MODULE 1

Facilitating
Learner Centered Teaching

TEMPLATE 3: Module Template

Module No. & Title 1 Facilitating Learner Centered Teaching

Module Overview Welcome dear student to another important course in your

journey to become an excellent teacher. Indeed, if you have the
desire to become an effective 21st century teacher for millennial
learners, this module will help you reach that goal. You are
highly encouraged to embrace a growth mindset as you go
through the lessons. This module will open your mind to what is
learner centered teaching, what teaching approaches promote
learner-centeredness, and how it is applied in a face-to-face
classroom setting or even in a virtual learning environment.

Module Apply principles of learner –centered teaching in planning

Objectives/Outcome instructional activities for students
s
Lessons in the Lesson 1.1 Introduction to Learner Centered Teaching
module Lesson 1.2 Learner Centered Teaching Approaches
Lesson 1.3 Theories of Learning
Lesson 1.4 Outcomes of Teacher Education
 LESSON 1.1
TEMPLATE 4: The Lesson Structure
Module No. 1 FACILITATING LEARNER CENTERED TEACHING
and Title
Lesson No. 1.1 Introduction to Learner Centered Teaching
and Title
Learning : (This part of the lesson structure can be lifted from the ILO in the
Outcomes learning plan)
Time Frame 2 hours

Introduction Hello dear learner! Welcome to another exciting course that will
deepen your understanding on how to become proficient in
implementing a learner-centred teaching approach.

In the last 20 years of research in the field of learner-centred teaching,

the evidence points strongly to bringing the students at the center or
the focus of the learning process. As a future teacher, you need to
consider very well your students’ learning goals, the subject matter
they want students to learn, and select an appropriate pedagogical
approach that will really enable them to learn.

Activity Take time to thoughtfully answer the checklist

below for you to reflect on your prior
knowledge and experience related to student-
centred teaching. Check your response under the
YES and NO column.

Checklist on Learner-Centred Pedagogy

Yes No
 Were you allowed by your teachers to set
specific learning goals for your self? ✓

 Have you experienced being given the freedom

to choose a topic for a course requirement? ✓

 Have you experienced being asked by your

teacher for your input or opinion in deciding ✓
what topics to learn in a course?
  Have you experienced being given a chance to
choose a type of assessment task you can do to ✓
effectively demonstrate what you already know?

 Do your teachers frequently check first what you

already know about a certain lesson? ✓

 Has collaboration among students emphasized

more than competition in your learning ✓
experience through the years?

 Have you experienced being given the

opportunity to develop your self- and peer- ✓
assessment skills?

 Have you experienced being given a flexible date

for submitting your project? ✓

Analysis Let us now examine closely your response to the

checklist.

1. Where did most of your responses fall in the checklist? More of

Yes or more of No?
- My responses fall more on yes.

2. If more of yes, how did you feel about those experiences?

- I felt inspired and motivated as those experiences
allow me to learn based on my capabilities, interests,
and needs. In addition, those experiences allow me to
have a sense of independency which is essential in
adulthood as I become an autonomous learner in
which I am responsible for my own learning with
those experiences. Furthermore, I felt activated and
comfortable as those experiences allow me to learn
based on my competency which is essential to acquire
quality learning.

3. If more of No, how did you feel under those circumstances?

 4. For items which you answered NO, which of these would you
have liked to really have or experience in the past?Why do you
say so?
- I would like to really have or experience in the past
the item number 1 which is being allowed to set
specific learning goals for my own self as for me, it
will make me proactive and empowered as I am the
one who control my own learning which makes me
becoming more independent as I identify what is
important for me. Moreover, setting specific learning
goals for my self makes me an active participant of
my own development which drives me to feel more
motivated, giving me the boost I need to keep going.

For items in the checklist which you responded to as yes, they are
some clear examples of your own experiences which reflect a learner-
centered teaching approach. To know more about the essential
features of Learner-Centred Pedagogy, let us now turn to the next
section.

Abstraction Learner Centered Teaching (LCT) has become a popular phrase

among educators nowadays. It has been named in several ways such
as student-centred approach or learner-centered pedagogy in many
textbooks and journal articles. Looking at the research literature
surrounding learner-centred teaching in the past 20 years, a book
published in 2002 by Maryllen Weimer stands as one of the earlier
attempts to comprehensively discuss and define what is LCT about.

In Weimer’s book titled, ‘Learner-Centered Teaching: Five Key

Changes to Practice’, five key changes were significantly taking
place in schools. Each of the features will be discussed briefly
below and are presented in Figure 1.
 Balance of Power

Responsibility of Evaluation
Learner 5 Purpose &
Features Process

Function of Role of Teacher

Content

Figure 1
Five Key Changes in Learner Centered Teaching Practices

Balance of Power

 In a traditional classroom, the power to

decide what lessons to discuss, what
learning activities students must
engage in, and what assessment tasks
to give mainly belongs to the teacher
with little input from students. On the
other hand, in a student-centered
classroom, a teacher shares that power by consulting learners
prior to making final decisions.

 The traditional exercise of power in the classroom often benefits

the teacher more than it promotes student learning. The uniform
instructional approach or ‘one-size-fits-all’ concept certainly is
more convenient on the part of the teacher who has worked hard
in planning, implementing, and assessing outcomes of learning.
However, this uniform approach has been criticized by scholars
by being unresponsive to the diversity of needs, interests, and
readiness among students.

 In order to balance power in the classroom, learners are

frequently consulted and given immediate and ongoing
feedback by the teacher. The teacher empowers students by
giving them the opportunity to choose and make decisions like
 selecting among lesson topics, choose learning activities,
determine pace of learning, and select an assessment task to
demonstrate one’s mastery of targeted learning competencies.

Function of Content

 Current research evidence from

educational psychology calls for a
change in the function of curriculum
content which should be less on
covering it and more on using content
to develop a learner’s individual way of
understanding or sense-making. Teachers need to allow learners
to raise their own questions, generate their own answers or
solutions.

 From a constructivist perspective, knowledge cannot simply be

given to students: Students must construct their own meanings”
(Stage, Muller, Kinzie, and Simmons, 1998, p. 35). In other
words, learners are capable of constructing and reconstructing
their knowledge through active personal effort. This view
debunks the current belief about students’ learning from
passively receiving information transmitted from teachers via
lectures.

 In order to facilitate learning that changes how students think

and understand, teachers must begin by finding out students’
prior knowledge or conceptions and then design learning
activities that will change these pre-instructional concepts.

 Learner-centered teaching also regards content as more of

competency-based learning in which students master targeted
skills and content before progressing to another lesson. The
more important practice here is to accommodate students’
differing pace of learning. For instance, some students may be
able to demonstrate they know how to use a microscope in 1
hour while others need 2 hours of practice to demonstrate
proficiency in manipulating it.

 With patient guidance and ongoing support from teachers,

competency-based learning would ensure that students advance
 to new material when they are ready, at their own pace, whether
they can move quickly or whether they need more time.

Role of the Teacher

 Constructivism theory brings the role of the

teacher as that of a facilitator of learning,
not as the fountain of learning. He/she
instead encourages students to explore
multiple knowledge sources, make sense of
it, and personally organize the information
taken from different sources.

 As generally observed, less knowledgeable and experienced

learners will interact with content in less intellectually robust
ways, but the goal is to involve students in the process of
acquiring and retaining information.

 This shifting view on the role of the teacher deemphasizes the

focus on teaching techniques and methods if they are considered
separate from the subject matter and learning structures of the
discipline.

 Teachers no longer function as exclusive content expert or

authoritarian classroom managers and no long work to improve
teaching by developing sophisticated presentation skills.

 Greater involvement with students by the teacher is central to

student motivation. Diekelmann et al (2004) show how a
nursing teacher increasingly included students in ‘cocreating
compelling courses’ and was surprised ‘by the insights students
shared regarding how to create compelling courses and their
willingness to collaborate with …[her] to improve teaching and
learning experiences’ (Diekelmann et al, 2004, p.247).

 Maclellan finds that ‘the teacher is involved in clarifying the

subject matter, offering examples, or suggesting arguments for
or against a point of view may minimize the students’ need to
think’ while, equally, ‘little engagement by the tutor, leaving
students to determine both what and how to learn without any
criteria to judge their process, is unsatisfactory, inefficient and
makes a nonsense of formal, higher education as a planned and
 designed system (Maclellan, 2008, p.418).

