Module 4 Educ 153

MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education
MODULE 4
EDUC 153 - FACILITATING LEARNER-CENTERED TEACHING
Prepared by:
Madeline T. Fernando
Eva B. Macugay
Rose Francis E. Mina
1
Prepared by: Madeline T. Fernando, Eva B. Macugay and Rose Francis E. Mina
MODULE
4 LEARNER-CENTERED PEDAGOGY
What to Expect
The Philippine Education transformed its curriculum to K -12 Enhanced Basic Education;
changes have been made in terms of its educational policies, outcomes, and instructional design
(Department of Education, 2013). This new curriculum designed in connection with the inquiry-
based learning to improve students’ performance and for them to be globally competitive. It is
mainly focus on the 21st century skills which are critical thinking skills, collaborative skills,
communication skills and creativity.
There is a need for educators to equip their students to 21 st century learning to enjoy a
high quality of life, work, and relationships by being resilient, intentional, creative, and confident
learners who understand the value of collaboration, the relationship of effort to results and the
need to be continually growing and learning. Teachers are expected to be facilitators of learning
process instead of being mere providers of knowledge. Teachers must use different pedagogical
approaches. They should participate actively in their learning and to assist professional
development, thus, this module acquaint you, pre-service teachers, with the learner-centered
pedagogy enabling you to become effective in the teaching-learning process.
DID YOU KNOW THAT?... Teaching pedagogy is the theory and practice of learning. This
supports learners and help teachers throughout the teaching-learning process.
What I Want You to Learn

At the end of the module, you should be able to:
1. discuss the nature of learner-centered teaching modalities, structures, methods and

strategies that facilitate differentiated teaching to suit learners’ gender, needs, strengths,
interests and experiences;
2
2. select appropriate learner-centered teaching modalities, structures, methods and

strategies based on learners’ diverse needs, learning styles and backgrounds (i.e. linguistic,
cultural, socio-economic and religious);
What I Want You to Do

I would like you to read the following lessons:
Unit 4 –Learner-Centered Pedagogy

A. Delivery Modalities
B. Structures for Facilitating
Learner-centered Teaching
C. Methods and Strategies
D. Flexible Learning and Teaching
E. Differentiated Teaching
F. Education in Emergencies
ACTIVITIES
ACTIVITY 1 – DELIVERY MODALITIES
SAQ 1
A. Using the fish bone diagram list down the advantages and disadvantages of online learning.
ONLINE LEARNING
3
B. Brainstorming Activity. Get a partner and discuss the four delivery modalities of teaching.
Define and tell the characteristics of each modality. Write your ideas on the concept
organizer below.
Face to Face Learning
Online Learning
BRAINSTORMING
Blended Learning
4
ASAQ 1
Delivery Modalities
1. Online. 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.
2. Face to Face. 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.
3. Blended Learning. This refers to a learning modality that allows for a combination of
face to face and online distance learning (ODL), face-to-face and modular distance
learning (MDL), face-to-face and TV/Radio-based Instruction (RBI), and face-to-face
learning and a combination with two or more types of distance learning.
4. 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. Modules can be given to the learners.
5
ACTIVITY 2 – STRUCTURES FOR FACILITATING

LEARNER-CENTERED TEACHING
SAQ 2
Complete the table below by describing the 3 structures for facilitating learner-centered
teaching.
STRUCTURE DESCRIPTION EXAMPLES
Formal
Alternative Learning
System
Alternative Delivery Mode
ASAQ 2
Structures for Facilitating Learner-Centered Teaching
1. Formal (Traditional) - is a face to face learning that takes place in a formally constituted
educational institutions such as schools, colleges, universities, training
centers and so on.
6
2. Alternative Learning System (ALS.) It 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.
a. Non-formal education (NFE)- refers to education that occurs outside the formal
school system. It is often used interchangeably with terms such as community
education, adult education, lifelong education and second-chance education. It refers
to a wide range of educational initiatives in the community, ranging from home-based
learning to government schemes and community initiatives. It includes accredited
courses run by well-established institutions as well as locally based operations with
little funding.
b. Informal Education (InFEd) is learning which goes on outside of a formal learning

