Objectives

a. Demonstrate knowledge and

understanding of the principles on learner-
centered learning;
b. Design a classroom activity by adopting
learner-centered learning approaches and
strategies;
c. Apply learner-centered activity
effectively through lesson planning
 Activity 1
Answer LC if Learner-centered approach, NLC If the statement is
Not a Learner Centered approach.
1. Learning is based on repetition. LC
2. Consideration for HOTS tasks. LC
3. Learning is interactive. LC

4. Skills are treated in isolation. NLC

5. Students learn how to learn. LC

6. Collaboration is not evident. NLC

7. Teacher’s role is interactive, rooted in negotiation. LC

8. Background knowledge taken in consideration as well as new
knowledge. LC
9. Interdisciplinary exploration is [Link]
10. Teacher’s role is directive, rooted in authority. NLC
 Activity 2
Below are range of teaching methods. Classify them to the given
teaching strategy to which you think how they will be employed in
your classroom
Compare and contrast demonstrations guides for reading Lecture
listening and viewing role play simulations case study
cloze procedure problem solving Reflective discussion inquiry
small group discussion experiments brainstorming games
cooperative learning interviewing research projects debates
field observations report assigned questions essays
computer assisted instruction

Direct Indirect Interactive Experiential Independent

Instruction Instruction Instruction Instruction Instruction
Look back with our curriculum……
 Why is it important to understand the principle
of learner-centered learning?
Learner centered learning
- is an instructional approach in which the learners influence
the content, activities, materials and pace of learning. This learning
model places the learner in the center of the learning process .The
teacher provides learners with opportunities to learn independently
and from one another and coaches them in the skills they need to do
so effectively ( Collins & O’Brien,2003)
Learner centered learning environment
- learners are treated as co-creators in the learning process, as
individual with ideas and issues that deserve attention and
consideration. It recognizes that the prior knowledge of learners
powerfully influences future learning and thus attempt to build on
prior knowledge.
 5 Learner-Centered Learning Principles by Weimer (2002)

1. Student-centered learning shifts the balance of classroom power

from teacher to student thus fostering active learning and
engagement among peers.
2. Student-centered learning enables critical thinking and is means to
develop knowledge rather than a collection of facts by building
upon and challenging prior learning
3. Student-centered learning situates the teacher as facilitator and
contributor rather than authoritarian and director of knowledge
4. Student-centered learning returns the responsibility for learning to
the students, so students are able to discover their strengths and
weaknesses and take part in directing their own knowledge gain.
5. Student-centered learning employs effective assessment to
promote learning and inform future practice.
 How will teacher apply the learner-centered
approaches and strategies in the classroom?
• Republic Act No. 10533,sec 5.e. states that, The
curriculum shall use pedagogical approaches that are….
CONSTRUCTIVISM
INQUIRY APPROACH
Reflective Approach
Collaborative Approach
Integrative Approach
 What are the Instructional strategies and Methods?

Instructional Model
- is a teacher’s philosophical orientation to
teaching. It is related to theories of learning
including behaviorism, cognitism, constructivism,
social interactionism
Instructional Strategy
-is what a teacher uses inside the classroom
to achieve the objectives of a lesson.
Instructional Method
-is a specific activity that teachers and
learners will do in the classroom
 Direct Instruction
• is systematic, structured and sequential
teaching. Its basic steps include presenting the
material, explaining, and reinforcing it.
According to Borich (2001),
• direct instruction methods are used to teach
facts, rules, and action sequences.
• Direct instruction methods include compare and
contrast, demonstrations, didactic questions,
drill and practice, guides for reading, listening
and viewing, lecture, etc.
 Indirect Instruction
• is a teaching strategy in which the learner is
an active and not passive participant.
• Indirect instruction methods are used for
concept learning, inquiry learning and
problem-centered learning (Borich 2011).
• Indirect instruction methods include case
study, cloze procedure, concept formation,
inquiry, problem solving, reflective
discussion, etc.
 Interactive Instruction

• is teaching that addresses learners’ need to

be active in their learning and interact with
others including their teachers and peers
• Interactive methods of teaching include
brainstorming, debates, cooperative
learning, interviewing, small group
discussion, whole class discussion, etc
 Experiential Instruction
• is teaching students by directly involving
them in a learning experience.
• This strategy emphasizes the process and
not the product of learning.
• Experiential learning methods include
games, experiments, field trips, model
building, field observations, role play,
simulations, etc.
 Independent Study
• is teaching in which the teacher’s external
control is reduced and students interact
more with the content (Petrina in press).
• Independent study methods aim to
develop learners’ initiative, self-reliance,
and self-improvement and include assigned
questions, correspondence lessons,
computer assisted instruction, essays,
homework, learning contracts, reports,
research projects, etc.
 Application
• Select one of the learner-centered learning approaches
and strategies. Design a classroom activity using the
approach/strategy. Indicate also the competency/skill to
be developed, objective, method of assessment and
procedure of the activity.
• Approach/Strategy
• Name of Activity
• Competency/Skill
• Objective
• Method of Assessment
• Procedure of Activity
 Reflections
• After going through the session,
gather your thoughts and reflect
once more. Answer the
questions below:
• What was new?
• What was exciting?
• What was worrisome?
Session 2
TEACHER INDUCTION PROGRAM(TIP)

