of Learner-Centered Procedures and Physical Structure

Name: ___________________________________ Course & Yr.: _______________ Section: _____

LESSON PREPARATION/ REVIEW/PREVIEW

In order to better understand the procedures and physical structure of a learner-centered classroom,
consider a hypothetical scenario of a teacher, in the name of Mandrel Epps, eager to improve his ways in
managing his classroom.

As a second-year teacher, Mandrel Epps is showing a lot of promise, but he still has some rough
edges. He works very hard to develop engaging lessons and accompanying materials. Another teacher on his
grade level said that if she shares an activity with him, he gives it back with some additional, and often better,
twists. Mandrel showed a lot of courage coming back to teach after the tough first year when he had 12 of the
most challenging students in the grade level placed in his classroom. Mandrel's students say they like him and
he makes learning interesting, but sometimes they also take advantage of him. It is as if he has a jigsaw box of
puzzle pieces, but he cannot get all the pieces to fit together. He just doesn't seem to understand how to
manage a classroom.

CONCEPT NOTES PRESENTATION

• Step into the shoes of Mandrel Epps

• Understand important concepts of a learner-centered classroom

Classroom Management and Organization

The classroom is a vehicle for getting students from where they are when they enter the schoolhouse door to
where they need to be an academic year later. Ideally, we all would like to see at least one year of progress for one year of
seat time. In talking about classroom management and student achievement, it may help to think of the teacher as the
driver of the car who needs to respond to the passengers' needs in order to ensure that they reach their destination. In
driver education there is a substantial focus on the mechanics of driving and the rules of the road, but not very much
attention is given to keeping the automobile functioning. People learn about preventative maintenance as a secondary set
of skills through guidance, observation, reading, and trial and error. The first flat tire or dead battery becomes a significant

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learning experience. Great driving skills don't matter when the car won't move. Similarly, great instructional skills won't
matter if students in the classroom are disengaged or out of control. Both novice and experienced teachers consider
classroom management to be a high priority and an area of concern (Sokal, Smith, & Mowat, 2003). Teachers learn “tricks
of the trade” from such sources as watching other teachers, reading about the topic, and reflecting on what is occurring in
their classrooms. While mastering effective classroom management techniques takes work, effective teachers make
classroom management look easy. When an effective teacher is in the driver's seat, one knows that a preventative,
proactive, positive approach is in place to ensure that learning is on course.

The classroom environment is influenced by the guidelines established for its operation, its users, and its physical
elements. Teachers often have little control over issues such as temperature and leaky ceilings, but they greatly influence
the operation of their classrooms. Effective teachers expertly manage and organize the classroom and expect their students
to contribute in a positive and productive manner. It seems prudent to pay careful attention to classroom climate, given that
it can have as much impact on student learning as student aptitude (Wang, Haertel, & Walberg, 1993). Effective teachers
take time in the beginning of the year and especially on the first day of school (Emmer, Evertson, & Anderson, 1980;
Emmer, Evertson, & Worsham, 2003) to establish classroom management, classroom organization, and expectations for
student behavior.

• Classroom Management is “the actions and strategies teachers use to solve the problem of order in classrooms”
(Doyle, 1986, p. 397). Effective teachers also use rules, procedures, and routines to ensure that students are
actively involved in learning (Marzano, Marzano, & Pickering, 2003). In essence, they use management not to
control student behavior, but to influence and direct it in a constructive manner to set the stage for instruction
(McLeod, Fisher, & Hoover, 2003).

• Classroom Organization focuses on the physical environment. Effective teachers organize a safe classroom
environment (Educational Review Office, 1998). They strategically place furniture, learning centers, and materials
in order to optimize student learning and reduce distractions.

• Expectations for Student Behavior is a key element in setting expectations for students. (Note: A second
key, Expectations for Achievement, is discussed in Chapter 4 of the Handbook.) Effective teachers know that
student behavior is not only about rules and consequences (McLeod et al., 2003); they also know that a larger
component is the development of a classroom climate that influences how students perceive their environment
and behave (Woolfolk-Hoy & Hoy, 2003). Thus, effective teachers expect students to act in a manner that
contributes to a positive classroom environment.

Classroom Management

Effective teachers create focused and nurturing classrooms that result in increased student learning (Marzano et
al., 2003; Shellard & Protheroe, 2000). These teachers teach and rehearse rules and procedures with students, anticipate
students' needs, possess a plan to orient new students, and offer clear instructions to students (McLeod et al., 2003;
Emmer et al., 1980). They use a minimum number of rules to ensure safety and productive interaction in the classroom, and
they rely on routines to maintain a smoothly running classroom (McLeod et al. 2003). In fact, it has been noted that
classroom management skills are essential in a classroom for a teacher to get anything done (Brophy & Evertson, 1976). In

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some ways, classroom management is like salt in a recipe; when it is present it is not noticed, but when it is missing, diners
will ask for it.

Rules

Virtually everything that involves interactions among people requires rules. Webster's dictionary defines a rule as “a
fixed principle that determines conduct” (McKechnie, 1983, p. 1585). Let's deconstruct this definition: a rule is “fixed”
meaning that it does not change regardless of the situation. In reality, we know that rules have to undergo occasional
modifications in the everyday life of a classroom. Nonetheless, rules establish the boundaries for behavior (Nakamura,
2000), and consistency in their implementation is essential to effective classroom management.

Effective teachers have a minimum number of classroom rules, which tend to focus on expectations of how to act
toward one another, maintain a safe environment, and participate in learning (Marzano et al., 2003; McLeod et al., 2003;
Thompson, 2002). These teachers offer clear explanations of the rules, model the rules, rehearse the expectations with
students, and offer students opportunities to be successful in meeting the expectations (Covino & Iwanicki, 1996; Emmer et
al., 1980). There is no magic number of rules that govern a classroom; rather, it is the clear establishment of fair,
reasonable, enforceable, and consistently applied rules that makes a difference in classrooms.

Effective educators have a sense of classroom tempo and student harmony such that they are aware of when an
intervention may be needed to prevent a problem (Johnson, 1997). Often, teachers use nonverbal cues, proximity, and
redirection to prevent misbehavior. These techniques typically allow the momentum of the instruction to continue and
refocus the student; however, there are times when a stronger intervention is necessary. When a rule is broken, an effective
teacher is prepared to address the problem. Effective teachers tend to react in several ways, including the following: positive
reinforcement that points to the desired behavior, consequences that punish the negative behavior, a combination of
reinforcement and consequences, or indirectly responding to the behavior such that the student is reminded of why a rule is
important. What an effective teacher does not do is react to an entire class for a rule infraction by a single student.

Last year, Mandrel had his classroom rules, along with the consequences for not following the rules, posted
for students. However, he found it difficult to get students to follow his rules. Worse yet, he knows that he did not do
a very good job enforcing them. Before the new school year started, Mandrel met with his mentor to examine the
classroom rules he had created. The mentor suggested organizing the rules into a table (figure 1) to make sure they
met the criteria for being a good rule. There are four criteria that a rule needs to meet to stay on the list. The rule
must be all of the following:

1. clearly stated so students know what is expected of them.

2. reasonable so students can realistically follow it.

3. enforceable such that Mandrel will take the time and effort to address any violations. If he is not willing to
invest the effort, then the item may be too trivial or there may be a better solution.

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 4. general so that the rule addresses several behaviors as opposed to one specific misdeed.

Figure 1. Classroom Rules Proposed by Mandrel

Proposed Rule Clearly Stated Reasonable Enforceable General Stated Positively
1. Respect each other. X X X X X
2. Be prepared to participate in class. X X X X X
3. Care for classroom materials and X X
equipment as if they were yours.
4. Talk in an indoor voice. X X
5. Raise your hand for permission to X X X
talk.
6. Stay in your seat at all times. X X X X

7. Complete all your work on time. X X X

8. If you make a mess, clean it up. X X X
9. No eating, chewing, or drinking in X X X
class.
10. No hitting, running, or horseplay. X X X

A good rule of thumb is that the rule should be written as a positive statement so that students know what is the
desired behavior. However, if something is an absolute, such as “No gum chewing,” then it is simpler to just say so.

Routines

While they are more flexible than rules, routines or procedures are specific ways of doing things that, for the most
part, vary little during the course of the day or the year. Classrooms typically require many routines to operate efficiently and
effectively (McLeod et al., 2003). For example, routines commonly include how to enter and leave the classroom, take
attendance, indicate lunch selection, secure materials, dispose of trash, label work, turn in assignments, make a transition
during or between instructional activities, get to safety during drills and actual emergencies, and change from one activity or
location to another. In essence, routines shape the classroom climate.

Effective teachers use routines for daily tasks more than their ineffective counterparts (Stronge, Tucker, & Ward,
2003). They invest the time at the start of the school year to teach the routines. By establishing and practicing routines that
require little monitoring, teachers ensure that the focus of the classroom is more squarely on instruction (Covino & Iwanicki,
1996; McLeod et al., 2003; Shellard & Protheroe, 2000). Effective teachers frequently provide students with cues to remind
them of acceptable behavior, and effective teachers are good at organizing and maintaining a positive classroom
environment (Education USA Special Report, n.d.).

The establishment of routines allows for flexibility. For example, the teacher may not rehearse with students what
should occur if a new student joins the class, but might adapt the routine used for greeting classroom guests (Emmer et al.,
ED 123 Facilitating Learner-Centered Teaching Page 5
1980). Additionally, routines empower students to be more responsible for their own behavior and learning in the classroom
(Covino & Iwanicki, 1996). When classroom management issues arise, the teacher has procedures to address the concern
in an efficient, fair, and consistent way (Shellard & Protheroe, 2000; Thomas & Montgomery, 1998). Thus, the result of
established procedures is more time for teaching and learning.

Classroom Organization

Classroom management and organization are intertwined. While rules and routines influence student behavior,
classroom organization affects the physical elements of the classroom, making it a more productive environment for its
users. How the classroom environment is organized influences the behavior in it. For example, actions as simple as color-
coding folders, establishing fixed locations for lab supplies, maintaining folders for students to pick up missed work after
being absent, keeping extra copies of “Back to School Night” items to share with new students, and designating specific
places for other classroom supplies can have a dramatic effect on classroom organization and, consequently, on student
learning. While these procedures and a multitude like them are simple matters, they nonetheless can be essential
components for a smoothly operating classroom.

Classroom organization is evident in a room even if no one is present. Furniture arrangements, location of
materials, displays, and fixed elements are all part of organization. Effective teachers decorate the room with student work,
they arrange the furniture to promote interaction as appropriate, and they have comfortable areas for working (Kohn, 1996).
They also consider student needs in arranging the room by leaving space for wheelchairs to maneuver; having walkways so
students can access materials, pencil sharpeners, and the trashcan with minimal disturbance to others; and organizing in
such a way as to allow the teacher to freely move around the room to monitor student progress (McLeod et al., 2003).

Teachers are observers of behavior and understand the rhythm of the classroom. Placing materials near the pencil
sharpener may seem like a good idea, until one considers that at the start of a lesson this area may become congested with
some students retrieving materials for their group and others waiting to use the pencil sharpener. However, the pencil
sharpener and the trashcan may be a good pairing if the pencil sharpener tends to break regularly, spilling its contents on
the floor; this way shavings fall into the trash instead. Effective teachers think about the little details that enhance the use of
available space in the classroom as well as the big issues.

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 Figure 2. Mandrel’s Classroom Layout

Figure 3. Author’s Perspective Suggested Improved Room Layout

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Expectations for Student Behavior

Attending to issues of classroom management and organization provides the foundation for having high
expectations for student behavior. Effective teachers have higher expectations for how students are to conduct themselves
in the classroom than their less effective colleagues (Stronge et al., 2003). They are better managers of student behavior
(Emmer et al., 1980). They establish relationships with their students in which high levels of cooperation and dominance
(i.e., giving students a sense of purpose and guidance) are balanced, resulting in an optimal relationship (Marzano et al.,
2003). Effective teachers teach expectations to students and reinforce the desired behaviors with their verbal and nonverbal
cues. Another characteristic of effective teachers is that they hold students individually accountable (Kohn, 1996) and, if
necessary, use intervention strategies to help students learn the desired behavior (McLeod et al., 2003). An exploratory
study of effective and ineffective third-grade teachers found that ineffective teachers had five times as many disruptive
events in an hour when compared with their more effective counterparts (Stronge et al., 2003). Through fair and consistent
discipline, teachers reinforce their expectations of students and create a classroom that is focused on instruction.

GUIDED PRACTICE
TASK NO.1
Fix with a Twist

Suggest an alternative room arrangement that would address the concern about students focusing on each other
productively instead of the teacher alone.

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 Unit 2: ORGANIZATION AND MANAGEMENT OF LEARNER-CENTERED CLASSROOMS

Intended Learning Outcome:

• Describe the roles and responsibilities of the teachers and learners for a supportive, inspiring,
motivating and productive learner-centered classroom (CO 1).

Time element: 3 hours

Lesson 2: Learner-Centered Classroom: Roles and Responsibilities of Teachers and Learners

Name: ___________________________________ Course & Yr.: _______________ Section: _____

LESSON PREPARATION/ REVIEW/PREVIEW

Before we proceed with the next lesson, let’s have a review of the previous lesson.

TASK NO.1
Staying Connected

Instructions: Read carefully the statements on the right and match them with the items on the left by connecting the
dots.

It refers to the actions and strategies teachers use to solve

Classroom Management the problem of order in classrooms.