environment such as a school, a college or a university, therefore it is learning outside
of the classroom. Informal education can be seen as learning that goes on in daily life
and/or learning projects that we undertake for ourselves (Smith, 2009). It is a learning
that goes on in daily life and can be received from daily experience, such as from
family, peer groups, the media and other influences in a person’s environment (Oñate,
2006).
c. Mobile Teachers. 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 who conduct classes 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.
3. Alternative Delivery Modes (ADM)
a. Modified In-School Off-School Approach (MIMOSA)- is meant to address the

problem of congestion (overcrowding due to classrooms, teacher shortage, etc.)
also for seasonal absentees, those living in a conflict disaster areas, chronically ill,
indigenous children and those engaged in earning a living to augment the family
income. It is implemented in large classes with more than 50 students in Grades 4,
5 and 6. It makes use of Self- Instructional Materials (SIMS) in the different learning
areas which learners can work on independently other than a regular classroom
under the supervision of a teacher-facilitator.
b. Instructional Management by Parents, Community and Teachers (e-IMPACT)- is

meant to address issues of both ACCESS and quality by enabling the schools to
deliver complete levels (1 to 6) despite shortage of teachers, classrooms etc. It is
implemented in all levels using Community Learning Centers. It is a system in which
the parents and the community and the students themselves collaborate and
7
cooperate (accepting active roles) with the school towards the education of the
child.
c. Open High School Program (OHSP). It is an alternative mode of formal secondary

education program run by the Bureau of Secondary Education (BSE) of the
Department of Education (DepEd. The program provides an opportunity for
elementary school graduates, high school drop-outs and successful examinees of
the Philippine Education Placement Test (PEPT) to complete secondary education
in a purely distance learning mode. The program provides printed self-learning
modules for students to use for their lessons and classroom activities.
ACTIVITY 3 – METHODS AND STRATEGIES
SAQ 3
A. List down the Do’s and Don’ts of the following:

Methods
Do’s Don’ts
Active Learning
Activities
Cooperative Learning
Activities
Inquiry and Inductive

Learning Activities
B. Using the links below, watch the videos showing methods and strategies used in learner-
centered teaching. After watching, accomplish the activity .
• https://www.youtube.com/watch?v=2N1I6sOhDiw
• https://www.youtube.com/watch?v=nA1Aqp0sPQo&feature=youtu.be&fbclid=IwAR0hY
DB9BEQ9eEanBRLUs_4qVHcW59OTC_g0KT2uVE-adKl1K4Kzr-QNkYs
• https://www.youtube.com/watch?v=g1InechEQ-
4&feature=youtu.be&fbclid=IwAR0Nb5GycrznNJIRvX2dIUDe4pKeeejcOW97UoERYMHKk
WzQxYkPZa8R7EM
8
Below is a list of methods and strategies in teaching. Check the methods and strategies
employed by the teacher in the video, describe each strategy and tell how it is used. Methods
and strategies not used in the video should be described based on your experiences with your
teachers, tell how are these strategies used by your teachers.
METHODS AND EMPLOYED IN DISTINCT FEATURE

DESCRIBE HOW IT IS USED
STRATEGIES THE VIDEO (key words only)
Cooperative
Learning
Presentations
Panels/Experts
KWL
Brainstorming
Learner-
Centered Media
Discussion
Small group
Case studies
Jigsaw
Learning centers
9
Experiments
Role Play
Simulation
Laboratory
Workshop
Demonstration
Inquiry based
Mental models
Project based
learning
Problem based
learning
Discovery
learning
Q & A session
Social media
Games or
gamification
10
Competitions
Debate
ASAQ 3
Methods and Strategies
1. Methods- are particular form of procedure for accomplishing or approaching something

especially a systematic or established one.
a. Active learning activities. Active learning is based on constructivism, a learning

theory that asserts that learners construct their own understanding of a topic by
building upon their prior knowledge. It is anything that involves students in doing
things and thinking about the things they are doing.
b. Cooperative learning activities. Cooperative learning is a generic term for various small
group interactive instructional procedures. Students work together on academic tasks in
small groups to help themselves and their teammates learn together. In general,
cooperative learning methods share the following f characteristics.
• Students work together on common tasks or learning activities that are best
handled through group work.
• Students work together in small groups containing two to five members.
• Students use cooperative, pro-social behavior to accomplish their common
tasks or learning activities.
c. Inquiry and inductive learning activities.