 Teachers must become comfortable with changing their

leadership style from directive to consultative-- from "Do as I
say" to "Based on your needs, let's co-develop and implement a
plan of action.

Responsibility for Learning

 In recent years, work on self-regulated learning

has advanced, and the goal of 21st century
education ought to be the creation of
independent, autonomous learners who assume
responsibility for their own learning.

 Adults are known to be capable of self-directed learning and

that continuous learning occurs across their career span and
lifetime.

 Each student may require different ways of learning,

researching and analysing the information available.

 It establishes that students can and should be made responsible

for their own learning.

 Learning skills of autonomous self-regulating learners can be

learned and must be taught even at an early age. This is even
more important when entering higher education.

 The learning skills acquired in basic education and higher

education will be used throughout the course of their
professional and personal lives.

 Learning is cooperative, collaborative, and community-oriented.

 Students are encouraged to direct their own learning and to

work with other students on research projects and assignments
that are both culturally and socially relevant to them.

 Class often starts with a mini-lesson, which then flows into

students making choices about what they need to do next to
meet specific learning targets aligned to the standards.
Evaluation Purpose and Process

 The literature on self-directed learning also underscores the

importance of assessment, only in this case it is the ability of
students to self-assess accurately. Sophisticated learners know
when they do or do not understand something.

 They can review a performance and identify what needs

improvement.

 They have mechanisms for its collections and methods for

evaluating it and acting on it.

Four Principles of Student-centered Approach

A more recent research on the student-centered approach was

reported by Kaput in 2018 that was funded by the Nellie Mae
Education Foundation and UMass Donahue Institute. This study
surveyed 12 public high schools in New England in terms of how
they apply learner-centered teaching in their classroom practices.
The said survey summarized their findings in to 4 tenet which are:

 Learning is Students engage in different ways and in

Personalized different places.

 Learning is Students move ahead when they have

competency- demonstrated mastery of content, not when
based they’ve reached a certain birthday or
endured the required hours in a classroom.

 Learning Learning takes place beyond the traditional

happens anytime, school day, and even the school year.
anywhere Learning is also not restricted to the
classroom.

 Students take Students are engaged in their own success,

ownership of as well as incorporate their interests and
their learning skills into the learning process.

Kaput’s study reported that the majority of the participating schools

were effective in personalizing the learning of their students and
creating an environment where students took ownership of their
learning. However, the study also found that the participating
schools struggled with implementing and practicing “anytime,
anywhere learning” due to a series of challenges that both teachers
and administrators faced. Teachers from the participating schools
largely responded that student-centered learning promoted higher
student engagement and facilitated learning that was more relevant
to students. Further, a large percentage of the teachers contended that
students in student-centered environments explored the curriculum
with more depth and retained knowledge more effectively than in
traditional settings.

Top 20 Principles for PreK–12 Teaching and Learning

The American Psychological Association (APA) published in 2015

its top 20 principles for teaching and learning for basic education
teachers. These principles were based on decades of research on
human learning and can well serve as lampposts for today’s teachers
on how to facilitate learner-centered teaching. A brief statement of
APA on the implications of the top 20 principles to current teaching
practices is quoted below:

“Psychological science has much to

contribute to enhancing teaching and
learning in the classroom. Teaching and
learning are intricately linked to social
and behavioral factors of human
development, including cognition,
motivation, social interaction, and
communication”
(APA, 2015, p.8)

As a future educator, the top 20 principles revolve around the

following key concepts to keep in mind whenever we design our
instructional plans and implement them with our students.

 Prior Knowledge  Self-Regulation  Formative

Assessment

 Learner’s Belief on  Mastery Goals  Summative

Intelligence Assessment
  Creativity  Interpersonal  Measuring with
Relationships Standards

 Teacher  Social Interaction  Fair Interpretation

Expectations

 Long Term  Emotional  Feedback

Knowledge Wellbeing

 Contextual Learning  Positive Student Support

Relationships
 Student Support  Practice

You may now turn to Appendix C for a more thorough

discussion of the Top 20 principles from APA.
Application
It would be good at this time for you to
personally find out how Filipino teachers are
currently practicing the student centred
approach in teaching.

You may conduct a one-on-one interview

with a new and seasoned teacher in your
school, or among your relatives and friends,
or those within your neighborhood. List
down his or her practices in terms of applying the learner-centred
teaching approach.

Write their responses on the table below:

New Teacher Seasoned Teacher

(below 5 years of teaching
experience
I practice learner centered
approach by letting my students
discover and develop their
abilities in engaging such
activities given. In that way, I as
a teacher would be able to teach
them problem-solving skills,
getting students to think about
thinking, allowing students to
have control, encouraging
collaboration and also a high
confidence that they could build.
(more than 10 years of teching
ecxperience)
I can apply the student-centered
approach by focusing on
student's diversity, also by
means of not just discussing the
content but how the student will
acquire the content. For
instance, fundamentals of
mathematics -- (addition,
subtraction, multiplication,
division) as we all know not all
students are number smarts
therefore as teacher I should see
to it that my activities are
engaging and can cater other
 multiple intelligences other than
being Number Smart - perhaps,
if one would like to act then, I
will have activity that involves
acting (communication) skill:
role playing that is integrated
with mathematical equation and
application. And so therefore,
the activities should be
diversified that caters students'
differences

After conducting the interview, what was the most interesting

response you received from your interviewees? Why do you say so?

The interesting responce would be the one that came from the
seasoned teacher that made an activity very diverse to cater’s
student’s differences. This clearly showed that an activity can be
put into different ways that can allow the students to explore.

Closure Congratulations for finishing your first lesson on learner-centered

pedagogy. By becoming aware of the essential features and principles
of learner centered pedagogy, you are now informed on how to
appropriately design your teaching practice in a way that would be
best serve the interest, needs and abilities of your future students.

In Lesson 2, you will have a closer look at some available pedagogical

approaches that will equip you with a more practical ideas how to
facilitate a learner-centered classroom.

LESSON 1.2
TEMPLATE 4: The Lesson Structure
Module No. 1 FACILITATING LEARNER CENTERED TEACHING
and Title
Lesson No. 1.2 Learner-Centered Teaching Approaches
and Title
Learning (This part of the lesson structure can be lifted from the ILO in the
Outcomes learning plan)

Time Frame 5 hours

Introduction Prepare yourself for an exciting lesson on Learner-Centred Pedagogical

Approaches. I am sure you are very interested to understand how to
really help your future students to learn, which is basically the ultimate
desire of every teacher. You are fortunate indeed to have access to a
number of teaching models and approaches that have already been
heavily researched. Let us now turn our attention to three pedagogical
approaches that are recognized as more learner-centred rather than
teacher centered as was observed in the traditional instructional
approach.

You may procced to answering the given activity below.

Activity Instructor/Facilitation Assessment

Source: Center of Excellence for Careers in
Education

Check the item that most nearly describes an

instructor’s interaction with you as a student
that reflects a more learner-centered approach.

____ 1. The instructor is clear when he/she tells me what to do.

✓ 2.The instructor’s questions are helpful in assisting me in making
decisions.
_____3. The instructor meets class on time.
✓ 4. The instructor’s availability schedule is posted.
_____5. The instructor works effectively with me one on one.
✓ 6. The instructor always meets with the class as a whole.
_____7. The instructor always offers me options rather than telling me
what to do.
✓ 8. The instructor makes corrections to my work that are clear and
gives me direction.
✓ 9. The instructor’s interactions with me, have helped me become
a better problem solver.
_____10. The instructor always has the right answer.
_____11. The instructor always gives me several suggestions to
choose from.
_____12. The instructor solves problems for me.
✓ 13. The instructor lets me work problems out for myself.
_____14. The instructor is more like a band conductor than an advisor.
✓ 15. The instructor is more like a coach than a director.
✓ 16. The instructor is a good listener.
_____17. The instructor’s instructions are helpful.
 ✓ 18. The instructor uses “What if you ....” statements rather than
“You should do this...”
_____19. The instructor is good at finding answers to my questions.
✓ 20. I always feel that the project is mine and I am responsible for
thinking it through.
_____21. I can count on the instructor coming up with the right idea
if I am stuck.
✓ 22. The instructor values my ability to figure things out for
myself.
_____23. My instructor values me following his/her instructions.
✓ 24. The instructor shares with me his/her thinking.
_____25. I have no idea how the instructor solves problems.
_____26. The instructor sets all the timelines for meeting deadlines.
✓ 27. I am responsible for the timelines for meeting deadlines.
_____28. The instructor comes to class with prepared class activities.
✓ 29. The instructor builds the class activity around student’s
questions and concerns.
✓ 30. The instructor gives suggestions as to where I can find
information.
_____31. The instructor will find information for me.
✓ 32. The instructor encourages me to discover things for myself.
_____33. The instructor answers my questions in a way easy for me to
understand.
✓ 34. The instructor answers my questions with questions.
_____35. The instructor always has the right answer.