It refers to a fixed principle that determines conduct and

Classroom Organization
establish the boundaries for behavior.

They are specific ways of doing things that, for most part,
Rules
vary little during the course of the day or the year.

It refers to the arrangement of physical elements inside the

Routines classroom.

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CONCEPT NOTES PRESENTATION
The teacher-learner relationship confers rights and responsibilities on both parties. Behaving in a way that
embodies the ideal teacher-learner relationship creates a culture of mutual respect, minimizes the likelihood of student
mistreatment and optimizes the educational experience.

For years, people’s understanding of classroom management was rooted in behavioral theories of teaching and
learning. The primary emphasis for classroom management in a behavioral model is the use of techniques that bring
students’ behavior under stimulus control (Brophy, 1999). These behavioral approaches to classroom management are
consistent with a “traditional” or transmission approach to instruction. Over the last decade, however, views on good
instruction have shifted. Educators are now encouraged to implement an instructional approach based on constructivist
principles of learning (Brophy, 1999; Dollard and Christensen, 1996).

In contrast to traditional instruction, this student-centered approach focuses on meaning making, inquiry and
authentic activity. The instructional goal in student-centered classrooms, based on constructivist principles of learning,
is to create a learning environment where knowledge is constructed by the teacher and students rather than transmitted
directly by the teacher. Brophy (1999) explains that in these classrooms, students are expected to “strive to make sense
of what they are learning by relating it to prior knowledge and by discussing it with others”. The class acts as “a learning
community that constructs shared understanding”.

To complement this shift in instructional approach, some school reformers and researchers propose a shift in
classroom management approach. For example Rogers and Freiberg (1999) suggest that such a shift requires teachers
to adopt a person-centered, rather than a teacher-centered, orientation toward classroom management, which features
shared leadership, community building, and a balance between the needs of teachers and students.

Figure 1. Discipline Comparison in Teacher-Centered and Person-Centered Classrooms

ED 123 Facilitating Learner-Centered Teaching Page 3

 Classroom management is a multi-faceted concept that includes the organization of the physical environment,
the establishment of rules and routines, the development of effective relationships, and the prevention of and response
to behavior. Some researchers suggest that it is helpful to view classroom management beliefs and practices on a
continuum from teacher-centered to student-centered. For example, Willower (1975) found that educators vary along a
continuum of beliefs about the way children learn to behave and conceptualized this as one’s pupil-control ideology. At
one end of the continuum is the custodial (teacher-centered) educator and at the other end is the humanistic (student-
centered) educator. The extremes in the continuum of beliefs are described in the following way:

a) The educator with a custodial orientation is likely to be highly controlling, employing punitive sanctions,
moralistic perceptions, highly impersonal relationships with students, attitudes of general mistrust and a major
focus on the maintenance of order.

b) The educator with a more humanistic orientation is likely to maintain a classroom climate in which active
interaction and communication, close personal relationships with students, mutual respect, positive attitudes,
and flexibility of rules, as well as student self-discipline, self-determination and independence are fostered
(Willower, Eidell, & Hoy, 1967)

In teacher-centered classrooms, control is of primary importance and “authority is transmitted hierarchically”

(Dollard & Christensen, 1996), meaning the teacher exerts control over the students. Critics of teacher-centeredness
argue that in these classrooms, compliance is valued over initiative and passive learners over active learners (Freiberg,
1999).

One of the primary goals management strategies of a student-centered classroom is to empower students and
strengthen their sense of responsibility. Proponents of student-centered classroom management suggest relinquishing
hierarchical power structures and sharing control, which they claim will result in a more manageable classroom
(Nichols, 1992). One way teachers may share their control with their students is to elicit student participation when
generating the classroom rules.

The development of interpersonal relationships is an essential component of a student-centered approach,

since positive student-teacher relationships presumably lessen the need for control and become the foundation for all
interaction in the classroom (Dollard & Christensen, 1996).

Supporters of student-centered management propose that children “see their acceptable, caring behavior as
vital to the maintenance of the group because they have a vested interest in the health of the group as a whole” (Bloom,
Perlmutter & Burrell, 1999). However, even in a child-centered environment, behavior problems will arise. When this
happens, student-centered teachers encourage students to take increased responsibility in regulating their own
behavior through conflict resolution and peer mediation programs.

Finally, advocates of a student-centered approach to classroom management propose that teachers minimize
the use of extrinsic rewards because they may adversely affect student motivation, create reliance on the teacher and
encourage appropriate behavior for the sake of a reward rather than for the good of the group (DeVries & Zan, 1994).
Instead, teachers are encouraged to use strategies for enhancing a student’s intrinsic motivation, including adapting

ED 123 Facilitating Learner-Centered Teaching Page 4

activities to students’ interests, calling attention to the instrumental value of the academic activities, incorporating game-
like features and providing opportunities to exercise autonomy and make choice (Brophy and Good, 2003).
GUIDED PRACTICE
TASK NO.2
Research Review

Instructions: Conduct a research review from journal articles describing the roles and responsibilities of teachers and
learners in a learner-centered classroom and share them to class. Use the template below for you to be guided.

The Problem Methodology

Theories Findings/ Discussion

Source/ Reference (Research article title, name of journal, name of author, date published)

What have you learned so far? State the advantage(s) and disadvantage(s) of applying the student-centered approach
instruction.

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 Unit 2: ORGANIZATION AND MANAGEMENT OF LEARNER-CENTERED CLASSROOMS

Intended Learning Outcome:

• Evaluate which disciplinary actions are positive and non-violent in the management of behavior (CO 1).

Time element: 3 hours

Lesson 3: The Role of Discipline in Learner-Centered Classrooms

Name: ___________________________________ Course & Yr.: _______________ Section: _____

LESSON PREPARATION/ REVIEW/PREVIEW

Recall what you have learned and understood from Lesson 1 of Unit 2: Organization and Management of Learner-
Centered Classrooms.

Figure 1. Unit 2 Overview

Source: Handbook for Qualities of Effective Teachers by James H. Stronge, Pamela D. Tucker and Jennifer L. Hindman.

The above simplified overview will help you vividly recall the matters discussed in Lesson 1and 2.

ED 123 Facilitating Learner-Centered Teaching Page 2

 TASK NO.1
Hot or Not?

Source:
[Link]
KHTY3CDEQ_AUoAXoECAoQAw&biw=1155&bih=718#imgrc=NHvtT52kwOeFdM

Hot or not ? If your answer is hot then you are agreeing with the quote above. If otherwise, then you are expressing
a disagreement. Please explain your stand on this.

ED 123 Facilitating Learner-Centered Teaching Page 3

CONCEPT NOTES PRESENTATION
The learner-centered approach is based on the assumption that students learn by “actively constructing and
assimilating knowledge rather than through the passive addition of discrete facts to an existing store of knowledge” (Mtika &
Gates, 2010, p. 396). Thus, the teacher’s role in a learner-centered class is viewed as one that should create an interactive
and participatory learning environment.

The classroom is a social context where the teacher plays a role in helping students to learn by supporting them and
guiding them to interact with each other for them to construct knowledge in a collaborative and meaningful manner. Virtually
everything that involves interactions among people requires rules. Webster's dictionary defines a rule as “a fixed principle
that determines conduct” (McKechnie, 1983, p. 1585).

When a rule is broken, an effective teacher is prepared to address the problem. Effective teachers tend to react in
several ways, including the following: positive reinforcement that points to the desired behavior, consequences that punish
the negative behavior, a combination of reinforcement and consequences, or indirectly responding to the behavior such that
the student is reminded of why a rule is important. What an effective teacher does not do is react to an entire class for a rule
infraction by a single student.

Following the principles of learner-centered approach, teachers are encouraged to implement positive discipline inside
their classrooms. But what is positive discipline (PD) ? According to Assali (2015) PD is a teaching and parenting model that
strikes a balance between two main considerations: effective teaching on the one hand, and respecting the rights of the child
on the other hand. The Convention on the Rights of the Child protects children from all forms of violence, including physical
and emotional punishment. It also recognizes children’s rights to respect and dignity. This consideration is at the heart of the
PD model, which focuses on reinforcing the good behaviours of children and reducing the bad behaviours without physical or
verbal aggression.

However, PD is not only about avoiding corporal punishment and respecting the basic rights of the child. It also
provides a pedagogical toolkit aiming at supporting children’s growth, giving them information, allowing them to develop their
full potential, and preparing them to become happy, balanced and successful individuals. When it comes to teachers in
particular, it shows them how to achieve their teaching goals and help their students handle difficult or challenging situations,
while remaining calm, respectful and effectively managing their classroom.

This is based on a set of principles that ensure a safe learning environment for children in schools. Based on an
extensive PD literature review, these principles can be classified as follows:

§ DIGNITY: PD invites teachers to respect the child’s dignity and ensure mutual respect.
§ DISCIPLINE THAT TEACHES: PD invites teachers to be both kind and firm and focus on solutions instead of
punishment. PD is neither permissive nor punitive, and focuses on achieving educational goals in a safe learning
environment.
§ UNDERSTANDING: PD invites teachers to respect the child’s motivation and life views, to understand the reasons
behind their behaviour and tackle the negative beliefs behind their behaviour rather than trying to change the
behaviour itself.
§ FAIRNESS: PD promotes justice, fairness and non-discrimination among children.

ED 123 Facilitating Learner-Centered Teaching Page 4

 • PERSONAL DEVELOPMENT:
§ SOCIAL AND LIFE SKILLS: PD promotes active participation and aims at developing the child’s character with a set
of personal skills such as: self-discipline, social skills, cooperation, effective communication, problem solving, respect,
solidarity, and concern for others.
§ POTENTIAL AND AUTONOMY: PD encourages children to discover their potential and capacities and to make a
constructive use of personal power and autonomy.
§ ENCOURAGEMENT INSTEAD OF PRAISE: this shifts the focus from success to effort and improvement, and builds
long-term self-esteem and empowerment.

Source: Durrant, Joan E. (2010). Positive Discipline in Everyday Teaching. Bangkok: Save the Children.

Source: [Link]
[Link]

ED 123 Facilitating Learner-Centered Teaching Page 5

 In the process, students develop a sense of:
§ CONNECTION
§ BELONGING
§ SIGNIFICANCE

Although many countries have implemented successful systems to promote the positive discipline within the
schools, it is observed that:
§ Over 40 countries still authorize the whipping or flogging of children in their penal system.
§ Only 30 countries have a law prohibiting corporal punishment in all forms of alternative care
§ In more than 80 countries children are lawfully beaten and humiliated in school
§ 33 countries have achieved full prohibition of PHP in all settings, representing just 5% of the worlds child population
§ Almost 95% of children are currently unprotected

The UN Convention on the Rights of the Child requires that States Parties “shall take all appropriate measures to
protect the child from all forms of violence (Article 19).” States Parties are also required to “take all appropriate measures to
ensure that school discipline is administered in a manner consistent with the child’s human dignity and in conformity with the
present Convention. (Article 28(2)).”

In the Philippines, we aim to put an end to the practice of corporal and other humiliating and degrading forms of
punishment. The Department of Education (DepEd) supports the prohibition of corporal punishment and practice of positive
discipline in public and private schools.

Corporal Punishment is defined in the United Nations Committee on the Rights of the Child General Comment No. 81
as any punishment in which physical force is used and intended to cause some degree of pain or discomfort, however light.
Most involves hitting (smacking, slapping, spanking) children, with the hand or with an implement -- a whip, stick, belt, shoe,
wooden spoon, etc. It can also involve, for example, kicking, shaking or throwing children, scratching, pinching, biting, pulling
hair or boxing ears, forcing children to stay in uncomfortable positions, burning, scolding or forced ingestion (for example,
washing children’s mouths out with soap or forcing them to swallow hot spices).The Committee believes that corporal
punishment is invariably degrading.

There are also non-physical forms of punishment that are cruel and degrading and are thus incompatible with the
Convention. Examples are punishment that belittles, humiliates, denigrates, scapegoats, threatens, scares or ridicules the
child.

ED 123 Facilitating Learner-Centered Teaching Page 6

 Source: [Link]
[Link]

ED 123 Facilitating Learner-Centered Teaching Page 7

Example of Responding with Positive Discipline
A boy in your Kindergarten class has been crying, screaming, and clinging to his mother every morning whenever he
drops him off. You feel this is disrupting the class and taking much of your time and attention. How could you find a solution
to this problem that does not harm the child?

Step 1-What are all of the possible reason/s why a child of this age might behave this way?

Some reasons could be:

✽ It is his first time being separated from his parents.
✽ He has difficulty adapting to new situations/ surroundings.
✽ He has a very intense response to new situations and events.
✽ He is scared of the new surroundings.
✽ He doesn’t know when his mother will return.
✽ He was left behind in a store once, and is now very afraid of being alone.
✽ He has difficulty managing his emotions.
✽ He is afraid of the teacher because someone told him that children are hit at school.
✽ The teacher looks like someone he is afraid of.

Step 2-Now remember your long-term goals.

✽ You want the child to feel safe and happy in a learning environment.
✽ You want the child to gradually become more comfortable in new environments.
✽ You want the child to gradually become independent and able to manage stress on his own.
✽ You want the child to gradually learn how to manage his feelings.

Step 3-In this situation, how can you show warmth?

✽ Remember that entering school is a huge transition and a tremendous challenge for children.
✽ Recognize the child’s anxiety and stress, and show empathy.
✽ Show him that you care about his feelings.
✽ Speak to him using a calm and soothing voice.