Inquiry learning starts in questioning. Students ask questions or be prompted 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. Students come to understand that they can take responsibility for their learning.
Inductive teaching and learning is an umbrella term that encompasses a range of
instructional methods, including inquiry learning, problem based-learning, project-based
learning, case-based teaching, discovery learning, etc. They are all learner-centered,
meaning that they impose more responsibility on students for their own learning than the
traditional lecture-based deductive approach does
2. Learner-Centered Instructional Strategies

INSTRUCTIONAL DISTINCT FEATURE PROCEDURE
STRATEGIES (KEY WORDS ONLY)
Cooperative Learning • Group learning 1. Pre-Instructional Planning
2. Introduce the Activity to the Students
3. Monitor and Intervene
11
• students to work together 4. Assessment

for the achievement of a 5. Process
common goal
Presentations • present content to the 1. Select a topic
class as a whole 2. Define the objective of the presentation
• explaining concepts, 3. Present data and facts
principles, and facts 4. Evaluation
Panels/Experts • carry out conversation in 1. In a Panel Discussion, a selected group
front of an audience of students act as a panel, and the
organized for the common remaining class members act as the
man’s problem audience.
• provide information 2. The panel informally discusses selected
regarding current problems questions.
3. A panel leader is chosen and he/she
summarizes the panel discussion and
opens discussion to the audience.
KWL • Organize students own “Know Step”
learning 1. Initiate discussion with the students
• used to introduce new about what they already know about
topics or concepts the topic of the text.
• effective visual tool to tap 2. Start by using a brainstorm procedure.
into students’ prior Ask the students to provide information
knowledge about where and how they learned the
information.
3. Help them organize the brainstormed
ideas into general categories
“Want to Learn”
1. Discuss with the students what they
want to learn from reading an article.
2. Ask them to write down the specific
questions in which they are more
interested
“What I learned”
1. Ask the students to write down what
they learned from the reading.
2. Ask them to check the questions they
had generated in the "Want to Learn"
Step
Brainstorming • Generate ideas within a 1. Select a topic, question, statement, or
group issue and write this on the board.
• free flow of ideas 2. Set up the rules for the brainstorm
3. Students consider the topic and respond.
Ideas can be written randomly on the
board or you may choose to write the
responses on post-it notes and have
students cluster the responses after the
brainstorm
4. Read and discuss the recorded ideas and
clarify any questions where necessary.
Group ideas that are similar and eliminate
those that do not relate to the topic.
Discuss the remaining ideas as a group and
12
decide how the information can be further

used
Discussion • open-ended, collaborative 1. Orientation
exchange of ideas among a 2. Engagement
teacher and students 3. Debrief
• fostering democratic way of
thinking
Small group • A few people (ideally 5-7) 1. Introduce yourself & give a brief note
engaged in purposeful on the topic.
communication over time 2. Make a start on a positive note.
• A group that has common 3. Discuss the pros and cons of the topic
goals and norms and works and how to overcome them.
in either a face-to-face or a 4. Make everyone speak.
mediated environment. 5. Support other points.
• An interdependent group 6. If the group members are deviating
that has developed a shared from the topic it is your responsibility to
symbolic identity with bring them back.
structured patterns of talk.
Case studies • assigned scenarios based on 1. Determine the research question and
situations in which students carefully define it. The research question
observe, analyze, record, for case studies generally starts with a
implement, conclude, “How” or “Why.”
summarize, or recommend 2. Choose the cases and state how data is to
• focuses on a case and be gathered and which techniques for
involves students learning by analysis you’ll be using. Well designed
doing studies consider all available options for
cases and for ways to analyze those cases.
Multiple sources and data analysis
methods are recommended.
3. Prepare to collect the data. Consider how
you will deal with large sets of data in
order to avoid becoming overwhelmed
once the study is underway. You should
formulate good questions and anticipate
how you will interpret answers. Multiple
collection methods will strengthen the
study.
4. Collect the data in the field (or, less
frequently, in the lab). Collect and organize
the data, keep good field notes and
maintain an organized database.
5. Analyze the data.
6. Prepare your report.
Jigsaw • efficient way to learn the 1. Divide students into 5- or 6-person
course material in a jigsaw groups.
cooperative learning style 2. Appoint one student from each group
• has a four-decade track as the leader.
record of successfully 3. Divide the day’s lesson into 5-6
reducing racial conflict and segments
increasing positive 4. Assign each student to learn one
educational outcomes segment.
13
5. Give students time to read over their