After carefully answering the Instructor Facilitation assessment, refer to

the answer key posted at the end of the analysis section.

Analysis Let us now begin to deeply reflect on your

response to the assessment. Try to briefly answer
to each question.
5. What do you consider as the most noticeable practice of a
learner- centred instructor?
- I consider as the most noticeable practice of a learner-
centered instructor is that the instructor encourages
the students to do and discover things and tasks for
their selves and the instructor guides and facilitates
them.

6. What do you also observe as the most noticeable practice of the

teacher-centred instrutor?
- I observed as the most noticeable practice of the
teacher-centered instructor is that he/she doing his/her
best as a teacher in profession wherein he/she doing
her best in preparing the lessons, controls the
 teaching-learning process, always have the questions
and answers, and controls the deadlines and
submission.

7. If you had a more learner-centered instructor, how would feel

about your learning experience under those circumstances?
- I would feel comfortable and motivated in my learning
experience as having a learner-centered instructor
would really help me to obtain quality learning which
I can apply in my future profession and own real-life
situations. This would make me obtain learning that is
suitable for me as the learning process is based on my
own needs, interests, and competency.

8. On the other hand, if you had a more teacher-centred instructor,

how would you feel about your learning experience under such
circumstances?
- I would feel that I am just an audience and being
controlled as

To know more about the essential features of Learner-Centred

Pedagogy, let us now turn to the next section.

Answer Key to Instructor/Facilitation Assessment

The following item identify learning-centered facilitation behaviors of
an instructor.: (2, 4, 6, 8, 13, 15, 16, 18, 20, 22, 24, 27, 29, 30, 32, 34)

Abstraction Learner Centered Pedagogical Approaches

According to this image of teaching and learning, the ideal classroom

for the 21st century learners will no longer be one in which 30-50
students are always listening to the teacher or silently working on their
own. Although contemporary teaching practices still involve lecture,
drill, and practice, students need to be trained to work in alternative
arrangements such as:

 talking to each other in small and large groups

 making public their personal knowledge and beliefs
  constructing and testing their knowledge with peers and
teachers.

Among the popular instructional approaches that have been extensively

researched for more than two decades are the Cooperative Learning
Approach, Differentiated Instruction Approach, and the Personalized
Learning Approach. A comparison of these 3 pedagogical approaches
along with the traditional approach is shown in the table below using the
5 essential elements of Learner-Centered Pedagogy by Weimer.

Table 1
A Comparison of Teaching Approaches

Elements Traditional Cooperative Differentiated Personalized

Instructional Learning Instructional Learning
Approach Approach approach Approach

Balance of Dominant Dominant More choices Mostly reliant

Power teachers teachers given to students on on student
based on their motivation,
Minor role Empowered ability levels and engagement,
learners students teams for interest interest
learning

Function of Imposed a Same content Differentiated Flexible

content highly processed by content in terms curriculum
structured students in of difficulty content
curriculum groups, fixed levels, more according
content in a timeline of flexible pace of personalized
fixed pace and learning learning learning paths,
timeline of highly flexible
learning pace of learning

Role of Knowledge Facilitator Designer of Collaborator/co-

teacher Expert of learning tasks differentiated creator of
Authoritarian done in learning tasks to knowledge
classroom collaborative accommodate
manager peer-group readiness, profile
settings and interest of
students

Responsibi Students are Learning is co- Learning co- Students design

lity for expected to fully created by created with individualized
Learning understand students in group students in group learning plans to
knowledge settings settings achieve mastery
passed on by of targeted
their teachers learning
outcomes
Cooperative Learning Approach (CLA)

The Cooperative learning Approach (CLA) started becoming popular in

the 1990’s in an attempt to move away from traditional pedagogical
approach that relied heavily on uniform instruction for a large-sized
classroom. The CLA used the social interdependence theory, which
proposes that the behavioral outcomes of a person are affected by their
own and others' actions. Said theory became the framework for
designing teaching-learning activities in peer group settings.

Johnson and Johnson (1994) described five factors that influence the
effectiveness of cooperation in classrooms which are shown in the
figure below.

Figure 1
Five Factors for an Effective Cooperative Learning Approach

Positive Individual
Interpersonal Promotive Group
Interdependenc & Group Skills
e Interaction Processing
Accountability

Positive Interdependence.
 Students commit to personal success as well as the success of
every member of the group. If students are having difficulties,
their group mates are there to support them.

 Positive interdependence can also promote motivation to learn,

because students are learning not just for themselves but also for
the benefit of their groups.

 Working in groups involved sharing information helping each

other in doing the group task so that they progress together.

Individual and group accountability.

  The group is accountable for achieving its goals, and each
member must be accountable for contributing a fair share of the
work toward the group goal

Interpersonal and small group skills.

 Group members learn how to how to apply teamwork skills that
has collaborative leadership, making fair decisions,
 Students also develop friendship by building trust,
communicating freely, and resolving conflict.

Promotive Interaction
 Students promote each other's success by sharing resources or
information that will help every member.

 Peers take time to encourage, and praise each other's efforts to

learn.

Group Processing
 Group members need to feel free to communicate openly with
each other to express concerns as well as to celebrate
accomplishments.

 Learners take time to monitor and discuss how well they are
achieving their goals and maintaining effective working
relationships.

 Students frequently reflect and discuss on how well they are

achieving their goals and work to maintain effective working
relationships.

Differentiated Instructional Approach (DIA)

The pedagogical concept of differentiation as opposed to uniform

instruction was first popularized by Carol Ann Tomlinson with her
book How to Differentiate Instruction in Mixed-Ability Classrooms,
published in 1995. In Tomlinson’s 2 nd edition in 2014, she described
teachers in differentiated classes as using time flexibly, applying a
range of instructional strategies, and becoming partners with their
students so that both what is learned and the learning environment are
shaped to authentically support the learning process of the student.

In DI approach, teachers usually differentiate their teaching by

modifying three aspects in his/her classroom practice. Each aspect of
practice is presented below with examples on how each is applied in
actual teaching practice.

Figure 2
Differentiating 3 Aspects of Pedagogy

Content Process Product

lessons that students learn teaching-learning activities performance of students

that help students to learn

Differentiating Content
 The most important part is to diagnose the learners’ prior
knowledge so as to determine his/her readiness to learn new
content. In fact, diagnostic assessments form the foundation for
designing differentiated teaching-learning activities to better
construct or build upon students’ prior knowledge.

 Via differentiation, teachers respond proactively to differences in

students' knowledge, skills, learning styles, interests, and cognitive
needs in order to create multiple access points to content.

 Teachers may differentiate several learning tasks or pathways

within the same lesson that match the needs of specific students or
student groups.

 Teachers should hold all students to the same expectations and

goals related to mastery of essential content but may utilize
different techniques and modified activities to help each student
meet outlined objectives (Bondie, Dahnke & Zusho, 2019).

Differentiating Process
 Teachers utilize whole-class, small-group, and individual
explorations. Students are allowed to work with peers who show
similar academic needs at a given time.

 Students of mixed readiness are also allowed to work together so

that they may draw upon the strengths of others.
  Students may also choose to work with classmates who have
similar interests or learning styles or even collaborate with those
who have different interests or learning style profile.

 Students themselves sometimes decide on their work groups and

arrangements, and sometimes teachers also decide.

 Teachers may also use technology to create blended learning

classrooms that allow for multiple leveled activities and centers.

Differentiating Product

 Flexibility in the work products and performances that students

complete to demonstrate newly acquired knowledge or skills
supports accurate evaluation of students' capabilities while also
allowing students to leverage their strengths to achieve the same
standards as their peers.

 Assessments can be implemented before, during, and after

instruction to monitor student progress relative to differentiated
instruction.