Step 4-In this situation, how can you provide structure?

✽ Tell him about the activities he will do at school today.

✽ Ask him what he likes to do and show him how he can do that in your classroom.
✽ Assure him that his mom will come back for him after school.
✽ Introduce him to one other student who would be supportive.
✽ Ask the child what would help him feel more comfortable.
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 Step 5-Responding with Positive Discipline

By putting all of the previous steps together, you will generate a response that will ensure that the child feels safe
and will help him understand more about the situation. Positive Discipline is about problem solving, so you may try several
different ways of providing warmth and structure before you find the response that actually addresses the problem as the
child sees it. Successful problem solving requires us to see the situation through the child’s eyes.

More examples are available at [Link]

[Link].

ED 123 Facilitating Learner-Centered Teaching Page 9

 Unit 3: LEARNER-CENTERED PEDAGOGY

Intended Learning Outcome:

• Discuss the nature of learner-centered teaching modalities and structures that will suit learners’ gender,
needs, strengths, interests and experiences (CO 1).

Time element: 3 hours

Lesson 1: Delivery Modalities, Structures for Facilitating Learner-Centered Teaching, and Alternative Delivery
Modes

Name: ___________________________________ Course & Yr.: _______________ Section: _____

LESSON PREPARATION/ REVIEW/PREVIEW

It is common knowledge that education is the key to become productive citizens in our country so that most, if not all,
of the parents are working hard to earn money just to sustain the needs of their children. But the present education system
has encountered challenges in delivering basic education caused by the COVID-19 pandemic, where holding of classes in
schools is compromised due to prohibitions following the implementation of General Health and Safety Protocols such as
convergence and face-to-face contact. [Link]

School opening will not necessarily mean traditional face-to-face learning in the classroom. The physical opening will
depend on the risk severity grading or classification of a certain community pursuant to guidelines from the Department of
Health (DOH), the Inter-Agency Task Force (IATF) for the Management of Emerging Infectious Diseases in the Philippines
and the Office of the President (OP).

The learning delivery modalities that schools can adopt may be one or a combination of the different modalities,
depending on the COVID-19 restrictions and the particular context of the learners in the school or locality.

ED 123 Facilitating Learner-Centered Teaching Page 2

 TASK NO.1
Picture Analysis

Study the picture below carefully. What have you noticed? What is the difference between equality and equity?

Source: [Link]
cCegQIABAA&oq=equality+and+equity&gs_lcp=CgNpbWcQAzICCAAyAggAMgIIADICCAAyAggAMgIIADICCAAyAggAMgIIADICCAA6BwgAELEDEEM6BAgAEEM6BQgAELEDUIPsF1j
EgxhgiIYYaABwAHgAgAG-
A4gBwieSAQUzLTkuNJgBAKABAaoBC2d3cy13aXotaW1nwAEB&sclient=img&ei=hkM4YJGbBIWS0wSujqqAAQ&bih=718&biw=1155#imgrc=QvyiIMfbUGJ2ZM

Equality assumes that everyone benefits from the same support. This is equal treatment. Whereas, when everyone
gets the support they need (the concept of affirmative action), it produces equity. Thus, in this lesson the different delivery
modalities, alternative delivery modes, and the structures for facilitating learner-centered teaching will be presented to ensure
that there is equity in access and in learning outcomes.

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CONCEPT NOTES PRESENTATION
DELIVERY MODALITIES

1. Traditional Face-to-Face Learning - this refers to a learning delivery modality where the students and the teacher are
both physically present in the classroom, and there are opportunities for active engagement, immediate feedback, and socio-
emotional development of learners.

In areas under the Moderate and High-risk severity grading, this is not possible. However, there are learners with
disabilities whose conditions require face-to-face instruction. This will be the subject of further discussion within DepEd, with
partners, and with parents.

Face-to-face option may also be feasible in very low risk areas such as the geographically isolated, disadvantaged
and conflict affected areas (GIDCA) with no history of infection and very low and easily monitored external contacts, but with
teachers and learners living in the vicinity of the school.

Any face-to-face learning delivery must have proper risk assessment and must adhere to the health protocols in
place. Potential learning spaces in the community near the school may be explored to add spaces for the conduct of classes
with the appropriate social distancing.

2. Blended Learning - this refers to a learning delivery that combines face-to-face with any or a mix of online distance
learning, modular distance learning, and TV/Radio-based Instruction. Blended learning will enable the schools to limit face-
to-face learning, ensure social distancing, and decrease the volume of people outside the home at any given time.

Critical for implementation will be the production of the needed teacher’s and learner’s learning materials (LR Portal
and DepEd Commons will be maximized), as well as the support of media institutions like TV and radio stations.

3. Distance Learning - this refers to a learning delivery modality where learning takes place between the teacher and the
learners who are geographically remote from each other during instruction. This modality has three types: Modular Distance
Learning (MDL), Online Distance Learning (ODL), and TV/Radio-Based Instruction.

A. Modular Distance Learning - involves individualized instruction that allows learners to use self-learning modules
(SLMs) in print or digital format/electronic copy, whichever is applicable in the context of the learner, and other
learning resources like Learner’s Materials, textbooks, activity sheets, study guides and other study materials.
Learners access electronic copies of learning materials on a computer, tablet PC, or smartphone. CDs, DVDs, USB
storage and computer-based applications can all be used to deliver e-learning materials, including offline E-books.
The teacher takes the responsibility of monitoring the progress of the learners. The learners may ask assistance from
the teacher via e-mail, telephone, text message/instant messaging, etc. Where possible, the teacher shall do home
visits to learners needing remediation or assistance. Any member of the family or other stakeholder in the community
needs to serve as para-teachers.

Learning is in the form of individualized instruction that allows learners to use self-learning modules (SLMs)
in print or digital format/electronic copy, whichever is applicable in the context of the learner and other learning
resources like Learner’s Materials, textbooks, activity sheets, study guides and other study materials. Learners
access electronic copies of learning materials on a computer, tablet PC or smartphone. CDs, DVDs, USB storage
and computer-based applications can all be used to deliver e-learning materials, including offline e-books. The
teacher takes the responsibility of monitoring the progress of the learners. The learners may ask assistance from the
teacher via email, telephone, text message/instant messaging, etc. Where possible, the teacher shall do home visits

ED 123 Facilitating Learner-Centered Teaching Page 4

 to learners needing remediation or assistance. Any member of the family or other stakeholder in the community need
to serve as para-teachers.

B. Online Distance Learning - it features the teacher facilitating learning and engaging learners’ active participation
using various technologies accessed through the internet while they are geographically remote from each other during
instruction. The internet is used to facilitate learner-teacher and peer-to-peer communication. The learners may
download materials from the internet, complete and submit assignments online, attend webinars and virtual classes.

Online learning can either be:

§ Synchronous platform where it requires both parties to have good and stable internet connection. It is often
more interactive than the other types of distance learning. The responses is real-time. This can be facilitated
through the use of digital tools such as Zoom or Google Meet;

§ Asynchronous platform wherein the interaction between students and teacher is not real time. This can be
facilitated through Learning Management Systems such as Moodle, Google Classroom, Schoology, etc.

Free access and observance of Intellectual Property Rights to some of the educational sites/resources:

BrainPop iReady YouTube Channels:

Curiosity Stream Beast Academy (Math) Crash Course Kids Free School
Tynker Khan Academy Science Channel Geography Focus
Outschool Creative Bug SciShow Kids The Brain Scoop
Udemy Discovery Education National Geographic Kids Learning Tubes
Online board games E-library (kindle) Geek Gurl Diaries Mike Likes Science

C. TV/Radio-Based Instruction utilizes SLMs converted to video lessons for Television-Based Instruction and SLMs
converted to radio script for Radio-Based Instruction.

Distance learning modality is most viable for independent learners, and learners supported by periodic supervision of
parents or guardians.

The challenge will be in dealing with learners not capable of independent learning. This is the subject of further
discussion within DepEd, and with partners and parents.

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 STRUCTURES FOR FACILITATING LEARNER-CENTERED TEACHING

1. Formal Education
Formal education or formal learning usually takes place in the premises of the school, where a person may learn
basic, academic, or trade skills. Small children often attend a nursery or kindergarten but often formal education begins in
elementary school and continues with secondary school.

Post-secondary education (or higher education) is usually at a college or university which may grant an academic
degree. It is associated with a specific or stage and is provided under a certain set of rules and regulations.

The formal education is given by specially qualified teachers they are supposed to be efficient in the art of
instruction. It also observes strict discipline. The student and the teacher both are aware of the facts and engage themselves
in the process of education.

Characteristics Examples
§ Formal education is structured hierarchically.
§ It is planned and deliberate. § Learning in a classroom
§ Scheduled fees are paid regularly. § School grading/certification, college, and university
§ It has a chronological grading system. degrees
§ It has a syllabus and subject-oriented. The syllabus § Planned education of different subjects having a
has to be covered within a specific time period. proper syllabus acquired by attending the institution.
§ The child is taught by the teachers

Advantages Disadvantages
§ Sometimes, brilliant students are bored due to the
long wait for the expiry of the academic session to
promote to the next stage
§ An organized educational model and up to date § Chance of bad habits’ adoption may be alarming due
course contents to the presence of both good and bad students in the
§ Students acquire knowledge from trained and classroom
professional teachers § Wastage of time as some lazy students may fail to
§ Structured and systematic learning process learn properly in spite of motivation by the
§ Intermediate and final assessments are ensured to professional trainers
advance students to the next learning phase § Some unprofessional and non-standard education
§ Institutions are managerially and physically organized system may cause the wastage of time and money of
§ Leads to a formally recognized certificate the students which leads to the disappointment from
§ Easy access to jobs formal education and argue them to go for non-formal
education.
§ Costly and rigid education as compare to other forms
of learning

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2. Alternative Learning System (ALS)
Alternative Learning System (ALS) is a parallel learning system in the Philippines that provides a practical option to
the existing formal instruction. When one does not have or cannot access formal education in schools, ALS is an alternate or
substitute. ALS includes both the non-formal and informal sources of knowledge and skills.

Many Filipinos do not have a chance to attend and finish formal basic education (Grades 1-6 and Year 1-4) due to
many reasons. Some drop out from schools while some do not have schools in their communities. Since every Filipino has a
right to free basic education, the Government establishes ALS to provide all Filipinos the chance to have access to and
complete basic education in a mode that fits their distinct situations and needs.

The 1987 Philippine Constitution provides for the recognition and promotion of other forms of education other than
formal education. Article XIV, Section 2, Paragraph (1) declares that the State shall establish, maintain and support a
complete, adequate and integrated system of education relevant to the needs of the people and society; and paragraph (4)
concisely encourages non-formal, informal and indigenous learning systems as well as self-learning, independent and out-of-
school study programs particularly those that respond to community needs.

The Governance Act for Basic Education otherwise known as the Republic Act 9155 stipulates the establishment of
the Alternative Learning System (ALS) to provide out-of-school children, youth and adults population with basic education.

There are two major programs on ALS that are being implemented by the Department of Education, through the
Bureau of Alternative Learning System (BALS). One is the Basic Literacy Program and the other is the Continuing Education
Program – Accreditation and Equivalency (A&E). Both programs are modular and flexible. This means that learning can take
place anytime and any place, depending on the convenience and availability of the learners.

Formal Education system is classroom-based, managed by trained formal school teachers.

ALS Non-formal Education happens outside the classroom, community-based, usually conducted at community
learning centers, barangay multi-purpose hall, libraries or at home, managed by ALS learning facilitators, such as mobile
teachers, district ALS Coordinators, instructional managers at an agreed schedule and venue between the learners and
facilitators.

The ALS Programs are carried out by ALS Mobile Teachers and District ALS Coordinators in the 17 regions of the
country. Both are DepED employed and hold regular teacher items.

• Mobile Teachers are “specialized” teachers who live among the people in remote barangays of the country conduct
the BLP for illiterate out-of-school youth and adults who are willing to learn basic literacy skills and Accreditation and
Equivalency (a continuing education) for those who left formal school system or have no access to schools.

• The District ALS Coordinators are primarily designated to harmonize ALS initiatives in a district. However, just like
the Mobile Teachers, they also serve as facilitators in the delivery of the Basic Literacy Program and the Accreditation
and Equivalency Program.

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3. Non-formal Education
Non-formal education includes adult basic education, adult literacy education or school equivalency preparation.
In non-formal education, someone (who is not in school) can learn literacy, other basic skills or job skills.

Home education, individualized instruction (such as programmed learning), distance learning and computer-
assisted instruction are other possibilities.

Non-formal education is imparted consciously and deliberately and systematically implemented. It should be
organized for a homogeneous group. Non-formal, education should be programmed to serve the needs of the identified
group. This will necessitate flexibility in the design of the curriculum and the scheme of evaluation.

Characteristics Examples
§ The non-formal education is planned and takes place
apart from the school system.
§ Boy Scouts and Girls Guides develop some sports
§ The timetable and syllabus can be adjustable.
program such as swimming comes under non-formal
§ Unlike theoretical formal education, it is practical and
education.
vocational education.
§ Fitness programs.
§ Non-formal education has no age limit.
§ Community-based adult education courses.
§ Fees or certificates may or may not be necessary.
§ Free courses for adult education developed by some
§ It may be full time or part-time learning and one can
organization.
earn and learn together.
§ It involves learning of professional skills.