segment at least twice and become
familiar with it.
6. Form temporary “expert groups” by
having one student from each jigsaw
group join other students assigned to
the same segment.
7. Bring the students back into their jigsaw
groups.
8. Float from group to group, observing
the process.
9. At the end of the session, give a quiz on
the material.
Learning centers • Flexible space that can be 1. The first step in creating a great
easily adjusted to meet learning center is to figure out what
support the learning skills you want your students to learn or
activities practice.
• Support the integration of 2. Centers can be used for any subject but
technology experiential learning and discovery
should be the focus.
3. Students need to be engaged even if
they are practicing old skills.
4. Once you have your focus, you can
determine how many centers you will
need and get to work designing and
organizing them.
5. Gather the materials, write out
directions, and set behavioral
expectations.
Experiments • practical activities 1. Make observations
• insight into cause-and-effect 2. Form a hypothesis
by demonstrating what 3. Make prediction
outcome occurs when a 4. Perform an experiment
particular factor is 5. Analyze the result
manipulated 6. Draw conclusions
• procedure carried out to 7. Report your results
support, refute, or validate
a hypothesis
Role Play • explore realistic situations 1. Identify the Situation
by interacting with other 2. Add details
people 3. Assign Roles
• build on the learner’s 4. Act out the Scenario
previous knowledge and 5. Discuss what you have Learned
experience
• demonstrates a practical
integration of knowledge,
skills, and abilities
Simulation • represent a reality within 1. Develop the Functional Specification
which students interact Document
• imitation of real-world 2. Identify and Collect Data
activities 3. Build the Model
4. Document the model
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5. Verification and Validation

6. Analysis
7. Share your simulations
Laboratory • uses experimentation with 1. Preparation/Introductory Step
apparatus 2. Actual Work Period
• involve firsthand 3. Ak and Answer Questions Strategically
experiences with materials 4. Reflect on and evaluate your lab
or facts derived from
investigation or
experimentation
Workshop • teaching structure that 1. Introduction
pushes students to be 2. Lecture
creative and responsible in 3. Actual Workshop
their own learning 4. Closure
Demonstration • Possess the technical know- 1. Planning and Preparation
how 2. Introducing the lesson
• Logical step by step 3. Presentation of subject matter
procedures 4. Demonstration
• How a process is done while 5. Teaching Aids
the students become the 6. Evaluate
observer
Inquiry based • emphasizes students' 1. Pose your question
questions, ideas, and 2. Conduct Research
observations 3. Interpret the Information
• form of active learning that 4. Assess Learning
starts by posing questions, 5. Ask students to reflect
problems, or scenarios
• investigating an open
question or problem
Mental models • visual representation 1. Decision Making Rules
consisting of both structure 2. Decision
and process 3. Real world
• comprehending to content 4. Information Feedback
knowledge and/or solve
problems relative to the
principle being taught
Project based learning • learner-centered, 1. Start with the Essential Question
intrinsically motivating 2. Design a Plan for the Project
3. Create a Schedule
• Assign interdependent roles 4. Monitor the Students and the Progress of the
to students and mix up Project
students in groups 5. Assess the Outcome
• focused on a constructive 6. Evaluate the Experience
investigation that involves
inquiry and knowledge
building
Problem based • self- direction, lifelong 1. Clarifying terms
learning learning skills 2. Defining the problem
• incorporated into any learning 3. Brainstorming
situation 4. Structuring and hypothesis
• student-centered approach in 5. Learning objectives
which students learn about a 6. Searching for Information
subject by working in groups 7. Synthesis
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to solve an open-ended
problem
• real world context, making
connections between what
students are learning and
their own lives
Discovery learning • build on past experiences and 1. Identify a unique challenge or problem
knowledge, use their intuition, 2. Investigate the challenge using the
imagination, and creativity inquiry process & apply ideas in the
• promotes autonomy, discipline
responsibility, independence 3. Explore the ideas and challenge them
• creates cognitive overload through collaborative activities
• discover ideas and knowledge 4. Utilize the inquiry process to refine
via exploration, projects, and products
play 5. Develop the summative product that
addresses the challenge or problem &
publically share it
Q & A session • actively engaging students in 1. The steps you should take when preparing
the learning process for a question-and-answer session are to
• stimulating independent and formulate answers to possible questions and
critical thinking skill practice the delivery of your answers.
2. When responding to questions during the
session you should approach questions with
a positive attitude; listen carefully, direct
answers to the entire audience, be honest
and straightforward and stay on track
Social media • digital tool that allows users 1. Track student work over the course of
to quickly create and share the year. Take pictures of the
content progression of a student project or track
• connect students to their learning.
information and help them 2. Use it to post homework. Ask them to
generate a dialogue with their write about the significance of a posted
teacher photo — perhaps a map, person, or
document.
3. Share classroom news with parents and
faculty. Showcase student work.
4. Remind students of upcoming class
events.
5. Create out of class study groups using
specific hashtags. Give the group a
question and ask each member to
contribute to the hashtag.
6. Flip the classroom by posing questions
and asking the students to contribute.
Students will be ready to discuss the
questions in class.
Games or gamification • allows students to engage 1. Determine the Purpose of Game-Based
with standards-based Learning
concepts in a playful and 2. Play the Game Yourself, Making Sure It
dynamic way Is Aligned with Learning Goals
• immediate feedback, through 3. Ensure It Meets Expectations
the discussion of correct 4. Dedicate Time to Consistent In-Class
answers and their rationales Play
16
• takes place through different 5. Assess Progress Throughout Play,