 Create and implement assessments that accurately measure

competencies, analyze assessment results to identify students
who are below mastery level

 Students are provided with alternative ways to act skillfully and

demonstrate what they know

Personalized Learning Approach (PLA)

In personalized Learning systems, instead of counting the number of

hours students are in their seats, students move through coursework and
graduate based on their ability to show they have mastered the material

The United States National Education Technology Plan 2017 defines

personalized learning as follows:

Personalized learning refers to instruction in which the pace of learning

and the instructional approach are optimized for the needs of each
learner. Learning objectives, instructional approaches, and instructional
content (and its sequencing) may all vary based on learner needs.

Personalized learning is a progressively student–driven model where

students deeply engage in meaningful, authentic, and rigorous
challenges to demonstrate desired outcomes (Zmuda, Curtis & Ullman,
2015). Four design elements have been associated to the personalization
movement (Olofson et. al, 2018) which are shown in the Figure 3.

Figure 3
Design Elements of Personalized Learning Approach

Competency-based Personalized
Graduation Requirements Learning Plans

4 Design Elements
Student Ownership Flexible Learning
And Agency Pathways

Flexible Pathways
 Learning activities must be meaningful and relevant to learners,
driven by their interests, and often are self-initiated.

 Students are provided the opportunity to choose in-school and

out-of-school learning modalities that are attuned to their socio-
economic capability, interests and needs.

Personalized Learning Plans

 Learning plans are co-crafted by students with their parents and
teachers which best suit their needs, interests, and abilities. This
plan creates a customized approach that uniquely responds to the
ability and interest profile of the learner.

 Students are encouraged to identify their own interests, passions,

and strengths and integrate these, in partnership with educators,
into meaningful learning experiences with clear goals.

Competency-Based Graduation Requirements

 Competency standards are made clear to students at the
beginning of the course as well as and how these are to be
assessed at the end.

 Teachers must continuously assess student learning against

 clearly defined standards and goals and students’ input into the
assessment process is essential.

 Students must also have access to real-time feedback and

performance data for self-monitoring.

Student Ownership and Agency

 Teacher refrains from imposing or fully controlling the pathways
of learning. Instead, student and teacher collaborates in
designing learning activities that will help them meet the
competency based-graduation requirements.

 Students will work with the teacher to develop a challenge,

problem, or idea clarify learning goals, envision the assessment,
and create a personal learning plan.

 Ownership within the context of personalized learning also

requires students to set, monitor, and reflect on their personal
progress towards their set learning goals. This is a way to
empower them with ownership over their own work and
progress.

The table below provides a list of commonly applied teaching strategies

under CLA, DIA and PLA.

Table 2
Teaching Strategies According to Approach

Traditional Cooperative Differentiated Personalized

Instructional Learning Instructional Learning
Approach Approach Approach Approach

Lecture Thin-Pair-Share Tiered Lessons Team Wikis

Teacher-demo Jigsaw II Choice Boards Group Blogs
Drills Team-Game- Graphic Organizers Personal Vlogs
Recitation Tournaments Web-Quests Discussion Threads
Student Report (TGT) Learning Logs Chat Groups
Role Play Student-Teams Learning Contracts Polling
Games Achievement Gallery Walk Project e-Portfolio
Division (STAD)
Numbered Heads
Inside-Outside
circle
 In summary, as you progress from a beginning career stage educator
into a distinguished career stage teacher, you will definitely grow in
your teaching competencies in using a Learner-Centered Pedagogical
Approach which now favors heavily on the Personalized learning
Approach. This is primarily due to the availability of education
technology tools that can be accessed by both students and teachers
alike.
Application
Now that you have a better and deeper
understanding of how a learner-centred
pedagogy approach looks like, it’s now a great
time to integrate those lessons in our personal
belief system.

You are now tasked to create a Powerpoint

Presentation showcasing your future teaching practices that applies the
elements, features and strategies of a learner Centered Pedagogy. Try to
provide a brief answer to each question in your slides and present this to
your peers and teacher.

Guide Questions for the Powerpoint Presentation:

 In what way will I invite students to express their thoughts and
opinions to their peers?
 In what way can I create an environment of safety for my
students to respectfully disagree with one another (and me)?
 In what way will I provide my students with the opportunity to
reflect on their learning?
 In what way will I provide the opportunity for my students to
see the growth of their work over time?

Closure Your patience and persistence finally paid off. Bravo for a job well done
in finishing lesson 1.2. I hope that by becoming aware of different
approaches to facilitate a more student-centered teaching, you now
know how to design and plan your future teaching practice in a way that
would be best serve the diverse interest, needs and abilities of your
students.
In Lesson 1.3, you will learn about the evolution of learning theories
that have served as the backbone and framework of teaching practices.
This lesson will help you see the impact of the evolution of learning
theories and its impact in shifting the field of education from a teacher-
centered teaching approach to that of a student-centered pedagogical
approach for 21st century learners.
 LESSON 1.3
Module No. 1 FACILITATING LEARNER CENTERED TEACHING
and Title
Lesson No. 1.3 Learning Theories
and Title
Learning a. Explain the basic principle of the different theories of learning.
Outcomes b. Make a simple plan applying the primary laws of learning
c. Determine how to use rewards in the learning process more effectively
d. Explain Tolman’s purposive behaviorism
e. Explain Banduras’s social learning theory.
f. Give specific applications of each theory in teaching.

Time Frame 5 hours/1 week

Introduction With new researches, explanations provided but the basic principles of
behaviorism appeared not satisfy all learning scenarios. New theories came
into view which maintained some of the behaviorist concepts but excluded
others, and added new ideas which later came to be associated with the
cognitive views of learning. The neo-behaviorist, then, were transitional
group, bridging the gap behaviorism and cognitive theories learning.

Activity ACTIVITY 1 (BEHAVIORISM)

1. Observation
a. Choose a place where you can observe adult-child interactions –
such as mall, in church, parks or at the playground, etc. Spend one
hour observing such adult-child interactions. Focus your attention on
the stimulus – response – consequence patter you observe.
b. Describe the consequences you observe. (It is better to write or
scribble the details on the spot or as soon as you finish your
observation).

ACTIVITY 2 (CONNECTIONISM)

Primary Law How I would apply the Primary Law

Hook the learners before they ever begin
Law of Readiness the course.
Students will take an exam and if they got a
Law of Effect. Indicate good grade they would more likely study
Specifically how you will more, however, even if they failed and
 use positive/negative worked hard they will put more effort in
reinforcements (rewards) work through encouragement.
Practicing the same thing over and over to
Law of Exercise
retain the knowledge.

ACTIVITY 3
Working on Maze

ACTIVITY 4
Reflecting Chart of Tolman and Bandura
Reflecting on the different theories of both psychologists. Write your own
theory as a future teacher.

YOUR YOUR
TOLMAN BANDURA
REFLECTION REFLECTION
With Tolman’s It asserts that As the
Learning system, it is most human understanding
developed from called purposive behavior is of human
knowledge behavior as it is learned evolved,
about the organized through Bandura’s
environment around observation, theory became
and how the purposes, imitation, and a “learning in
organism wherein, modeling. flesh” and goes
relates to its learning is on
environment. always transformative
purposive and ways.
goal-directed.
The Hello Theory – This theory analyzes the impact of first words
dropped to people may it be a positive or negative one, it also proves
that it has effects that may be good or detrimental to the individual
(their development and growth)

Activity 5: WORD PUZZLE/GARDEN OF HERBS

What are the herbs approved by the Department of Health?

A C A P U L K O C V B N L L K
B M O T S A A N G G U B A T W
C M P N B H L P I F D S G F O
D Q B A W A N G S D X C U H K
F A A N L S A M B O N G N Q W
Z Z Y X C A C V B N M T D T K
D Z A C G V Y N H G S R I A L
G Q B P U A S A Q F B N U Y E
O X A O N Y E R B A B U E N A
L C S W D A S D F G R E S T J
P A N S I T P A N S I T A N O
N I Y O G N I Y O G A N A S F

1. For ringworm and other skin (fungal) infections.

- ACAPULKO
2. For non-insulin dependent diabetic patients
- AMPALAYA
3. For blood pressure control.
- BAWANG
4. For use antiseptic disinfect wounds for mouthwash or tooth decay
and gum infection.
- BAYABAS
5. For cough and asthma
- LAGUNDI
6. For intestinal worms, particularly ascaris and trichina.
- NIYOG-NIYOGAN
7. For urinary stones
- SAMBONG
8. For mouthwash
- TSAANG GUBAT
 9. For arthritis and gout
- PANSIT-PANSITAN
10. For relief from body aches and pains.
- YERBA BUENA

Analysis Activity 1: BBEHAVIORISM

Answer the questions.