Advantages Disadvantages
§ Practiced and vocational training. § Attendance of participants is unsteady
§ Naturally growing minds that do not wait for the § Sometimes, it’s just wastage of time as there is no
system to amend. need to conduct the exam on regular basis and no
§ Literacy with skillfulness growth in which self-learning degree/diploma is awarded at the end of the training
is appreciated. session
§ Flexibility in age, curriculum and time. § Basic reading and writing skills are crucial to learn
§ Open-ended educational system in which both the § No professional and trained teachers
public and private sector are involved in the process. § Students may not enjoy full confidence as the regular
§ No need to conduct regular exams. students enjoy
§ Diploma, certificates, and award are not essential to § Some institutes provide fake certification through
be awarded. online courses just for the sake of earning

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4. Informal Education
Informal education may be a parent teaching a child how to prepare a meal or ride a bicycle. People can also get an
informal education by reading many books from a library or educational websites.

Informal education is when you are not studying in a school and do not use any particular learning method. In this
type of education, conscious efforts are not involved. It is neither pre-planned nor deliberate. It may be learned at some
marketplace, hotel or at home.

Unlike formal education, informal education is not imparted by an institution such as school or college. Informal
education is not given according to any fixed timetable. There is no set curriculum required. Informal education consists of
experiences and actually living in the family or community.

Characteristics Examples
§ It is independent of boundary walls
§ It has no definite syllabus
§ It is not pre-planned and has no timetable § Teaching the child some basics such as numeric
§ No fees are required as we get informal education characters.
through daily experience and by learning new things § Someone learning his/her mother tongue
§ It is a lifelong process in a natural way § A spontaneous type of learning, “if a person standing
§ The certificates/degrees are not involved and one has in a bank learns about opening and maintaining the
no stress for learning the new things account at the bank from someone.”
§ You can get from any source such as media, life
experiences, friends, family etc.

Advantages Disadvantages
§ More naturally learning process as you can learn at
anywhere and at any time from your daily experience.
§ It involves activities like individual and personal
research on a topic of interest for themselves by § Information acquired from the internet, social media,
utilizing books, libraries, social media, internet or TV, radio or conversations with friends/family
getting assistance from informal trainers. members may lead to the disinformation.
§ Utilizes a variety of techniques. § Utilized techniques may not be appropriate.
§ No specific time span. § No proper schedule/time span.
§ Less costly and time-efficient learning process. § Unpredictable results which simply the wastage of
§ No need to hire experts as most of the professionals time.
may be willing to share their precious knowledge with § Lack of confidence in the learner.
students/public through social media and the internet. § Absence of discipline, attitude and good habits.
§ Learners can be picked up the requisite information
from books, TV, radio or conversations with their
friends/family members.

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 ALTERNATIVE DELIVERY MODES

Alternative Delivery Modes (ADM) are tried and tested alternative modalities of education delivery within the
confines of the formal system that allow schools to deliver quality education to marginalized students and those at risk of
dropping out in order to help them overcome personal, social and economic constraints in their schooling.

Source: [Link]

The following are the Alternative Delivery Modes:

1. Modified In-School Off-School Approach (MISOSA) is an alternative delivery mode of education meant to address the
problem of congestion-overcrowding due to classrooms and teacher’s shortage resulting to big class size, less contract time
with pupils, absenteeism and insufficient learning materials. The problem if left unaddressed results to poor school
performance in terms of learning achievement, participation and completion rates.

This approach makes use of Self-Instructional Materials (SIMs) in the different learning areas which learners can
work on independently in a venue other than the regular classroom under the supervision of a Teacher-Facilitator (TF).

ED 123 Facilitating Learner-Centered Teaching Page 10

MIMOSA aims to:
• Solve congestion in schools with big enrolment, and
• Address the needs of children (children who are enrolled but are habitual/ seasonal absentees, living in conflict
disaster areas, chronically-ill, indigenous children and those engaged in earning a living to augment family income for
adequate learning materials/

Aside from addressing the issue of congestion, MISOSA implementation may also contribute to the following:
• Resolving the issue of shortage of instructional materials;
• Improving classroom management;
• Promoting equal access and opportunity for learning;
• Institutionalizing systematic monitoring;
• Developing pupils’ study habits, love for learning and self-esteem; and
• Attending to the unique needs of individual pupils

To know more about MISOSA, click the link: [Link]

presentationpdf

2. Enhance Instructional Management by Parents, Community

and Teachers (e-IMPACT) is a learning system in Philippines that
was designed in 2010 by the (SEAMEO) Innotech, a technology-
enhanced alternative delivery mode of learning wherein a peer-led
approach is the main process that allows pupils to learn, interact
with each other and develop to their fullest potential.
In the e-IMPACT system, every single pupil has access to
modules and Instructional Materials to guide them in their
education. More than being trained on how to become facilitators
of the learning process, the school faculty learns new perspectives
about children and children education. Parents and members of the
community become actively engaged in sustaining the system and
making it work. Their support is crucial in ensuring that the learning
process continues in their homes. Thus, in the process of learning It takes a whole village to educate a child.

with the child, a whole community is transformed

([Link]

3. Open High School Program is an alternative mode of delivering secondary education for both public and private schools.
It puts premium on independent, self-pacing and flexible study to reach learners who are unable to start or complete secondary
education due to problems of time, distance, physical impairment, and financial difficulties, social or family problems.

ED 123 Facilitating Learner-Centered Teaching Page 11

The OHSP aims to:
• retain in school potential dropouts;
• encourage out-of-school youth of high school age (12-16) to return to school; and
• contribute to the accomplishment of the Education For All (EFA 2015) target which is 100% participation rate and
zero dropout rate by 2015.

GUIDED PRACTICE
TASK NO.2
Learning Options in the Time of COVID 19

Instructions: Group yourselves into three groups. Imagine that you are already employed as teachers in the Department of
Education and your task will be to conduct an orientation in different barangays in your municipality so that parents will be
able to select and decide a suitable learning delivery modality for their children. Through a video recording within 3 to 5
minutes, discuss the information about the different learning modalities. Be creative as much as you can.

Through random selection, these are the group assignments:

A – Delivery Modalities
B – Structures for Facilitating Learner-Centered Teaching
C – Alternative Delivery Modes

ED 123 Facilitating Learner-Centered Teaching Page 12

 Unit 3: LEARNER-CENTERED PEDAGOGY

Intended Learning Outcome:

• Select appropriate learner-centered methodologies and strategies based on learners’ diverse needs,
learning styles and backgrounds (CO 2, CO 3).

Time element: 3 hours

Lesson 2: Methods and Strategies

Name: ___________________________________ Course & Yr.: _______________ Section: _____

LESSON PREPARATION/ REVIEW/PREVIEW

TASK NO.1
Watch and Collect

Instructions: Click on the link: [Link] and watch the video clip about
Teaching Methods for Inspiring the Students of the Future. After watching, list down 10 things you learned from the video.

TEN THINGS I LEARNED from the video

1
2
3
4
5
6
7
8
9
10

ED 123 Facilitating Learner-Centered Teaching Page 2

CONCEPT NOTES PRESENTATION

Methods and strategies are two important terms that are sometimes used interchangeably in teaching and learning.
To avoid confusion, let us define and differentiate the two terms.

Methods is the term of pedagogy. Its main focus is on effective presentation of subject matter to have mastery over
it. It is a step by step scientific way of presenting the subject matter. It is an overall plan for systematic presentation based on
a selected approach. Teaching method is what kind of activity we use in order to teach.

Furthermore, method is a process or procedure whose successful completion results in learning or as a means
through which teaching becomes effective. It is the formal structure of the sequence of acts. It involves the choice of what is
to be taught and in which order is to be presented.

There are two main types of teaching method which are non-participatory method and participatory method.
1. Non-Participatory methods: In these type of methods teacher casts himself/herself in the role of being a master of the
subject matter. The teacher is looked upon by the learners as an expert or an authority. Learners on the other hand are
presumed to be passive and copious recipients of knowledge from the teacher.

Examples of such methods are lecture method and demonstration method.

2. Participatory methods: This refers to the way in which teachers and students are in constant interaction, active
involvement and continuous exchange of views and ideas in the overall teaching and learning. These methods are sometimes
known as interactive teaching method or learner centered teaching method. It is a shift from a belief that learners are empty
plate who are supposed to be imparted with knowledge to a belief that learners can construct knowledge and learn on their
own if properly guided. They are designed only for smaller groups of participants, but their advantage is that they encourage
better retention of learned. They are contemporary modern methods of education.

Examples of such methods are discussion method, question answer method, project method, problem solving method
etc.

Whereas, strategy refers to the structure, system, methods, techniques, procedures, and processes that a teacher
uses during instruction. These are strategies the teacher employs to assist student learning.

For Example:
1. Blackboard is a strategy to provide visual structure during a lecture or discussion.
2. Free writing is a strategy for encouraging students to explore ideas in writing.
3. Debate is a teaching strategy in which students organize planned presentation for various viewpoints.

ED 123 Facilitating Learner-Centered Teaching Page 3

 TEACHING METHODS

A. Active Learning Activities is based on constructivism, a

learning theory that asserts that learners construct their own
understanding of a topic by building upon their prior
knowledge. Implementing active learning therefore means
shifting the focus of instruction away from knowledge
transmission to learners' knowledge construction through the
creation of guided tasks, interactions, assignments, and
environments that cultivate deep, meaningful learning. A
closely related theory—social constructivism—holds that
active learning best takes place when the construction of
knowledge occurs in collaboration with others.
Source: [Link]
resources/teaching-tips/developing-assignments/assignment-design/active-learning-activities

So what counts as active

learning? According to Bonwell and
Eison (1991), active learning is
"anything that involves students in
doing things and thinking about the
things they are doing" (p. 2),
and Felder and Brent (2009) define
active learning as "anything course-
related that all students in a class
session are called upon to do other
than simply watching, listening, and
taking notes. Active learning fosters
understanding rather than
memorization of facts; it encourages
students to apply learning to
different problems and contexts; it
gives students more autonomy over
their learning; and it helps students
learn how to learn.

Explore the Venn diagram

on the right to find out which
activities may work in small or large
classes, and which ones may be
appropriate for individual work.

Source: [Link]

ED 123 Facilitating Learner-Centered Teaching Page 4

 B. Cooperative Learning is the process of breaking a classroom
of students into small groups so they can discover a new concept
together and help each other learn. The idea of cooperative
learning has been around for decades, but it never got to the
same prominence as blended learning or differentiated
instruction.

Source: [Link]

Source: [Link]

ED 123 Facilitating Learner-Centered Teaching Page 5

C. Inquiry Learning starts from a place of questioning. Students may spontaneously ask questions or be prompted to ask
questions about a particular topic. They might research to find answers, engage in activities that will help them pursue
answers, or work collaboratively in pursuit of answers; regardless, all learning stems from these questions. By engaging in
inquiry-based learning, students come to understand that they can take responsibility for their learning. Inquiry-based learning
always follows from students' questions as the main motivation to investigate new material or acquire new skills. Inquiry-based
learning can be especially motivating for students who do not respond well to top-down instructional models.

Source: [Link]

Inquiry activities:
• Case studies
• Group projects
• Research projects
• Field work, especially for science lessons
• Unique exercises tailored to your students

ED 123 Facilitating Learner-Centered Teaching Page 6

D. Inductive Learning also known as discovery learning
is a process where the learner discovers rules by
observing examples. It is a powerful strategy for helping
students deepen their understanding of content and
develop their inference and evidence-gathering skills. In
an Inductive Learning lesson, students examine, group,
and label specific "bits" of information to find patterns.
This is different from deductive learning, where students
are given rules that they then need to apply.

Source: [Link]

INSTRUCTIONAL STRATEGIES

Cooperative learning. Cooperative learning works well with groups or teams wherein members help one another to
achieve a desired outcome. It promotes the development of skills in “democratic procedures” as they solve problems in a
collaborative manner. It recognizes and rewards collective effort, at the same time fosters strong motivation. A smooth
interpersonal interaction occurs. Teachers are strongly encouraged to use cooperative learning to play the foundation for
students’ success in a world that depends on collaboration and cooperation.

KWL is a research strategy. The approximate acronym stands for "What I Know," "What I Want to Know," and "What
I learned." Many students and teachers also use it as a reading comprehension aid.

KWL is most often shown in a three-column graphic organizer:

• First column: Record what you already know about

a particular topic (prior knowledge), before you
start researching the topic.
• Second column: Ask yourself: "what do I want to
know?" about a topic and then record those
points. This helps you to start formulating
research questions which is a key component of
the research process.
• Third column: record what you learn during the
research process. Often, this column prompts
further research and further KWL (questioning)

Source: [Link]

ED 123 Facilitating Learner-Centered Teaching Page 7

 Small Group requires a minimum of three people (because two people would be a pair or dyad), but the upper range
of group size is contingent on the purpose of the group. When groups grow beyond fifteen to twenty members, it becomes
difficult to consider them a small group based on the previous definition.

Elements of Small Group

• Procedure and Meaningful Engagement
• Commitment to One’s Given Roles and Tasks
• Unquestionable Leadership
• Unity

Brainstorming. It is a group creativity

technique by which efforts are made to find a
conclusion for a specific problem by gathering a
list of ideas spontaneously contributed by its
members. People are able to think more freely
and they suggest as many spontaneous new
ideas as possible.