Module 5-Learning
Environment

RONAL N. LLERIN
PSDS,SD7
 Objectives
• a. Understand the role of the teacher to
provide and manage a learning environment
that is learning-focused.
• b. Create learning environment that is
learning-focused to promote learner
responsibility and achievement.
 Activity 1
• My Map, My Imagination! Have you used mind mapping in your daily activities? Mind
mapping is a quick and powerful technique for organizing your thoughts. Some people may
try to tell you the ‘rules’ of making a mind map. Don’t listen to them. This is your map. Your
imagination is the limit. Be creative and make your own mind map about Learning
Environment in the blank space provided below.

Learning Environment
 1. Learning Environment
• ‘Learning environment refers to the diverse
physical locations, contexts, and cultures in
which students learn. Since students may
learn in a wide variety of settings, such as
outside-of-school locations and outdoor
environments, the term is often used as a
more accurate or preferred alternative to
classroom, which has more limited and
traditional connotations—a room with rows of
desks and a chalkboard
• Learning Environment is the second domain of
the Philippine Professional Standards for
Teachers (PPST). This Domain centres on
creating environment that is learning-focused
and in which teachers efficiently manage
learner behaviour in a physical and virtual
space.
 Strand Learner safety and security
Strand Learner safety and security
2.1
2.1

Strand
Strand Fair learning environment
2.2 Fair learning environment
Domain 2 2.2
Learning Strand Management of classroom structure
Strand and activities of classroom
Management
Domain
Environment2 2.3 structure and activities
2.3
Learning
Environment
 Teachers must Strand Support for learner participation
Strand Support for learner participation
maintain a learning 2.4
2.4
–focused
environment. Strand Promotion of purposive learning
Strand Promotion of purposive learning
2.5
2.5

Strand Management of learner behavior

Strand
2.6 Management of learner behavior
2.6
 2. The
Environmental
Psychology of
Teaching and
Learning
First, all learning takes place in a physical
environment with quantifiable and
perceptible physical characteristics
Second, students do not
touch, see, or hear passively;
they feel, look, and listen
actively
Third, the physical characteristics of
learning environments can affect learners
emotionally, with important cognitive and
behavioral consequences.
 Having learned more about learning environment, how will you handle the
following learning situations/contexts?

Situations Strategies you may use to provide and

manage the learning environment that
are learning-focused and learner-
centred.
Multi-grade classes of 60 in a far-flung
area with no internet connectivity
Large class of 80 grade 7 students in a
covered court
8 hearing impaired students mainstream
with regular grade 8 students of 60
Insufficient number of instructional
materials and other resources
 Reflection
• To deepen your understanding of Learning
Environment, you may now engage yourself in
a personal and professional reflection guided
by the templates provided below. Get ready to
document your thoughts in a reflective
learning journal.
 The Reflective Learning Journal Template
Area 1 Explore the learning experience…
Awareness …………Evaluation …………………..Regulation………………..
Content (What) What have I Do I understand What can I do in
learned? what I have order to gain a
learned? What else better
do I need to learn? understanding?
Where can I find
more information?
Process (How) How did I learn / do How effective is this How can I make this
it? What strategy strategy? strategy more
have I used in effective? Is the
learning this topic? way I do it the best
way?
Reasons (why) Why learn it? What Why would I think What would be a
is learning? so? Is this the only more useful way to
purpose of understand
learning? learning? How
could this learning
experience be
interpreted
Area 2 Think of the learning experience in relation to…
Awareness …………Evaluation …………………..Regulation………………..
Professional How does this What does this All things
development learning experience learning experience considered, is this
contribute to my tell about my goal a suitable
professional choice of goal? Are there any
development? professional goal other options?
What is/are my and path? Am I What other paths
short-term / long making good can I take to
term professional progress? Am I on achieve my goals?
goal(s)? the right track?
What obstacles What is the source How can I remove
have I of the obstacles? those obstacles?
encountered? Am I on the right What other paths
track? can I take to
achieve my goals?
Personal What does this What does this What do I know
development learning experience learning experience about myself? How
mean to me? How tell me about my am I living the most
does it matter to potentials, and of myself?
me if I failed or myself as a person?
succeeded?
 APPLICATION
• If you were to teach your class today, how will
you plan your lesson considering the design of
your learning environment that is learning-
focused? Draft your plan for instruction below.
• My Map, My Learning! After engaging on this
session, how will your mind map on Learning
Environment change? Make a new mind map
on this topic on the space provided below.
Now, compare your previous and current mind
maps using a Venn diagram.

Learning Environment