1. What kind of stimuli for children’s and adult behavior did you
observe?
- Excitement, most people get excited over things that they
have and it is common with adults and children.

2. What kinds of behaviors on the part of children elicit reinforcement

and punishment consequences from the adult?
- All of them, all bad behaviors that is. There is a study that
most children does not usually rebel against consistency but
rather in the inconsistency (the inconsistency between the
parents words and actions)

3. What kind of behaviors of adults are reinforced or punished by the

children?
- Their inconsistency to their love and actions towards their
children or younger people.

4. What kinds of reinforcement and punishments seem to be most

“successful”?
- A quick spank with mistakes would show the children who is
the authority but at the same time the respect given to them.

5. Given this experience, what are your thoughts about operant

conditioning? Do you think children reinforce and punish adults
reinforce and punish them? How might the two be interdependent?
- Operant conditioning is good in a way that it allows the mind
to work that there is consequences with everything they do,
given such, the action showed towards the child can be seen
on how they behave and would probably reflect the parents
their selves.

Activity 3: WORKING ON A MAZE

1. How did you solve maze A.? What strategy did you use? (trial and
error, examined the maze before proceeding with your pen etc.
- I examined the maze first through my naked eyes, following
 the right direction pattern doing trial and error, and there
with one try I solved the maze.

2. Was it easier to solve maze B? Why?

- Yes because I noticed that they just have similar pattern of
maze, thus they have similar way of solving the maze.

Activity 5: WORD PUZZLE/GARDEN OF HERBS

Reflection Questions;

1. As a student, what factor influence learning?

- The willingness to do it and the environment.
2. What are the negative implications of technology to
intellectual and social development of young
children?
- They might not be able to perceive the ‘technological world’
to reality and that filters are hard to place which might be
inappropriate to them.

Abstraction People learn through repetition. Learner is a passive blank slate shaped by
environmental stimuli, both positive and negative reinforcement. This topic
helps you understand behaviorism and its connection to learning
reinforcement.

BEHAVIORISM

This particular learning theory assumes that the learner is essentially

passive, simply responding to their environmental stimuli. Behavioral
theorists therefore believe that a learner basically begins as a clean slate,
and their behavior is shaped by positive/negative reinforcement

The theory of behaviorism focuses on the study of observable and

measurable behavior. It emphasizes that behavior is mostly learned through
conditioning and reinforcement (rewards and punishment). It does not give
much attention to the mind, and the possibility of thought processes
occurring in the mind. Contributions in the
development of the behaviorist theory
largely came from Pavlov, Watson,
Thorndike and Skinner.
Ivan Pavlov, a Russian physiological is well known for his work in classical
conditioning or stimulus substitution. Pavlov’s most renowned experiment
involved meat, a dog and a bell. Initially, Pavlov was measuring the dog’s
salivation in order to study digestion. This is when he stumbled upon
classical conditioning.

Pavlov’s Experiment.

Before conditioning, ringing the bell (neutral stimulus) caused no response

from the dog. Placing dog food (unconditioned stimulus) in front of the dog
initiated salivation (unconditioned response). During conditioning, the bell
was rung a few seconds before the dog was presented with food. After
conditioning, the ringing of the bell (conditioned stimulus) alone produce
salivation (conditioned response). This is classical conditioning.

\\\\\

Figure 1
Pavlov’s Experiment Schematic

PAVLOV ALSO HAD THE FOLLOWING FINDINGS:

Stimulus Generalization. Once the dog has learned to salivate at the sound
of the bell, it well salivate at the other similar sounds

Extinction. If you stop pairing the bell with the food, salivation will
eventually cease in response to the bell.
Spontaneous Recovery. Extinguished responses can be “recovered” after
an elapsed time, but will soon extinguish again if the dog is not presented
with food.

Discrimination. The dog could learn to discriminate between similar bells

(stimuli) and discern which bell would result in the presentation of food and
which would not.

Higher-Order Conditioning. Once the dog has been conditioned to

associate the bell with food, another unconditioned stimulus, such as a light
may be flashed at the same time that the bell is rung. Eventually the dog
will salivate at the flash of the light without the sound of the bell.

CONNECTIONISM

Connectionism is a learning theory developed by George Siemens and

Steven Downs. It stresses the connections and combinatorial creativity. All
the knowledge is out there – it’s a matter of making the connections.
Siemens (2004) states, “A community is the clustering of similar areas of
interest that allows for interaction, sharing, dialoguing, and thinking
together.”
For example, if a learner is trying to learn how Donald Trump has risen to
power, they may start on a Facebook post that a friend made, which could
then take them to an article, but the text is dense and confusing, so instead
the student the student scroll down to the comments sections and finds
another link to blog, and from the blog there is an embedded YouTube video
that they watch to more fully understand the issue. The student has used
various forms of gathering information using the internet, and has gleaned
the most salient information by using many different modes to more fully
understand the issue.

Edward Lee Thorndike

1904-1990

Edward Thorndike’s Connectionism theory gave us the original S-R

framework of behavioral psychology. More than a hundred years ago he
wrote a text book entitled, Educational Psychology. He was the first one to
use this term. He explained that learning is the result of associations
forming between stimuli and responses. Such associations or “habits”
become strengthened or weakened by the nature and frequency of the S-R
pairings. The model for S-R theory was trial and error learning in which
certain responses came to be repeated than others because of rewards. The
main principle of connectionism (like all behavioral theory) was that
learning could be adequately explained without considering any
unobservable internal states. Thorndike’s theory on connectionism stated
that learning has taken place when a strong connection or bond between
stimulus and response is formed. He came up with three primary laws.

Edward Thorndike (1898) is famous in psychology for his work on learning

theory that lead to the development of operant conditioning
within Behaviorism. Whereas classical conditioning depends on developing
associations between events, operant conditioning involves learning from
the consequences of our behavior.
Skinner wasn’t the first psychologist to study learning by consequences.
Indeed, Skinner's theory of operant conditioning is built on the ideas of
Edward Thorndike.

Figure 1
Simplified graph of the result of the puzzle box experiment.

He placed a cat in the puzzle box, which was encouraged to escape to reach
a scrap of fish placed outside. Thorndike would put a cat into the box and
time how long it took to escape. The cats experimented with different ways
to escape the puzzle box and reach the fish.
Eventually they would stumble upon the lever which opened the cage.
When it had escaped it was put in again, and once more the time it took to
escape was noted. In successive trials the cats would learn that pressing the
lever would have favorable consequences and they would adopt this
behavior, becoming increasingly quick at pressing the lever.
Edward Thorndike put forward a “Law of effect” which stated that any
behavior that is followed by pleasant consequences is likely to be repeated,
and any behavior followed by unpleasant consequences is likely to be
stopped.
THORDIKE’S THEORY ON CONNECTIONISM stated that learning has
taken place when a strong connection or bond between stimulus and
response is formed. He came up with three primary laws:

Law of Effect.
The Law of Effect stated that a
connection between a stimulus and
response is strengthened when the
consequence is positive (reward) and
the connection between the stimulus
and the response is weakened when
the consequence is negative.
Thorndike later on, revised this “law”
when he found that negative reward,
seemingly pleasurable consequences
do not necessarily motivate
performance.

Law of Exercise.
Tell us that the more an S-R (stimulus response) bond in practice the
stronger it will become. “Practice makes perfect” seem to be associated
with this. However, like the law of effect, the law of exercise also had to
revise when Thorndike found that practice without feedback does not
necessarily enhance performance.

Law of Readiness.
This states that, the more readiness the learner has to respond to the
stimulus, the stronger will be the bond between them. When a person is
ready to a stimulus and is not made to respond, it becomes annoying to the
person. Example, if the teacher says, “Okay we will now watch the movie
(stimulus) you’ve been waiting for.” And suddenly the power goes off, the
students will feel frustrated because they were ready to respond to the
stimulus but were prevented from doing so. Likewise, if the person is not at
all ready to respond to stimuli and is asked to respond, that becomes
annoying. For instance, the teacher asks the question and expects the
students to respond right away when he is still not ready. This will be
annoying to the student. This is why teacher should remember to say the
question first, and wait for a few seconds before calling on anyone to
answer.