Source: [Link]
the-brainstorm/

ED 123 Facilitating Learner-Centered Teaching Page 8

 Case Studies investigate contemporary cases for purposes of illumination and understanding. It is an in-depth study
of a particular situation. It is a
method used to narrow down a very
broad field of research into one
easily researchable topic. It is also a
systematic inquiry into an event or
set of related events which aims to
describe and explain the
phenomenon of interest.
Source:[Link]

Common Methods used in Case Study:

• Participant Observation
• Interviewing
• Collection of Artifacts and Text

Role Play. It consists of an enactment of a learning situation through which they depict real life responses and
behavior. Through this teaching strategy, students are able to express their intimate feeling, problems and approved solutions.
It makes use of events, known personalities and current activities presented in a dramatic way.

The participants consist of major and minor players, observers and analysts. The observers focus their attention on
the emotional responses generated among the performers. The analysts discuss the appropriateness of the words used,
effectiveness of the actions and the soundness of the conclusions arrived at. As a teaching strategy, it is action-filled and fun-
generated.

Simulations are instructional scenarios where the learner is placed

in a "world" defined by the teacher. They represent a reality within which
students interact. ... Students experience the reality of the scenario and gather
meaning from it. A simulation is a form of experiential learning.

Source: [Link]

Workshop. It is defined as assembled group of ten to twenty five persons who share a common interest or problem.
They meet together to improve their individual skill of a subject through intensive study, research, practice and discussion.

The workshops are organized to develop the psychomotor aspects of the learner regarding practices of new
innovations in area of education. Participants are expected to do some practical work to produce instructional teaching and
testing material.

ED 123 Facilitating Learner-Centered Teaching Page 9

 Demonstration. A lesson could be presented through a brief demonstration performed by a student, teacher or an
invited specialist. It is teaching strategy that is best employed when expensive equipment will be used, chemicals and
expensive materials are specified and technical know-how is needed. Said lesson require expert knowledge in a particular
topic or skill in handling tools related to the topic.

The rest of the class act as observers, eagerly following the planned sequence of activities. Demonstration may be a
part of another methodology such as a discussion or experimentation. After the activity, clarification questions are entertained.

Inquiry-Based Learning. Inquiry-based starts by posing questions, problems or scenarios—rather than simply
presenting established facts or portraying a smooth path to knowledge. The process is often assisted by a facilitator. Inquirers
will identify and research issues and questions to develop their knowledge or solutions. Inquiry-based learning is closely
related to problem-based learning, and is generally used in small scale investigations and projects, as well
as research.[2] Inquiry-based instruction allows students to develop and practice critical thinking skills.

Specific learning process that students engage in during inquiry-learning includes:

• Creating questions of their own
• Obtaining supporting evidence to answer the questions/s
• Explaining the evidence collected
• Connecting the explanation to the knowledge obtained from the investigative process
• Creating argument and justification for the explanation

Project-based Learning (PrBL). As the name implies involves project which involves a complex task and some form
of student presentation, and or/ creating an actual product. It focuses on a production model. The driving force is the end-
product, but the key to success is the skills acquired during the process of product production. In other words, the learning
effect is much more important than the product itself. Students do project-based learning by : 1) defining the purpose of
creating the end-product; 2) identifying their audience; 3) doing research on the topic; 4) designing the product; 5)
implementing the design; 6) solving the problems that arise; and finally 6) coming up with the product. This is followed by a
product presentation and most important of all, self-evaluation and reflection on the product and the entire production process.

Problem-based Learning(PBL). Problem-Based Learning (PBL) is a teaching strategy in which complex real-world
problems are used as the vehicle to promote student learning of concepts and principles as opposed to direct presentation of
facts and concepts. In addition to course content, PBL can promote the development of critical thinking skills, problem-solving
abilities, and communication skills. It can also provide opportunities for working in groups, finding and evaluating research
materials, and life-long learning (Duch et al, 2001).

PBL can be incorporated into any learning situation. In the strictest definition of PBL, the approach is used over the
entire semester as the primary method of teaching. However, broader definitions and uses range from including PBL in lab
and design classes, to using it simply to start a single discussion. PBL can also be used to create assessment items. The
main thread connecting these various uses is the real-world problem.

ED 123 Facilitating Learner-Centered Teaching Page 10

 Any subject area can be adapted to PBL with a little creativity. While the core problems will vary among disciplines,
there are some characteristics of good PBL problems that transcend fields (Duch, Groh, and Allen, 2001):

• The problem must motivate students to seek out a deeper understanding of concepts.
• The problem should require students to make reasoned decisions and to defend them.
• The problem should incorporate the content objectives in such a way as to connect it to previous courses/knowledge.
• If used for a group project, the problem needs a level of complexity to ensure that the students must work together to
solve it.
• If used for a multistage project, the initial steps of the problem should be open-ended and engaging to draw students
into the problem.

Discovery Learning. A hands-on style of learning, originated by Jerome Bruner in 1960s. In this, students actively
participate instead of passively receiving knowledge. Students interact with their environment by exploring and manipulating
objects, wrestling with questions and controversies or performing experiments. To effectively use the Discovery Learning in a
classroom, a teacher needs to not only be flexible, but also well-prepared, organized, and have an understanding of how what
is discovered in class is educationally valuable and can lead to further investigations for the student.

Q and A Relationship. A strategy helps

students understand the different types of questions. By
learning that the answers to some questions are "Right
There" in the text, that some answers require a reader
to "Think and Search," and that some answers can only
be answered "On My Own," students recognize that
they must first consider the question before developing
an answer.

Why use question–answer? IN THE BOOK IN MY HEAD

• It can improve students' reading comprehension. Right There Author and You
• It teaches students how to ask questions about The answer is easily found in The answer is not in the text.
their reading and where to find the answers to the text. The exact words for The reader combines
them. the questions and answers previous knowledge with text
• It helps students to think about the text they are are located in the same information to create a
reading and beyond it, too. sentence. response.
• It inspires them to think creatively and work Think and Search On My Own
cooperatively while challenging them to use
The answer is in the text, but The answer is not in the text.
higher-level thinking skills. requires gathering The reader uses previous
information from different experience to respond.
places in the selection.
Source: [Link]

ED 123 Facilitating Learner-Centered Teaching Page 11

 Social Media. The use of social media in education provides students with the ability to get more useful information,
to connect with learning groups and other educational systems that make education convenient. Social media is a term that
is broadly used to describe any number of technological systems related to collaboration and community (Joosten, 2012).
While it appears that a specific definition may be elusive (Kaplan & Haenlein, 2010), Social media is often described by
example. Social networking sites, blogs, wikis, multimedia platforms, virtual game worlds, and virtual social worlds. Social
network tools afford students and institutions with multiple opportunities to improve learning.

Games or Gamification. The use of Games or Gamification motivates students to learn by using video game design
and game elements in learning environments. The goal is to maximize enjoyment and engagement through capturing the
interest of learners and inspiring them to continue learning.

Competitions. Competition in any form brings out the best in people and pushes them to excel. In schools, if used
effectively, it can enhance learning significantly. Certainly, competition in the classroom is quite healthy; it should, in fact, be
encouraged. It allows students to extend themselves, to exploit their real capabilities and maximize their true potential. It is
most productive when it occurs among students of similar abilities.

Debates. Debate refers to a discussion in which two or more people advocate opposing positions on a topic or
question in an attempt to make an audience (or the other advocates) accept their position. Most people are familiar with
participating in informal debates, such as trying to persuade friends why a particular film, song, book, artist, etc. is better than
another.

Debate in its simplest form requires a question, statement or idea with at least two opposing positions, each of which
is defended against the others by an advocate, often with an impartial moderator ensuring that the discussion remains
focused. It is also important that the moderator ensures that the discussion does not become personal and that the
participants remain focused and composed, and a set of ground rules is useful to reduce the possibility and impact of any
problems.

ED 123 Facilitating Learner-Centered Teaching Page 12

 Unit 3: LEARNER-CENTERED PEDAGOGY

Intended Learning Outcome:

• Formulate teaching procedures utilizing differentiated instruction (CO 2, CO 3).

Time element: 3 hours

Lesson 3: Differentiated Instruction

Name: ___________________________________ Course & Yr.: _______________ Section: _____

LESSON PREPARATION/ REVIEW/PREVIEW

Just as everyone has a unique fingerprint, every student has an individual learning style. Chances are, not all of your
students grasp a subject in the same way or share the same level of ability. So how can you better deliver your lessons to
reach everyone in class? Consider differentiated instruction—a method you may have heard about but haven’t explored,
which is why you’re here. In this lesson you will learn exactly what it means, how it works, and the pros and cons.

But before we begin, let me know your thoughts and ideas about differentiated instruction by completing the
first task.
TASK NO.1
Graffiti

Instructions: Group yourselves with five members each. Brainstorm ideas about differentiated instruction. Give your
own understanding of what differentiated instruction is and then provide ways on how to differentiate instruction as to content,
process, product, and learning environment. You may use colored markers to make your output as creative as you can.

CONTEN
T

DIFFERENTIAT
ED
INSTRUCTION LEARNING
PRODUC ENVIRONMEN
T
T

PROCES
S

ED 123 Facilitating Learner-Centered Teaching Page 2

CONCEPT NOTES PRESENTATION

Carol Ann Tomlinson is a leader in the area of differentiated learning and professor of educational leadership,
foundations, and policy at the University of Virginia. Tomlinson describes differentiated instruction as factoring students’
individual learning styles and levels of readiness first before designing a lesson plan. Research on the effectiveness of
differentiation shows this method benefits a wide range of students, from those with learning disabilities to those who are
considered high ability.

Differentiating instruction may mean teaching the same material to all students using a variety of instructional
strategies, or it may require the teacher to deliver lessons at varying levels of difficulty based on the ability of each student.

Teachers who practice differentiation in the classroom may:

• Design lessons based on students’ learning styles.
• Group students by shared interest, topic, or ability for assignments.
• Assess students’ learning using formative assessment.
• Manage the classroom to create a safe and supportive environment.
• Continually assess and adjust lesson content to meet students’ needs.

The roots of differentiated instruction go all the way back to the days of the one-room schoolhouse, where one teacher
had students of all ages in one classroom. As the educational system transitioned to grading schools, it was assumed that
children of the same age learned similarly. However in 1912, achievement tests were introduced, and the scores revealed the
gaps in student’s abilities within grade levels.

In 1975, Congress passed the Individuals with Disabilities Education Act (IDEA), ensuring that children with disabilities
had equal access to public education. To reach this student population, many educators used differentiated instruction
strategies. Then came the passage of No Child Left Behind in 2000, which further encouraged differentiated and skill-based
instruction—and that’s because it works. Research by educator Leslie Owen Wilson supports differentiating instruction within
the classroom, finding that lecture is the least effective instructional strategy, with only 5 to 10 percent retention after 24 hours.
Engaging in a discussion, practicing after exposure to content, and teaching others are much more effective ways to ensure
learning retention.

ED 123 Facilitating Learner-Centered Teaching Page 3

Four Ways to Differentiate Instruction

According to Tomlinson, teachers can differentiate instruction through four ways:

1. Content
As you already know, fundamental lesson content should cover the standards of learning set by the school district or
state educational standards. But some students in your class may be completely unfamiliar with the concepts in a lesson,
some students may have partial mastery, and some students may already be familiar with the content before the lesson
begins.

What you could do is differentiate the content by designing activities for groups of students that cover various levels
of Bloom’s Taxonomy (a classification of levels of intellectual behavior going from lower-order thinking skills to higher-order
thinking skills). The six levels are: remembering, understanding, applying, analyzing, evaluating, and creating.

Students who are unfamiliar with a lesson could be required to complete tasks on the lower levels: remembering and
understanding. Students with some mastery could be asked to apply and analyze the content, and students who have high
levels of mastery could be asked to complete tasks in the areas of evaluating and creating.

Examples of differentiating activities:

• Match vocabulary words to definitions.
• Read a passage of text and answer related questions.
• Think of a situation that happened to a character in the story and a different outcome.
• Differentiate fact from opinion in the story.
• Identify an author’s position and provide evidence to support this viewpoint.
• Create a PowerPoint presentation summarizing the lesson.

2. Process
Each student has a preferred learning style, and successful differentiation includes delivering the material to each
style: visual, auditory and kinesthetic, and through words. This process-related method also addresses the fact that not all
students require the same amount of support from the teacher, and students could choose to work in pairs, small groups, or
individually. And while some students may benefit from one-on-one interaction with you or the classroom aide, others may be
able to progress by themselves. Teachers can enhance student learning by offering support based on individual needs.

Examples of differentiating the process:

• Provide textbooks for visual and word learners.
• Allow auditory learners to listen to audio books.
• Give kinesthetic learners the opportunity to complete an interactive assignment online.

3. Product
The product is what the student creates at the end of the lesson to demonstrate the mastery of the content. This can
be in the form of tests, projects, reports, or other activities. You could assign students to complete activities that show mastery
of an educational concept in a way the student prefers, based on learning style.

ED 123 Facilitating Learner-Centered Teaching Page 4

 Examples of differentiating the end product:
• Read and write learners write a book report.
• Visual learners create a graphic organizer of the story.
• Auditory learners give an oral report.
• Kinesthetic learners build a diorama illustrating the story.

4. Learning environment
The conditions for optimal learning include both physical and psychological elements. A flexible classroom layout is
key, incorporating various types of furniture and arrangements to support both individual and group work. Psychologically
speaking, teachers should use classroom management techniques that support a safe and supportive learning environment.

Examples of differentiating the environment:

• Break some students into reading groups to discuss the assignment.
• Allow students to read individually if preferred.
• Create quiet spaces where there are no distractions.