and attractive scenarios Informing Instruction
Competitions • characterized by all 1. Encourage your learners to compete
participants feeling that they against themselves.
have a chance to win 2. Be transparent about competition
• have the process and quality performance.
of work given conspicuous 3. Make your competitions about more
value and the product of the than winning one trophy.
winning given a conspicuously 4. Create a culture of cheerleading and
low level of importance good sportsmanship.
Debate • encourages students to create 1. Brainstorm ideas
their own understanding of 2. Organize ideas
the content and connect it to 3. Structure the speeches
their experiences 4. Prepare your speeches
• forming opinions and 5. Prepare the rest of the class
developing own ideas
• opposing arguments are put
forward to argue for opposing
viewpoints
ENRICHMENT ACTIVITY
Make a reflection in one paragraph.
“When I will teach, I will be employing dominantly ________ (strategy) because
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
ASSESSMENT (MODULE 4)
17
Test I. Multiple Choice. Direction: Read carefully the statements and decide which is the best
choice to answer the questions. Encircle the best answer.
1. Which of the following refers to the general principles or pedagogy used for classroom
instruction?
I. Method
II. Strategy
III. Technique
IV. Style
2. What provides a particular option to the existing formal education which includes both non-
formal and informal sources?
a. Alternative Learning System
b. Modified In-School Off- School Approach
c. Open High School Program
d. Alternative delivery Modes
3. Which one is referred to as learning that goes on in daily life?

a. Non-formal education
b. Formal Education
c. Informal Education
d. All of the above
4. What do teachers use to keep students engaged during discussion?
I. Method
II. Strategy
III. Technique
IV. Style
a. I and II only
b. III and IV only
c. II and III only
d. All of the above
5. Which of the following learning modality allows a combination of face to face and online-
distance learning?
a. Online
b. Remote Learning
c. Blended
d. Distance Learning
Test II. Read the sentences below. Identify what learning strategy is asked/ described in each
sentence. Choose your answers from the given choices inside the box. Write the letter of your
choice.
A. Small Group F. Role Play L. Social Media

B. Discovery Learning G. Brainstorming M. Workshop
C. Cooperative Learning H. Workshop
D. Experiments J. Demonstration
18
E. Discussion K. Q and A
6. It is a distinct mode of teaching that allows students to practice, make mistakes, and think
about what they are learning in groups of 8-12 members in each group
7. It encourages students to take an active role in the learning process through sharing of ideas
and opinions,
8. It is a means of interactions among people in which they create, share and exchange ideas
and information in virtual communities and networks.
9. It encourages students to engage in real- life situations or scenarios.
10. It involves showing our students an experiment, a process or a phenomenon.
11. It encourages learners to innovate and invent something new.
12. It is a problem-solving technique that involves the spontaneous contribution of ideas from all
members of the group.
13. It is a short educational program designed to teach or introduce practical skills, techniques or
ideas.
14. It is a sequence of teaching episodes where students test hypothesis,