Principles Derived from Thorndike’s Connectionism:

1. Learning requires both practice and reward (laws of

effect/exercise)
2. A series of S-R connections can be chained together if they
belong to the same action (law of readiness)
3. Transfer of learning occurs because of previously encountered
situations.
4. Intelligence is a function of the number of connections learned.

Behaviorism: Tolman & Bandura

Generalization: Tolman’s Purposive Behaviorism

Usually, people who worked on a maze activity, which you just did, would
say they found the second maze easier. This is because they say that the two
mazes were identical, except that the entrance and exit points had been
reversed. Their experience in Maze A was much easier for them to answer
Maze B. People are building mind maps of events that they perceived.
These mental maps help them to respond to other things or tasks later,
particularly if they see the similarity. You may start responding with trial
and error (behavioral), but later on your response becomes more internally
driven (cognitive perspective). This is what neo-behaviorism is all about. It
has behavioral aspects, but it also has a cognitive perspective.

There are two neo-behaviorism-reflecting theories that stand out. Edward

Tolman's purposive behaviorism and Albert Bandura's theory of social
learning. Both theories are influenced by behaviorism (focused on internal
elements and learning).

Tolman's Purposive Behaviorism

Purpose behaviorism has also been referred to as sign learning theory and
is often seen as a link between behaviorism and cognitive theory. Tolman 's
theory was based on the psychological views of the Gestalt Psychologist
and the behaviorist John Watson.
Tolman believes that learning is a cognitive process. Learning involves
building belief in the acquisition of knowledge about the environment and
then the discovery of knowledge through purposeful and objective behavior.

Tolman stated in his sign theory that an organism

learns by pursuing
signs for a goal, i.e. learning is acquired through
meaningful behavior. He stressed that the
organized aspect of learning is acquired through
meaningful behavior. He emphasized that the
organized aspect of learning is that the stimuli
allowed in are not connected by simple one-to-
one switches to the outgoing reactions. Rather, the
incoming impulses are usually worked out and elaborated in the central
control room into a tentative cognitive environment map. And it is this
tentative map, indicating routes and pathways, and environmental relations
that finally determines what kind of response the animal will finally make.

Tolman's form of behaviorism underscored the relationship between stimuli

rather than stimulus-response. Tolman said that a new stimulus (sign) would
be associated with already meaningful stimuli (significant ones) through a
series of pairings; there was no need for reinforcement to establish learning.
In your labyrinth activity, the new stimulus or "sign" (maze B) has become
associated with the already meaningful stimulus, the signicate (maze A). So
you may have connected the two stimuli, Labyrinth A and Labyrinth B, and
used your knowledge and experience in Labyrinth A to learn how to
respond to Labyrinth A.

Tolman’s Key Concepts

This is a learning theory that was in response to

behaviorism. Psychologist who promoted this
idea claimed that behaviorism failed to explain
cognition. In this theory, mind is an information
processor. It emphasizes understanding the
concept as a whole instead of just the piece.

This is the learning theory that was taught in

developing online education using Blooms
Taxonomy. Examples of cognitivist strategies for learning higher-level
thinking are starting a lesson with a hook to create interest, a review quiz to
promote prior learning, using learning outcomes, chunking content into
organized bite-sized pieces, using graphic organizers, and the student takes
on an active role on learning. The teacher gives lots of encouragement and
positive feedback.

Social Learning Theory:

Albert Bandura
The social learning theory of Bandura emphasizes the importance of
observing and modeling the behaviors, attitudes, and emotional reactions of
others. Bandura (1977) states: “Learning would be exceedingly laborious,
not to mention hazardous, if people had to rely solely on the effects of their
own actions to inform them what to do. Fortunately, most human behavior
is learned observationally through modeling: from observing others one
forms an idea of how new behaviors are performed, and on later occasions
this coded information serves as a guide for action. Social learning theory
explains human behavior in terms of continuous reciprocal interaction
between cognitive, behavioral, an environmental influences.

The component processes underlying observational learning are:

1. Attention - includes modeled events (distinctiveness, affective valence,

complexity, prevalence, functional value) and observer characteristics
(sensory capacities, arousal level, perceptual set, past reinforcement).

2. Retention - includes symbolic coding, cognitive organization, symbolic

rehearsal, motor rehearsal)

3. Motor Reproduction - includes physical capabilities, self-observation

of reproduction, accuracy of feedback.

4. Motivation, including external, vicarious and self-reinforcement.

1. People can learn by observing the behavior of the others and the
outcomes of those behaviors.
2. Learning can occur without a change in behavior.
3. Cognition plays a role in learning.
4. Social learning can be considered a bridge or a transition between
behaviorist learning theories and cognitive learning theories.
People are often to reinforced for modeling the behavior of others.
Bandura suggested that the environment also reinforces modeling. This is
several possible ways;
1. The observer is reinforced by the model
2. The observer reinforce by a third person
3. The imitated behavior itself leads to reinforcing consequences
4. Consequences of the model’s behavior affect the observer’s
behavior vicariously.

1. Contemporary theory proposes that both reinforcement and

punishment have indirect effects on learning.
2. Reinforcement ad punishment influence the extent to which an
individual exhibits a behavior that has been learned
3. The expectation of reinforcement process that promote learning.

1. Learning without performance. (through observation and actual

imitation)
2. Cognitive processing during learning (attention)
3. Expectations (consequences)
4. Reciprocal causation (person, behavior and environment)
5. Modeling (live models, and symbolic models)

1. Attention – mental focus or concentration, willingness of the child

to observe and mimic the behavior of a model.
2. Retention – To encode the behavior in the memory, ability to store
information.
3. Motor Production – To actually perform the behavior observe
4. Motivation/Reinforcement – Force that drives one to act.
COGNITIVISM

Cognitivism revived the psychological study of thinking, developing

scientifically rigorous ways of studying unobservable mental activity. In
this module you will encounter different questions on how cognitivism
brings on the development of learning, and you will find answers or
solution to these questions.

What is Cognitivism?

Cognitivism is "the psychology of learning which emphasizes

human cognition or intelligence as a special endowment enabling man to
form hypotheses and develop intellectually" (Cognitivism) and is also
known as cognitive development. The underlying concepts of cognitivism
involve how we think and gain knowledge. Cognitivism involves examining
learning, memory, problem solving skills, and intelligence. Cognitive
theorists may want to understand how problem solving changes throughout
childhood, how cultural differences affect the way we view our own
academic achievements, language development, and much more. (Feldman,
Cognitivism)

How Does Learning Occur?

Cognitive theories stress the acquisition of knowledge and internal mental

structures and, as such, are closer to the rationalist end of the epistemology
continuum (Bower & Hilgard, 1981). Learning is equated with discrete
changes between states of knowledge rather than with changes in the
probability of response. Cognitive theories focus on the conceptualization
of students’ learning processes and address the issues of how information is
received, organized, stored, and retrieved by the mind. Learning is
concerned not so much with what learners do but with what they know and
how they come to acquire it (Jonassen, 1991b). Knowledge acquisition is
described as a mental activity that entails
internal coding and structuring by the
learner. The learner is viewed as a very
active participant in the learning process.

Which factors Influence Learning?

Cognitivism, like behaviorism, emphasizes

the role that environmental conditions play
in facilitating learning. Instructional
explanations, demonstrations, illustrative examples and matched non-
examples are all considered to be instrumental in guiding student learning.
Similarly, emphasis is placed on the role of practice with corrective
feedback. Up to this point, little difference can be detected between these
two theories. However, the “active” nature of the learner is perceived quite
differently.

The cognitive approach focuses on the mental activities of the learner that
lead up to a response and acknowledges the processes of mental planning,
goal-setting, and organizational strategies (Shuell, 1986). Cognitive theories
contend that environmental “cues” and instructional components alone
cannot account for all the learning that results from an instructional
situation. Additional key elements include the way that learners attend to,
code, transform, rehearse, store and retrieve information. Learners’
thoughts, beliefs, attitudes, and values are also considered to be influential
in the learning process (Winne, 1985). The real focus of the cognitive
approach is on changing the learner by encouraging him/her to use
appropriate learning strategies.

How Does Transfer Occur?