Pros and Cons of Differentiated Instruction

Pros Cons
• Research shows differentiated instruction is effective • Differentiated instruction requires more work during
for high-ability students as well as students with mild to lesson planning, and many teachers struggle to find the
severe disabilities. extra time in their schedule.

• When students are given more options on how they • The learning curve can be steep and some schools lack
can learn material, they take on more responsibility for professional development resources.
their own learning.
• Critics argue there isn’t enough research to support the
• Students appear to be more engaged in learning, and benefits of differentiated instruction outweighing the
there are reportedly fewer discipline problems in added prep time.
classrooms where teachers provide differentiated
lessons.

For more examples of Differentiated Instruction, click this link:

[Link]

ED 123 Facilitating Learner-Centered Teaching Page 5

 Unit 4: LEARNER-CENTERED LESSON PLAN

Intended Learning Outcome:

• Identify the different parts, functions and characteristics of a learner-centered lesson plan (CO1).

Time element: 3 hours

Lesson 1: The Learner-Centered Lesson Plan

Name: ___________________________________ Course & Yr.: _______________ Section: _____

LESSON PREPARATION/ REVIEW/PREVIEW

To be an effective teacher, one needs to plan and execute his plan well. The study conducted by Misulis (1997) and
Stronge (2007) showed that effective teachers organize and plan their instruction. Lesson planning is a way of visualizing a
lesson before it is taught. According to Scrivener (2005), planning a lesson entails “prediction, anticipation, sequencing, and
simplifying.”

The objective of lesson planning is learning. Lesson planning helps teachers set learning targets for learners. It also
helps teachers guarantee that learners reach those targets. By planning lessons, teachers are able to see to it that daily
activities inside the classroom lead to learner progress and achievement or the attainment of learning outcomes.

Lesson planning inculcates reflective practice as it allows teachers to think about their teaching. By planning lessons
daily, teachers are able to think about and reflect on different strategies that work inside the classroom including research-
based strategies. Making a habit of lesson planning ensures that teachers truly facilitate learning and respond to learners’
needs inside the classroom.

In order to uphold the highest standards of quality education, the Department of Education issued DepEd Order no.
42 s. 2016 aiming to assist teachers in not only effectively managing instruction but also managing the performance of one
of their core functions, which is to facilitate learning inside their classrooms. It also provides the guidelines in the preparation
of daily lessons through the DLP (Detailed Lesson Plan) and DLL (Daily Lesson Log) by teachers from K to 12.

This lesson will present the different parts including the functions and characteristics of a learner-centered lesson
plan. In addition, it will also show a comparison between a detailed lesson plan and a daily lesson log.

ED 123 Facilitating Learner-Centered Teaching Page 2

 TASK NO.1
BLA Learning Scenarios

Instructions: The basic parts of a lesson plan include a beginning, middle, and end. Read each statement carefully and
identify if the statement characterize the beginning, middle or end of a lesson. In answering, use the following legend:

B – Before a Lesson L – Lesson Proper A – After a Lesson

_____ 1. It serves as opening of lesson implementation.

_____ 2. Teachers provide a summary of the lesson or may ask students to summarize what they have learned.
_____ 3. This is the time when a teacher presents a new material in class.
_____ 4. Teachers ask learners to recall the lesson’s key activities and concepts.
_____ 5. The teacher introduce the new lesson.
_____ 6. This is the part of the lesson where teachers convey new information to the learners and help them understand.
_____ 7. It is the time to check learners’ background knowledge on the new lesson.
_____ 8. This part is meant to reinforce what the teacher has taught and assess whether or not the students mastered the
day’s lesson.
_____ 9. The teacher explains, models, demonstrates, and illustrates the concepts, ideas, skills or processes that students
will eventually internalize.
_____ 10. Teachers clarify concepts from previous lesson that learners had difficulty understanding.

Let’s find out your score and how much you know about lesson planning after reading the notes presented below.

ED 123 Facilitating Learner-Centered Teaching Page 3

CONCEPT NOTES PRESENTATION
A lesson plan serves as a teacher’s “road map” for a particular lesson. It is a guide for instruction and contains details
of what a teacher and learners will do in order to tackle a particular topic. Experts agree that a lesson plan should aim to
answer the following questions (Virginia Department Education):
a) What should be taught?
b) How should it be taught?
c) How should learning be assessed?

ELEMENTS OF A LESSON PLAN

What should be taught? Teachers must have a deep understanding of the curriculum and strive to teach its content.
In planning daily lessons, teachers need to follow the Curriculum Guide (CG) of the learning
area being taught. Using the CG, teachers can plan the many ways to teach what it contains
including the content standards or the essential knowledge that students need to learn,
performance standards or the abilities and skills learners need to demonstrate in relation to
the knowledge they have learned, and learning competencies or the knowledge, skills, and
attitudes learners need to demonstrate in every lesson.
How should it be taught? With a lesson plan, teachers can predict which parts of the lesson learners will have difficulty
understanding. Teachers can then prepare strategies that help learners learn, build
learners’ understanding and respond to learners’ needs. Teachers can explore utilizing
different instructional strategies that consider learners’ varying characteristics including
cognitive ability, learning style, readiness level, multiple intelligences, gender,
socioeconomic background, ethnicity, culture, physical ability, personality, special needs,
and the different ways learners master the content of a particular learning area. This
presupposes flexibility in the way a teacher plans lessons. This means that a teacher can
prepare a lesson plan but must remain open to the possibility of adjusting instruction to
respond to the needs of learners.

Furthermore, this requires teachers to treat learners not as passive recipients of knowledge
but as active agents in their own learning. A lesson plan therefore should show what the
teacher and learners will do in the classroom to build understanding of the lesson together.
Beyond demonstrating what a teacher needs to do inside the classroom, a lesson plan
should describe what learners need to do as co-constructors of knowledge inside the
classroom.
How should learning be Effective teachers do not only prepare lesson plans, they also prepare an assessment plan
assessed? or specifically a formative assessment plan. As defined in DepEd Order No. 8, s. 2015
entitled Policy Guidelines on Classroom Assessment for the K to 12 Basic Education
Program, formative assessment “refers to the ongoing forms of assessment that are closely
linked to the learning process. It is characteristically informal and is intended to help
students identify strengths and weaknesses in order to learn from the assessment
experience.” Once the objectives of the lesson have been identified, teachers need to
prepare a formative assessment plan integrated into the lesson and aligned with the lesson
objectives. This means that a teacher needs to rely on multiple ways of assessing learning

ED 123 Facilitating Learner-Centered Teaching Page 4

 inside the classroom. DepEd Order No. 8, s. 2015 presents a list of formative assessment
methods that teachers can use during different parts of a lesson.

This also means that a lesson plan should embody the unity of instruction and assessment.
While planning lessons, teachers need to be able to identify reliable ways
to measure learners’ understanding. This means that teachers need to communicate to
learners what they are expected to learn, involve them in assessing their own learning at
the beginning, during, and end of every lesson, and use data from the assessment to
continually adjust instruction to ensure attainment of learning outcomes.

BASIC PARTS OF A LESSON PLAN

Before the lesson § Is the lesson opening or the “beginning” of lesson implementation.
§ Before actual lesson starts, teacher may:
a. review the previous lesson/s;
b. clarify concepts from the previous lesson that learners had difficulty
understanding;
c. introduce the new lesson;
d. inform the class of the connection between the old and new lesson and
establish a purpose for the new lesson; and
e. state the new lesson’s objectives as guide for the learners.
§ Check learners’ background knowledge on the new lesson, connect new lesson to
what learners already know.
§ Teachers are encouraged to get learners interested in the new lesson through the
use of “start-up” or “warm-up” activities.
§ Teachers also allow learners to ask questions about the new lesson at this time to
assess if learners understand the purpose of learning the new lesson.
Lesson Proper § The “middle” or main part of the lesson. During this time, the teacher presents the
new material to the class.
§ The time when a teacher “explains, models, demonstrates, and illustrates the
concepts, ideas, skills, or processes that students will eventually internalize” (Teach
for America, 2011).
§ Teachers convey new information to the learners, help them understand and master
that information, provide learners with feedback, and regularly check for learners’
understanding.
§ If teacher requires more time to a certain topic, then this part of the lesson can also
be a continuation of a previously introduced topic.
After the Lesson § This is the lesson closing or the “end” of the lesson. This can be done through
different “wrap-up” activities.
§ Teachers can provide a summary of the lesson or ask students to summarize what
they have learned. Teachers can also ask learners to recall the lesson’s key
activities and concepts.
§ This part is meant to reinforce what the teacher has taught and assess whether or
not learners have mastered the day’s lesson.
ED 123 Facilitating Learner-Centered Teaching Page 5
 Detailed Lesson Plan vs. Daily Lesson Log

a) Teacher’s “roadmap” for a lesson. PARTS:

b) Contains a detailed description of I. Objectives
Detailed Lesson Plan (DLP)
the steps a teacher will take to teach a) Content Standards
a particular topic/ lesson. b) Performance Standards
a) A template teachers use to log parts c) Learning Competencies
of their daily lesson. II. Content
b) Covers a daily/ week’s worth of III. Learning Resources
lessons IV. Procedures
a) Before the lesson
(Introductory activity)
b) The Lesson Proper
Daily Lesson Log (DLL)
(Activity, Analysis, Abstraction,
Application)
c) After the Lesson
(Assessment)
V. Assignment
VI. Remarks
VII. Reflection

Click the link below for a template of the DLP:

[Link]

Click the link below and refer to page 10 of DepEd Order no. 42, s. 2016 for a list of DLL templates and samples:
[Link]

CHARACTERISTICS OF A GOOD LESSON PLAN

Generally speaking the following are the characteristics of a good lesson plan:
1) It should be written: A lesson plan preferable be written and should not remain at the oral or mental stage. The
teacher is strongly advises, at least in the early stages, to make a written note of his preparation. Writing helps in
clarifying thoughts and concentration.
2) It should have clear aims: The lesson plan should clearly state the objectives, general and specific to be achieved.
3) It should be linked with the previous knowledge: The plan should not let the lesson remain an isolated one. It
should have its basis on the background of the class. It should grow out of what the pupils have already learnt.
4) It should show techniques of teaching: It should state clearly the various steps that the teacher is going to take, and
also various questions that he will ask.
5) It should show the illustrative aids: The illustrative aids to be used should be shown in the lesson plan
6) It should contain suitable subject matter: The materials of instruction or subject matter should be carefully selected
or organized

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7) It should divided into units: The plan should be divided into units, but care should be taken to see that the lesson
remains an integrated whole and every unit develops from the previous and submerges into the next one.
8) It should provide for activity: The children must be given enough scope to be active. It should not make them mere
passive listeners.
9) It should provide for individual differences: The plan should be prepared in such a way as it does full justice to all
the students of varied abilities
10) It should show certain routine things: The plan should indicate the duration of the period, the period itself, and
average age of the students, subject and the class.
11) It should be flexible: The plan is a means and not an end. It is wrong to follow it slavishly. It is an instrument and
should be used as such. The teacher should be prepared to change his teaching methods from those as referred to in
the plan, if need be.
12) It should include the summary: The lesson plan should include the summary of the whole lesson which is to be
developed on the blackboard with the help of students.
13) It should refer to reference material: The plan becomes more useful if it refers to other reading material. This will
motivate the bright students to do extra reading. Care should be taken to suggest only that material which is available
in the school library.
14) It should include assignments for students: A good lesson plan cannot be thought of without appropriate
assignments for the students. Assignments can take different forms.
15) It should provide for self-evaluation: A good lesson plan must have a suitable plan for self-criticism. The teacher
should put some questions to himself and find out the answer and thereby judge the effectiveness of the lesson or
otherwise.

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 Unit 4: LEARNER-CENTERED LESSON PLAN

Intended Learning Outcome:

• Compare and contrast an exemplar learner-centered lesson plan with a teacher-or content-centered
lesson plan (CLO1).

Time element: 3 hours

Lesson 2: Instructional Process

Name: ___________________________________ Course & Yr.: _______________ Section: _____

LESSON PREPARATION/ REVIEW/PREVIEW

In the previous lesson you have learned the parts, functions, and characteristics of a lesson plan. For it to be learner-
centered, the lesson plan must respond to the needs of your students and provide activities for students to construct their
own knowledge by employing various methods and strategies and through the application of differentiated instruction.

Moreover, a comparison between a detailed lesson plan and a daily lesson log was also presented in the previous
lesson. But did you know that the Department of Education in DepEd Order no. 42, s. 2016 outlines the qualifications of
teachers who will use the DLP and the DLL? Teachers with at least one (1) year of teaching experience, including teachers
with private school and higher education institution (HEI) teaching experience, shall not be required to make a Detailed Lesson
Plan (DLP). Teachers who have been in the service for at least one (1) year, handling learning areas with available LMs and
TGs provided by the Department shall not be required to prepare a DLP. Instead, they shall be required to fill out a weekly
Daily Lesson Log (DLL). Furthermore, newly-hired teachers without professional teaching experience shall be required to
prepare a daily DLP for a year.

As a future graduating education student, once you are in the service which do you think will you prepare, a DLP or
a DLL? Yes, absolutely. You are going to prepare a DLP since you will be considered as a newly-hired teacher without
professional teaching experience.

Thus, for this lesson you will learn more about lesson planning as part of the whole instructional learning process. It
is a part but can be considered as the brain since well-prepared and well-planned lessons are fundamental in ensuring the
delivery of quality teaching and learning in schools.

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 TASK NO.1
Which is Which?