15. It a session that allows learners to learn more from each other by asking and answering
questions
Test III. Read the sentences carefully. Write TRUE if the sentence is correct and FALSE if it is
wrong.
16. Mobile Teachers are specialized teachers who live among the people in who conduct
classes for illiterate, out-of-school youth and adults who are willing to learn basic literacy
skills,
17. Cooperative learning starts in questioning and students engage in activities that will help
them find answers to questions.
18. Inductive Teaching includes inquiry learning, problem-based learning, and discovery
learning,
19. Active learning is based on constructivist theory which asserts that students learn best by
doing.
20. Active learning involves students in doing things and thinking about the things that they are
doing,
Summary
1. Different delivery modalities are used in the teaching- learning process. These delivery
modalities are online, face to face, blended learning and distance learning.
2. There are three structures in facilitating learner-centered teaching. These are formal.
Alternative learning system and alternative delivery mode.
3. There are different methods and strategies used in teaching. The methods and strategies
which are very common in facilitating learner-centered teaching are active learning,
cooperative learning and inquiry- based learning.
19
Key to Correction (Assessment - Module 3)

1. A 11. B
2. D 12. G
3. C 13. M
4. B 14. D
5. C 15. Q and A
6. A 16. True
7. E 17. False
8. L 18. True
9. F 19. True
10. J 20. False
REFERENCES:
https://www.deped.gov.ph/k-to-12/inclusive-education/about-alternative-learning-
system/#:~:text=What%20is%20Alternative%20Learning%20System,is%20an%20alterna
te%20or%20substitute.
http://trawcoe.com/non-formal-education-vs-formal-and-informal-education/
https://www.teacherph.com/deped-learning-delivery-
modalities/#:~:text=Alternative%20Delivery%20Modes%20(ADM)%20are,personal%2C
%20social%20and%20economic%20constraints
https://www.readingrockets.org/article/what-differentiated-
instruction#:~:text=Differentiation%20means%20tailoring%20instruction%20to,a%20su
ccessful%20approach%20to%20instruction.
https://www.teachthought.com/pedagogy/28-student-centered-instructional-
strategies/
https://www.depedparanaquecity.com/open-high-school-program-ohsp/#:~:
text=What%20is%20OHSP%3F,for%20Open%20High%20School%20Program.&text=The
%20program%20provides%20an%20opportunity,a%20purely%20distance%20learning%
20mode.
https://www.teachthought.com/pedagogy/28-student-centered-instructional-
strategies/
20

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MARIANO MARCOS STATE UNIVERSITY

College of Teacher Education

What I Want You to Learn

1. discuss the nature of learner-centered teaching modalities, structures, methods and

2. select appropriate learner-centered teaching modalities, structures, methods and

What I Want You to Do

Unit 4 –Learner-Centered Pedagogy

Face to Face Learning

ACTIVITY 2 – STRUCTURES FOR FACILITATING

STRUCTURE DESCRIPTION EXAMPLES

Alternative Delivery Mode

Structures for Facilitating Learner-Centered Teaching

b. Informal Education (InFEd) is learning which goes on outside of a formal learning

3. Alternative Delivery Modes (ADM)

a. Modified In-School Off-School Approach (MIMOSA)- is meant to address the

b. Instructional Management by Parents, Community and Teachers (e-IMPACT)- is

c. Open High School Program (OHSP). It is an alternative mode of formal secondary

ACTIVITY 3 – METHODS AND STRATEGIES

A. List down the Do’s and Don’ts of the following:

Inquiry and Inductive

METHODS AND EMPLOYED IN DISTINCT FEATURE

1. Methods- are particular form of procedure for accomplishing or approaching something

a. Active learning activities. Active learning is based on constructivism, a learning

c. Inquiry and inductive learning activities.

2. Learner-Centered Instructional Strategies

• students to work together 4. Assessment

decide how the information can be further

5. Give students time to read over their

5. Verification and Validation

• takes place through different 5. Assess Progress Throughout Play,

Make a reflection in one paragraph.

“When I will teach, I will be employing dominantly ________ (strategy) because

3. Which one is referred to as learning that goes on in daily life?

A. Small Group F. Role Play L. Social Media

14. It is a sequence of teaching episodes where students test hypothesis,

Key to Correction (Assessment - Module 3)

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