According to cognitive theories, transfer is a function of how information is

stored in memory (Schunk, 1991). When a learner understands how to apply
knowledge in different contexts, then transfer has occurred. Understanding
is seen as being composed of a knowledge base in the form of rules,
concepts, and discriminations (Duffy & Jonassen, 1991). Prior knowledge is
used to establish boundary constraints for identifying the similarities and
differences of novel information. Not only must the knowledge itself be
stored in memory but the uses of that knowledge as well. Specific
instructional or real-world events will trigger particular responses, but the
learner must believe that the knowledge is useful in a given situation before
he will activate it.

Classroom Implications

In a classroom environment, there are many variables that influence and

contribute to learning. When creating and implementing a learning
environment, it is imperative that the teachers not only create a setting that
promotes learning, but also take the time to understand each child.
Classrooms are widely diverse and complex. Students learn differently and
are at various developmental levels. Teachers who properly manage their
classrooms and establish expectations will be able to incorporate diverse
teaching philosophies and create an excellent learning environment for each
student. It is important that teachers create a learning environment
that encourages students to do their best and makes learning
interesting. This creates a motivational climate within the classroom.

There are two factors that are critical to motivate students, value and effort.
(Classroom Management) Students must understand that the work they are
performing is worthwhile. Value measures the importance of a student's
work to himself and others. Effort is the amount of time and energy students
put into their work. Understanding the value of academic tasks and the
effort needed to complete those tasks can motivate students to perform
better in the classroom environment (Classroom Management)

Cognitive Development Implied in the Classroom (“Piaget’s Theory”)

 Teachers should carefully assess the current stage of a child's

cognitive development and only assign tasks for which the child is
prepared. The child can then be given tasks that are tailored to their
developmental level and are motivating.
 Teachers must provide children with learning opportunities that
enable them to advance through each developmental stage. This is
achieved by creating disequilibrium. Teachers should maintain a
proper balance between actively guiding the child and allowing
opportunities for them to explore things on their own to
learn through discovery.
 Teachers should be concerned with the process of learning rather
than the end product. For example, the teacher should observe the
way a child manipulates play dough instead of concentrating on a
finished shape.
 Children should be encouraged to learn from each other. Hearing
others' views can help breakdown egocentrism. It is important for
teachers to provide multiple opportunities for small group activities.
 Piaget believed that teachers should act as guides to children's
learning processes and that the curriculum should be adapted to
individual needs and developmental levels.

Examples of Cognitive Games in the Classroom

Cognitive games are designed to help stimulate various regions of the

brain. These games are used to improve reflexes, help people learn,
promote critical thinking, and help people learn different patterns of
association. Cognitive games are helpful when used to learn a foreign
language and memorize new material. Various learning techniques are used
in the classroom because there are various learning styles. There are many
games that promote and influence cognitive learning.

Examples of cognitive games include:

Educational Websites and Computer Games

Most educational websites computer games focus on stimulating a young
child's senses while engaging them in various cognitive tasks. Below are
three of the many learning websites that are available to enhance cognitive
development in young children. Example, PBS kids Educational Games,
Spelling City, Cognitive Fun Games etc.

Sorting Games
Sorting games require individuals to utilize recognition and reasoning.
Teachers can engage children in games in which the children sort items by
various criteria, such as color, size, texture, and other physical attributes of
the items. A more advanced approach to sorting is discussing how the items
are similar. This process promotes critical thinking.

Flash Cards
Flash cards can be used various tasks. This involves notecards or an even
scrap of paper in which two parts of information is written on either side of
the notecard. These can be as simple as having cards with a red dot on one
side and the word red on the other. Flash cards are typically used in a
classroom for drills or in private study. These cards are used to aid
memorization. Pre-made flash cards are available for many subjects.
Teachers and students may also make homemade flash cards, depending on
how and what they are studying. Flash cards may also be personalized and
printed from certain websites. (Flashcards) Flash cards can be utilized
into various games as well.

Board Games
Teachers may include board games in their classrooms to promote cognitive
development. Unlike computer and video games, boardgames are tangible.
Children can manipulate different pieces in the game. Board games can be
implemented to enhance mathematical and linguistic skills and enhance a
child's ability to understand and follow directions. Example, monopoly and
bingo

Puzzles
Finding a solution to a puzzle develops a child's problem solving
ability.Children who actively solve puzzles that they are able to touch and
piece together are more likely to understand certain concepts and develop
their own theories about those concepts.
CONSTRUCTIVISM

In this unit you will be introduce to many of

the issues understanding and applying
constructivism and constructivist principles
for instructional design purposes.

Students learn new things through experience.

They build knowledge through experiences and interactions. In cognitive
learning, the students are taught to do something in constructivism. The
students are encouraged to discover something on their own; this is known
as self-directed learning. The major difference is that cognitive learning is
about building on prior knowledge, and constructivism is about building
new ideas and concepts based on your own discoveries.

What are the principles of constructivism?

1. Knowledge is constructed, rather than innate, or passively absorbed

Constructivism's central idea is that human learning is constructed, that

learners build new knowledge upon the foundation of previous learning.
This prior knowledge influences what new or modified knowledge an
individual will construct from new learning experiences (Phillips, 1995).

2. Learning is an active process.

The second notion is that learning is an active rather than a passive process.
The passive view of teaching views the learner as ‘an empty vessel’ to be
filled with knowledge, where constructivism states that learners construct
meaning only through active engagement with the world (such as
experiments or real-world problem solving). Information may be passively
received, but understanding cannot be, for it must come from making
meaningful connections between prior knowledge, new knowledge, and the
processes involved in learning.
3. All Knowledge is socially constructed

Learning is a social activity - it is something we do together, in interaction

with each other, rather than an abstract concept (Dewey, 1938). For
example, Vygotsky (1978), believed that community plays a central role in
the process of "making meaning." For Vygotsky, the environment in which
children grow up will influence how they think and what they think
about.Thus, all teaching and learning is a matter of sharing and negotiating
socially constituted knowledge. For example, Vygotsky (1978) states
cognitive development stems from social interactions from guided learning
within the zone of proximal development as children and their partner's co-
construct knowledge.
4. All knowledge is Personal
Each individual learner has a distinctive point of view, based on existing
knowledge and values.This means that same lesson, teaching or activity
may result in different learning by each pupil, as their subjective
interpretations differ.This principle appears to contradict the view the
knowledge is socially constructed. Fox (2001, p. 30) argues (a) that
although individuals have their own personal history of learning,
nevertheless they can share in common knowledge, and (b) that although
education is a social process, powerfully influenced by cultural factors,
nevertheless cultures are made up of sub- cultures, even to the point of
being composed of sub-cultures of one. Cultures and their knowledge-base
are constantly in a process of change and the knowledge stored by
individuals is not a rigid copy of some socially constructed template. In
learning a culture, each child changes that culture.
5. Learning exists in the mind

The constructivist theory posits that knowledge can only exist within the
human mind, and that it does not have to match any real world reality
(Driscoll, 2000). Learners will be constantly trying to develop their own
individual mental model of the real world from their perceptions of that
world. As they perceive each new experience, learners will continually
update their own mental models to reflect the new information, and will,
therefore, construct their own interpretation of reality.

What are the three main types of constructivism?

Typically, this continuum is divided into three broad categories:

Cognitive constructivism based on the work of Jean Piaget, social

constructivism based on the work of Lev Vygotsky, and radical
constructivism. According to the GSI Teaching and Resource Center (2015,
p.5): Cognitive constructivism states knowledge is something that is
actively constructed by learners based on their existing cognitive structures.
Therefore, learning is relative to their stage of cognitive development.
Cognitivist teaching methods aim to assist students in assimilating new
information to existing knowledge, and enabling them to make the
appropriate modifications to their existing intellectual framework to
accommodate that information. According to social constructivism learning
is a collaborative process, and knowledge develops from individuals'
interactions with their culture and society.

Social constructivism was developed by Lev Vygotsky (1978, ) who

suggested that, every function in the child's cultural development appears
twice: first, on the social level and, later on, on the individual level; first,
between people (interpsychological) and then inside the child
(intrapsychological).

Radical constructivism was developed by Ernst von Glasersfeld (1974) and

states that all knowledge is constructed rather than perceived through
senses. Learners construct new knowledge on the foundations of their
existing knowledge. However, radical constructivism states that the
knowledge individuals create tells us nothing about reality, and only helps
us to function in your environment. Thus, knowledge is invented not
discovered. The humanly constructed reality is all the time being modified
and interacting to fit ontological reality, although it can never give a ‘true
picture’ of it. (Ernest, 1994, )

What is the role of the teacher in a constructivist classroom?