Instructions: Read each scenario carefully and identify whether it illustrates learner-centered or teacher-centered
instruction. In answering, use the following legend:

LC – Learner-centered instruction TC – Teacher-centered instruction

1. The learning environment is calm, open, and 6. Teachers provide multiple learning options
welcoming, encouraging the student to take in the classroom so learners of varying
chances and participate actively in learning interests, abilities, and needs are able to take
in the same content appropriate to their needs.
2. Students are viewed as “empty vessels” 7. Teachers act as the sole supplier of
who passively receive knowledge from their knowledge, and under direct instruction model,
teachers. teachers often utilize systematic, scripted
lesson plans.
3. The teacher provides time for learners to 8. The teacher plays the very important role as
solve problems and encourages learning facilitator.
cooperative learning.
4. Students share thinking with others and 9. Assessments are in many cases only carried
performs individual tasks contributory to the out as summative and not formative
achievement of group output. evaluations and they rarely address qualitative
issues of the learner’s progress.
5. The teacher is the center of knowledge 10. Assessment aims to create lessons based
and in charge of learning. The students are on students’ specific needs and serve as basis
passively receiving information. for feedback of their progress.

Let’s find out your score and how much you know about the instructional process and learner-centered versus
teacher-centered instruction after reading the notes presented below.

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CONCEPT NOTES PRESENTATION

The teaching/ learning activity can be considered as a process (Dick and Carey, 2008 as cited by Cofrancesco, 2011),
called the instructional process, which starts with the definition of what the learners should know and finishes with the
evaluation of what the learners actually know. Basically the teacher has to decide what to teach, and how to teach, i.e. the
teacher has to choose the content/ skills and methods of her/ his teaching activity.

The instructional process consists of several different steps. According to Airasian (1994), these steps are:
1) planning instruction; 2) delivery of instruction; and 3) assessment of learning. This means that teaching begins even
before a teacher steps in front of a class and begins a lesson. This also means that teachers are expected to be able to
organize and develop a plan for teaching, implement that plan, and measure how effectively they implemented a plan.

As you can see in the figure below, the steps in the instructional process go hand in hand with the elements of a
lesson plan.
Elements of a Lesson Plan

How should it be How should learning be

What should be taught?
taught? assessed?

Delivery of Instruction Assessment of

Planning Instruction
Learning

Instructional Process

To reiterate what was mentioned in the previous lesson, “A lesson plan serves as a teacher’s “roadmap” for a
particular lesson. It is a guide for instruction and contains details of what a teacher and learners will do in order to tackle a
particular topic.”

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Learner-Centered Instruction

The DLP template provided by the Department of Education will serve as our guide in the instructional process of a
learner-centered approach. The DLP has several parts, which are:

1) Objectives This part includes objectives related to content knowledge and competencies. According to Airasian
(1994), lesson objectives describe the “kinds of content knowledge and processes teachers hope
their students will learn from instruction (p.48).” The lesson objectives describe the behavior or
performance teachers want learners to exhibit in order to consider them competent. The objectives
state what the teacher intends to teach and serve as a guide for instruction and assessment. It
should be aligned with curriculum standards.

The content standards refer to the learning area-based facts, concepts, and procedures that
students need to learn, while the competencies pertain to the knowledge, skills, and attitudes that
students need to demonstrate in a lesson.
2) Content The topic or subject matter pertains to the particular content that the lesson focuses on.
3) Learning Resources This is a list of resources that a teacher uses to deliver the lesson. These include the references
used and the other resources needed for the different lesson activities. As stated above, the
references a teacher may use include the TG, LM, textbook, and resources found in the LRMDS
portal used for the lesson. The other resources include those described in the DLL above.
4) Procedures
a) Introductory Activity This part introduces the lesson content. Although at times optional, it is usually included to serve
as a warm-up activity to give the learners zest for the incoming lesson and an idea about what it to
follow. One principle in learning is that learning occurs when it is conducted in a pleasurable and
comfortable atmosphere.
b) Activity This is an interactive strategy to elicit learner’s prior learning experience. It serves as a
springboard for new learning. It illustrates the principle that learning starts where the learners are.
Carefully structured activities such as individual or group reflective exercises, group discussion,
self-or group assessment, dyadic or triadic interactions, puzzles, simulations or role-play,
cybernetics exercise, gallery walk and the like may be created. Clear instructions should be
considered in this part of the lesson.
c) Analysis Essential questions are included to serve as a guide for the teacher in clarifying key
understandings about the topic at hand. Critical points are organized to structure the discussions
allowing the learners to maximize interactions and sharing of ideas and opinions about expected
issues. Affective questions are included to elicit the feelings of the learners about the activity or the
topic. The last questions or points taken should lead the learners to understand the new concepts
or skills that are to be presented in the next part of the lesson.
d) Abstraction This outlines the key concepts, important skills that should be enhanced, and the proper attitude
that should be emphasized. This is organized as a lecturette that summarizes the learning
emphasized from the activity, analysis and new inputs in this part of the lesson.
e) Application This part is structured to ensure the commitment of the learners to do something to apply their new
learning in their own environment.
f) Assessment Integrated into a DLP are assessment methods used by the teacher to regularly check
understanding of the material being tackled. Formative assessment of student learning may be
done before, during, and after a lesson and should be carried out to measure attainment of the
lesson objectives.

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 This part is for the Teacher to: a) Assess whether learning objectives have been met for a
specified duration, b) Remediate and/or enrich with appropriate strategies as needed, and c)
Evaluate whether learning intentions and success criteria have been met. Teachers may use any
from the 4 methods:
a) Observation
Formal and informal observation of learner’s performance or behaviors are recorded based on
assessment criteria
b) Talking to Learners/ Conferencing
Teachers Talk to and Questions learners about their learning to gain insights on their
understanding and to progress and to clarify their learning
c) Analysis of Learner’s Products
Teachers judge the quality of products produced by learners according to agreed criteria
d) Tests
Teachers set tests or quizzes to determine learner’s ability to demonstrate mastery of a skill or
knowledge of content
5) Assignment The assignment should be related to the day’s lesson. The assignment should allow learners to
master what was learned during the lesson or reinforce what has been taught. Teachers must
check assignments promptly.

The giving of assignments is optional and should follow the provisions of DepEd Memorandum No.
329, s. 2010 entitled Guidelines on Giving Homework or Assignments to All Public Elementary
School Pupils. Giving of assignments shall also be optional in all other grade levels.
6) Remarks This is the part of the DLP in which teachers shall document specific instances that result in
continuation of lessons to the following day in case of reteaching, insufficient time, transfer of
lessons to the following day as a result of class suspension, etc.
7) Reflection This part of the DLP should be filled-out right after delivery of the lesson. Teachers are
encouraged to think about their lessons particularly the parts that went well and the parts that were
weak and write about it briefly. In the reflection, teachers can share their thoughts and feelings
about their lessons including things about the lesson that were successfully implemented, need
improvement, or could be adjusted in the future. As in the DLP, teachers can also talk about their
learners who did well in the lesson and those who need help.

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Teacher-Centered Instruction

In teacher-centered instruction, students put all of their focus on the teacher. The teacher talks and the students
exclusively listen. A typical Presentation-Practice-Production (PPP) lesson tends to be teacher-centered, as the teacher
leads the activity and provides necessary information. It consist of four main stages: 1) Warm-up; 2) Presentation; 3) Practice;
and 4) Production. This teaching framework is a model to describe the typical stages of language teaching lesson.

To find out more about teacher-centered instruction, click this link:

[Link]

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 Unit 4: LEARNER-CENTERED LESSON PLAN

Intended Learning Outcome:

• Make a lesson plan following the principles of learner-centered lesson planning (CLO2, CLO 3).

Time element: 6 hours

Lesson 3: Steps for Preparing a Lesson Plan

Name: ___________________________________ Course & Yr.: _______________ Section: _____

LESSON PREPARATION/ REVIEW/PREVIEW

In this lesson, you are going to apply what you have learned from unit 1 which tackles about the learner-centered
teaching; unit 2 organization and management of learner-centered classrooms; unit 3 learner-centered pedagogy; and unit 4
learner-centered lesson plan.

At the end of this lesson, you are expected to make a lesson plan following the principles of a learner-centered lesson
planning. Always bear in mind that the goal of lesson planning is learning. Thus, in crafting your lesson plan, think about how
the students will learn best.

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 TASK NO.1
E-Talk

Instructions: You are to conduct an online interview to 2 persons (1 male and 1 female) who are licensed teacher and
working in the field of teaching. Ask them 3 issues and concerns about lesson planning. Write their responses using the
template below.
ISSUES/ CONCERNS MALE FEMALE

Issue/ concern no. 1

Issue/ concern no. 2

Issue/ concern no. 3

After your interview, group yourselves with 5 members each group. Consolidate all your data and use the template
below.
MALE FEMALE
ISSUES/ CONCERNS
f p f p

Issue/ concern no. 1

Issue/ concern no. 2

Issue/ concern no. 3

Others

*f = number of responses
*p = percentage

Using the T diagram, as a group come up with solutions that correspond to each issue/ concern.
LESSON PLANNING
Issues/ Concerns Proposed solutions

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CONCEPT NOTES PRESENTATION
The hallmark of effective teaching is lesson planning. Therefore, it is vital that you must know the steps in preparing
a lesson plan.

In planning your lessons, Stronge (2007) has identified the following:

1. Identifying clear lesson and learning objectives while carefully linking activities to them is essential for effectiveness.
2. Creating quality assignments is positively associated with quality instruction and quality student work.
3. Planning lessons that have clear goals , are logically structured , and progress through the content step-by step.
4. Planning the instructional strategies to be deployed in the classroom and the timing of these strategies.
5. Using advance organizers , graphic organizers, and outlines to plan for effective instructional delivery.
6. Considering student attention spans and learning styles when designing lessons.

In addition, the following are the Steps for Preparing a Lesson Plan:
1. Outline learning objectives
§ What is the topic of the lesson?
§ What do I want students to learn?
§ What do I want them to understand and be able to do at the end of the class?
§ What do I want them to take away from this particular lesson?

2. Develop the introduction

§ How will I check whether students know everything about the topic or have any preconceived notions about it?
§ What are some commonly held ideas (or possibly misconceptions) about this topic that students might be familiar
with or might espouse?
§ What will I do to introduce the topic?

3. Plan the specific learning activities (the main body of the lesson)
§ What will I do to explain the topic?
§ What will I do to illustrate the topic in a different way?
§ How can I engage students in the topic?
§ What are some relevant real-life examples, analogies, or situations that can help students understand the topic?
§ What will the students need to do help them understand the topic better?

4. Plan to check for understanding

§ What questions will I ask students to check for understanding?
§ What will I have students do to demonstrate that they are following?
§ Going back to my list of learning objectives, what activity can I have students do to check whether each of those has
been accomplished?

5. Develop a conclusion and a preview

§ State the main points yourself (Today we talked about…)
§ Ask the students to help you summarize the lesson
§ Ask all students to write down on a piece of paper what they think were the main points of the lesson
§ Review the students’ answers to gauge their understanding of the topic and then explain anything unclear to them
ED 123 Facilitating Learner-Centered Teaching Page 4
 § Conclude the lesson not only by summarizing the main points, but also by previewing the next lesson.

6. Create a realistic timeline

§ Estimate how much time each of the activities will take, then plan some extra time for each.
§ When you prepare your lesson plan, next to each activity indicate how much time you expect it will take.
§ Plan a few minutes at the end of the class to answer any remaining questions and to sum up key points.
§ Plan extra activity or discussion questions in case you have time left.
§ Be flexible – be ready to adjust your lesson plan to students’ needs and focus on what seems to be more productive
rather than sticking to your original plan.

Now, let us go back to the DLP template provided by the Department of Education.

1. Objectives
The lesson plans objectives are statements that describe the expected learning outcomes of the learners at the end
of the lesson. The objectives specify what students need to learn and thereby guide learners in carrying out the lesson
activities. They also direct the teacher in selecting appropriate learning resources and methods to use in teaching. The lesson
objectives should be also the bases for assessing student learning before, during and after the lesson.

According to Airasian (1994), the lesson plan objectives:

(1) describe a student behavior that should result from instruction;
(2) state the behavior that can be observed and can be assessed; and
(3) indicate the content on which the behavior will be performed.

Lesson plan objectives should be aligned with curriculum standards and must be stated in terms of what learners
can/ will be able to do at the end of the lesson.

The learning objectives has three domains:

a) Knowledge – the fact or condition of knowing something with familiarity gained through experience or association. This is
categorized into:

Categories Behavioral Verbs Examples

1. Remembering - the learner can Identify, retrieve, recognize, duplicate, - Recognize characters in the story
recall information and retrieve relevant list, memorize, repeat, describe, - Identify characters in the story
knowledge from long term memory. reproduce
2. Understanding - the learner can Interpret, exemplify, classify, - Compare characters in the story
construct meaning from oral and summarize, infer, compare, explain, using utterances
written graphic messages paraphrase, discuss - Classify characters based on
utterances
- Discuss what is a variable and the
two basic types of variable

ED 123 Facilitating Learner-Centered Teaching Page 5

b) Skills - the ability and capacity acquired through deliberate , systematic, and sustained effort to smoothly and adaptively
carryout complex activities or the ability coming from one’s knowledge , practice, aptitude, etc., to do something. This is
categorized into:

Categories Behavioral Verbs Examples

1. Applying - the learner can use Execute, implement, demonstrate, - Use graphic organizers to describe
information to undertake a procedure in dramatize, interpret, solve, use, the characters in the excerpt
familiar situations or in a new way illustrate, convert, discover

2. Analyzing - the learner can Differentiate, distinguish, compare, - Compare characters according to
distinguish between parts and contrast, organize, outline, attribute, traits
determine how they relate to one deconstruct - Distinguish the dependent and
another and to the over-all structure independent variables in a
and purpose problem statement by putting it in
a chart.
3. Evaluating - The learner can make Coordinate, measure, detect, defend, - Express agreement and
judgements and justify decisions. judge, argue, debate, describe, disagreement through a debate
critique, appraise, evaluate
4. Creating – The learner can put Generate, hypothesize, plan, design, - Design information drive indicating
elements together to form a functional develop, produce, construct, the message of the material read
whole, create a new product or point formulate, assemble, devise
of view.

c) Attitude - growth in feelings or emotional areas. A settled way of thinking or feeling about something or something typically
one that is reflected in a person’s behavior, with the following categories:

Categories Behavioral Verbs List of Attitudes

1. Receiving Phenomenon – ask, choose, describe, erect, follow, Self-esteem, self-confidence,
awareness, willingness to hear, give, hold, identify, locate, name, point wellness, respect, honesty, personal
selected attention to, reply, select, sit, study, use discipline, perseverance, sincerity,
2. Responding to Phenomenon - Aid, answer, assist, comply, conform, patience, critical thinking, open-
active participation on the part of the discuss, greet, help, label, perform, mindedness, interest, courteous,
learners. Attends and reacts to practice, present, read, recite, report, obedience, hope, charity, fortitude,
particular phenomenon. Learning select, tell, write resiliency, positive vision, acceptance,
outcomes may emphasize compliance determined, independent, gratitude,
in responding, willingness to respond, tolerant, cautious, decisive, self-
or satisfaction in responding control, calmness, responsibility,
(motivation) accountability, industriousness,
3. Valuing - attaches to a particular Work, complete, demonstrate, cooperation, optimism, satisfaction,
object, phenomenon, or behavior. This differentiate, explain, follow, form, persistent, cheerful, reliable, gentle,
ranges from simple acceptance to the initiate, invite, join, propose, read, appreciation of one’s culture,
more complex state of commitment. report, select, share, study globalism, compassion, work ethics,
Valuing is based on the internalization creativity, enterprenurial spirit,

ED 123 Facilitating Learner-Centered Teaching Page 6

 of a set of specified values, while financial literacy, solidarity, making a
clues to these values are expressed in stand for the good, voluntariness of
the learner’s overt behavior and are human act, appreciation of one’s
often identifiable. rights, inclusiveness, thoughtful,
4. Organization - organizes values into Adhere, alter, arrange, combine, seriousness, generous, happiness,
priorities by contrasting different compare, complete, defend, explain, modest, authority, hardworking,
values, resolving conflicts between formulate, generalize, identify, realistic, flexible, considerate,
them, and creating a unique value integrate, modify, order, organize, sympathetic, frankness
system. The emphasis is on prepare, relate, synthesize
comparing, relating and synthesizing
values. Example:
5. Internalizing Values Act, discriminate, display, influence, - Show active participation in
(Characterization) - has a value listen, modify, perform, practice, the group activity about
system that controls their behavior. propose, qualify, question, revise, testing construct reliability of
The behavior is pervasive, consistent, serve, solve, verify research instrument using
predictable, and most importantly, Cronbach’s alpha
characteristic of the learner. - Demonstrate cooperation in
Instructional objectives are concerned group activities
with the student’s general patterns of - Demonstrate critical thinking
adjustment (personal, social, in group activities
emotional).

d) Values - A learner’s principles or standards of behavior; one’s judgement of what is important in life. Go beyond learner’s
life on earth, include more than wealth and fame, and would affect the eternal destiny of millions. This is categorized into:

Categories Behavioral Verbs List of Values

1. Receiving Phenomenon – ask, choose, describe, erect, follow, Maka-Diyos:
awareness, willingness to hear, give, hold, identify, locate, name, point Love of God, Faith, Trusting,
selected attention to, reply, select, sit, study, use Spirituality, Inner Peace, Love of
Truth, Kindness, Humble
2. Responding to Phenomenon - Aid, answer, assist, comply, conform,
active participation on the part of the discuss, greet, help, label, perform, Maka-tao:
learners. Attends and reacts to practice, present, read, recite, report, Concern for others, respect for human
particular phenomenon. Learning select, tell, write rights, gender equality, family
outcomes may emphasize compliance solidarity, generosity, helping,
in responding, willingness to respond, oneness
or satisfaction in responding
Makakalikasan:
(motivation)
Care of the environment, disaster risk
3. Valuing - attaches to a particular Work, complete, demonstrate, management, protection of the
object, phenomenon, or behavior. This differentiate, explain, follow, form, environment, responsible
ranges from simple acceptance to the initiate, invite, join, propose, read, consumerism, cleanliness, orderliness,
more complex state of commitment. report, select, share, study saving the ecosystem, environmental
Valuing is based on the internalization sustainability
of a set of specified values, while

ED 123 Facilitating Learner-Centered Teaching Page 7

 clues to these values are expressed in Makabansa:
the learner’s overt behavior and are Peace and order, heroism,
often identifiable. appreciation of heroes, national unity,
4. Organization - organizes values into Adhere, alter, arrange, combine, civic consciousness, social
priorities by contrasting different compare, complete, defend, explain, responsibility, harmony, patriotism,
values, resolving conflicts between formulate, generalize, identify, productivity
them, and creating a unique value integrate, modify, order, organize,
system. The emphasis is on prepare, relate, synthesize Example:
comparing, relating and synthesizing - Display love of truth in
values. establishing reliability of
5. Internalizing Values Act, discriminate, display, influence, research instrument
(Characterization) - has a value listen, modify, perform, practice, - Demonstrate appreciation of
system that controls their behavior. propose, qualify, question, revise, Charles’ contribution in
The behavior is pervasive, consistent, serve, solve, verify explaining the relationship of
predictable, and most importantly, volume and pressure of a gas
characteristic of the learner. through responsible
Instructional objectives are concerned consumerism
with the student’s general patterns of - Work with harmony and
adjustment (personal, social, productivity with other
emotional). members of the group

2. Content Standard
This pertains to the subject matter or specific content that the lesson aims to teach.
Example: The Kinds of Variables

3. Learning Resources
This is the list of resources that a teacher uses to deliver the lesson.
Example: PowerPoint presentation Graphic organizer for the concept mapping
Meta cards for picture analysis Masking tape
Manila paper for posting the answers Permanent marker
Manila paper for the chart it on activity
4. Procedures

The Three Blind Men and the Elephant

A. INTRODUCTORY The teacher will read the story about the “Three
ACTIVITY Blind Men and the Elephant” and will ask the following
questions:
This part introduces the lesson content. It
Example 1. Are you familiar with the story of the three blind
is usually included to serve as a warm-up activity
men and the elephant?
to give learners zest for the incoming lesson and
2. What did the three blind men want to find out?
an idea about what is to follow. 3. What characteristic did the three blind men have
that is similar to a researcher?
4. How is research applicable to this situation?

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 What’s the word?

Students will be shown scrambled letters. They

B. ACTIVITY
will form a word as fast as they can.
ATTBURIETS, IPDNENEDNET, DNEPNDEET
EECFFT, CSUAE, VLBAAIRE
This is an interactive strategy to elicit
learner’s prior learning experience. It serves as a Example They will be asked:
springboard for new learning. What do you think is our lesson for today? Our objective
this morning is to find out what a variable is and the two
basic types of variables and their uses.
To find out, let us proceed to our next activity.

Picture Analysis

Students will be group into 2. Each group will be

assigned to analyze group of images by answering the
following questions:

1. What similarities have you noticed?

2. What are the differences?
3. Identify the image presented ( object, person, place,
phenomenon/ event).
Group 1

Group 2
C. ANALYSIS

Essential questions are included to serve

as a guide for the teacher in clarifying key Example
understanding about the topic at hand. Sample answer for group 1: They are all cars, with 4
wheels, etc. They differed in color, shape, speed, etc.
They are objects.

Questions for processing:

1. What one word can you describe with your answers
in no. 1 and 2 in relation to your answer in no. 3.?
2. What are attributes?
3. What one word can you describe with your answers
in no. 2?
4. What differences have you noticed?
5. What other variables can influence those
differences?
6. With your answers, identify the presumed cause
and also identify the presumed effect.
7. Which do you think is the dependent variable?
8. Which is the independent variable?

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 Concept Mapping

With the help pf a graphic organizer, the students

will map out the concepts and a volunteer will discuss
the concepts.

D. ABSTRACTION

This outlines the key concepts, important VARIABLES DEPENDENT INDEPENDENT

skills that should be enhanced, and the proper Example
attitude that should be emphasized.
ANSWER: A variable is a construct, concept, or
idea under study. It could be anything. A person, a
place, a thing, or a phenomenon. Variables are
simplified portions or attributes of the complex
phenomena that you intend study. The word variable
comes from the root word “vary”, meaning, changing in
amount, number, form, nature, or type. Variables
should be measurable, this means that they can be
counted or subjected to a scale.

The two basic types of variables are:

1. Independent variable – the presumed cause, the
one that affects/ influences, meaning it can cause
changes in the dependent variable.
2. Dependent variable – presumed effect

Chart it on

In each problem statement in the chart, students

will identify the independent variable (IV) and the
E. APPLICATION dependent variable (DV).
Problem Statement DV IV
[Link] does logical thinking
This part is structured to ensure the develop critical thinking?
commitment of the learners to do something to Example [Link] are the effects of Korea-
novelas on the Filipino value
apply their new own environment. system?
[Link] what way does collaborative
learning increase communicative
competence?
[Link] what extent does texting
decrease students’ grammatical
competence?
[Link] corrupt practices trigger
off one’s resignation?

ED 123 Facilitating Learner-Centered Teaching Page 10

 The Missing Word

Students will be given 5 minutes to fill in the blanks

with the correct word from the box.

F. ASSESSMENT

Assess whether learning objectives have

been met for a specified duration;

Remediate and/or enrich with appropriate Example

strategies as needed;

Evaluate whether learning intentions and Answers:

success criteria have been met. 1. Attributes 6. Measurable
2. Events 7-8. Dependent, Independent
3. Places 9. Effect
4. Vary 10. Cause
5. Type

Assessment Methods Possible Activities

a. Observation – Formal and informal observations of Investigation, Role Play, Oral Presentation, Dance, Musical
learners’ performance or behaviors are recorded, based on Performance, Skill Demonstration, Group Activity, Debate,
assessment criteria Motor & Psychomotor Games, Simulation Activities,
Science Experiment
b. Talking to Learners/ Conferencing – Teachers talk to Hands-on Math Activities, Written Work & Essay, Picture
and question learners about their learning to gain insights Analysis, Comic Strip, Panel Discussion, Interview, Think-
on their understanding and to progress and clarify their Pair-Share, Reading
thinking
c. Analysis of Learner’s Products – Teachers judge the Worksheets for all subjects, Essay, Concept Maps/Graphic
quality of products produced by learners according to Organizer, Project, Model, Artwork, Multi-media
agreed criteria Presentation, Product made in technical – vocational
subjects
d. Tests – Teachers, set tests or quizzes to determine Skill Performance Test, Open-Ended Question, Practicum,
learners’ ability to demonstrate mastery of a skill Pen & Paper Test, Pre and Post Test, Diagnostic Test,
Oral Test, Quiz

What is the assessment method used in the example above? Yes, you are correct. The teacher uses a test to
assess if the intended learning outcome have been met.

Now, go back to the Objectives of the lesson. They are in blue ink. Specifically:
Learning Domain Objectives
Knowledge Discuss what is a variable and the two basic types of variables.
Skills Distinguish the dependent and independent variables in a problem statement by putting it in a chart.
Attitude Demonstrate critical thinking in group activities
Values Work with harmony and productivity with other members of the group
ED 123 Facilitating Learner-Centered Teaching Page 11
 Which part of the lesson did the students discuss what is a variable and the two basic types of variables? Which
part did they distinguish the dependent and independent variables in a problem statement in a chart? In group activities,
were they able to demonstrate critical thinking? Did they work harmoniously and productively? Is the lesson plan learner-
centered?

Moreover, there are categories in each learning domain but for ease and convenience, select only one.

5. Assignment
The assignment should be related to the day’s lesson. The assignment should allow learners to master what was
learned during the lesson or reinforce what has been taught. Teachers must check assignments promptly.

The giving of assignments is optional and should follow the provisions of DepEd Memorandum No. 329, s. 2010
entitled Guidelines on Giving Homework or Assignments to All Public Elementary School Pupils. Giving of assignments shall
also be optional in all other grade levels.

6. Concluding Activity
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote, parable or
a letter that inspires the learners to do something to practice their new learning.

7. Remarks
The part of the DLP in which teachers shall document specific instances that result in continuation of lessons to the
following day in case of re teaching , insufficient time, transfer of lessons to the following as a result of suspension.

8. Reflections
The part of the DLP should be filled out right after delivery of the lesson. Teachers are encourage to think about their
lessons particularly the parts that went well and the parts that were weak and write about it briefly. This part also is where
teachers can share their thoughts and feeling about their lessons including things about their lesson that were successfully
implemented , need improvement, or could be adjusted in the future

ED 123 Facilitating Learner-Centered Teaching Page 12