The primary responsibility of the teacher is to create a collaborative
problem-solving environment where students become active participants in
their own learning. From this perspective, a teacher acts as a facilitator of
learning rather than an instructor. The teacher makes sure he/she
understands the students' preexisting conceptions, and guides the activity to
address them and then build on them (Oliver, 2000).

Scaffolding is a key feature of effective teaching, where the adult

continually adjusts the level of his or her help in response to the learner's
level of performance. In the classroom, scaffolding can include modeling a
skill, providing hints or cues, and adapting material or activity (Copple &
Bredekamp, 2009).

Features of a Constructivist Classroom

Tam (2000) lists the following four basic characteristics of constructivist
 learning environments, which must be considered when implementing
constructivist teaching strategies:
1) Knowledge will be shared between teachers and students.
2) Teachers and students will share authority.
3) The teacher's role is one of a facilitator or guide.
4) Learning groups will consist of small numbers of heterogeneous students.

Now let us turn to applying what we have learned about learning theories
Application that guide the teaching practice of educators like your. As an example, try
thinking of how to apply Thorndike’s Connectionism by following the
instructions below.
a. Choose a topic you want to teach
b. Discuss the ways you can apply the three primary laws while
you teach the topic.

Prepare a 2-minute recorded speech on your response. Request a fellow

student and/ or teacher to comment on it.

Closure Congratulations learner for finishing this lesson! You may have arrived
already at a conclusion at this point that there is no single or perfect
learning theory that applies to every student. What is more important to
remember is that, for the novice learner, behaviorism will be applied to
novice learner where they study fact based on information, cognitivism will
be applied to established learner where they make connections using fact
based information, while constructivism will be applied to sophisticated-
learners where they use fact based information and knowledge of
connections to create greater understanding of a content area.

The typical classroom has myriads of learners who have different

experiences, needs and learning styles. Teaching and learning
methodologies have to be constantly revised, changed and modified.
Therefore, different learning theories should be utilized to accommodate a
variety of learner, in order to create an environment that will be beneficial
to both the teacher the learners.

You are about to begin Lesson 4 in the next page. This lesson will help you
understand why becoming knowledgeable about learner- centred
pedagogical approaches and knowing the learning theories on which they
are founded will help you successfully develop your skillset or teaching
competencies.

Said teaching competencies of a Filipino teacher like you in the near future
are expected to become proficient in what is referred to as the PHILIPPINE
PROFESSIONAL STANDARDS FOR TEACHERS or PPST.
 Let us now proceed to Lesson 4.

LESSON 1.4
Module No. 1 FACILITATING LEARNER CENTERED TEACHING
and Title
Lesson No. 1.4 Outcomes of Teacher Education
and Title
Learning
Outcomes 1. Set out clear expectations of teaching
standards for professional development from
beginning to distinguished career stage of
teachers;
2. Actively embrace a continuing effort to
attaining teaching proficiency; and
3. Apply uniform measure to assess teacher
performance, identify needs, and provide
support for professional development

Time Frame 5 hours/1 week

Introduction Welcome to your Lesson 1.4!
 In desiring to become a teacher someday, you will in fact play a crucial role
in nation building. Put in mind that through quality teachers, the Philippines
can develop holistic learners who are steeped in values, equipped with 21st
century skills, and able to propel the country to development and progress.
Once you graduate and become a licensed professional teacher, you will
now be an official member of the community of educators in the country.
Under the Department of Education’s VISION of producing: “Filipinos who
passionately love their country and whose values and competencies enable
them to realize their full potential and contribute meaningfully to building
the nation” (DepED Order No. 36, s. 2013).

Keep in mind, dear future teacher, that so much research evidences

unequivocally show that good teachers are vital to raising student
achievement, i.e., quality learning of your students is will be dependent
upon learner-centered teaching. Hence, enhancing yourself in terms of in
the 7 domains of teaching practice reflected in the Philippine Professional
Standards for Teachers should become of utmost importance to you.

Activity Activity 1: Concept Map of a Professional Teacher

Develop a concept map of a professional teacher as provided for in the
Philippine Professional Standards for Teachers.
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Activity 2: WEB ORGANIZER

The teachers are not simply the implementers of the strategies in teaching.
They are the creators of the conditions of learning bedrock on their
personal, professional, and ethical qualities.

Identify the qualities of professional teacher. Fill in the concept organizer

below.
 Humorous Morally
upright

Intelligent/ Possess high

Knowledgeable moral values

Strive to develop Act as a role

potentials model

Creative/ Goal-oriented;
Communicative vision-oriented

Analysis Let us now reflect on your answers on the activities. Do so by responding to

the following questions.

a. What kind of stimuli for children’s and adult behavior did you
observe?

b. What kinds of behaviors on the part of children elicit reinforcement

and punishment consequences from the adult?

c. What kind of behaviors of adults are reinforced or punished by the

children?

d. What kinds of reinforcement and punishments seem to be most

 “successful”?

e. Given this experience, what are your thoughts about operant

conditioning? Do you think children reinforce and punish adults
reinforce and punish them? How might the two be interdependent?

Abstraction Philippine Professional Standards for Teachers

The Philippine Government has consistently pursued teacher quality

reforms through a number of initiatives. As a framework of teacher
quality, the National Competency-Based Teacher Standards (NCBTS) was
institutionalized through CHED Memorandum Order No. 52, s. 2007 and
DepED Order No. 32, s. 2009. It emerged as part of the implementation of
the Basic Education Sector Reform Agenda (BESRA), and was facilitated
by drawing on the learning considerations of programs, such as the Basic
Education Assistance for Mindanao (BEAM), the Strengthening
Implementation of Visayas Education (STRIVE) project and the Third
Elementary Education Project (TEEP).

The K to 12 Reform (R.A. 10533) in 2013 has

changed the landscape of teacher quality
requirements in the Philippines. The reform
process warrants an equivalent supportive focus
on teacher quality – high quality teachers who
are properly equipped and prepared to assume
the roles and functions of a K to 12 teacher.

The Philippine Professional Standards for

Teachers, which is built on NCBTS,
complements the reform initiatives on teacher
quality from pre-service education to in-service training. It articulates
what constitutes teacher quality in the K to 12 Reform through well-
defined domains, strands, and indicators that provide measures of
professional learning, competent practice, and effective engagement. This
set of standards makes explicit what teachers should know, be able to do
and value to achieve competence, improved student learning outcomes,
and eventually quality education. It is founded on teaching philosophies of
learner-centeredness, lifelong learning, and inclusivity/inclusiveness,
among others. The professional standards, therefore, become a public
statement of professional accountability that can help teachers reflect on
and assess their own practices as they aspire for personal growth and
professional development.
Teacher Quality in the Philippines

The Philippine Professional Standards for Teachers defines teacher quality

in the Philippines. The standards describe the expectations of teachers’
increasing levels of knowledge, practice and professional engagement. At
the same time, the standards allow for teachers’ growing understanding,
applied with increasing sophistication across a broader and more complex
range of teaching/learning situations.

The following describes the breadth of 7 Domains that are required by

teachers to be effective in the 21st Century in the Philippines. Quality
teachers in the Philippines need to possess the following characteristics:

 Recognize the importance of mastery of content knowledge and its

interconnectedness within and across curriculum areas, coupled
with a sound and critical understanding of the application of
theories and principles of teaching and learning. They apply
developmentally appropriate and meaningful pedagogy grounded
on content knowledge and current research. They display
proficiency in Mother Tongue, Filipino and English to facilitate the
teaching and learning process, as well as exhibit the needed skills
in the use of communication strategies, teaching strategies and
technologies to promote high-quality learning outcomes.

 Provide learning environments that are safe, secure, fair and

supportive in order to promote learner responsibility and
achievement. They create an environment that is learning-focused
and they efficiently manage learner behavior in a physical and
virtual space. They utilize a range of resources and provide
intellectually challenging and stimulating activities to encourage
constructive classroom interactions geared towards the attainment
of high standards of learning.

 Establish learning environments that are responsive to learner

diversity. They respect learners’ diverse characteristics and
experiences as inputs to the planning and design of learning
opportunities. They encourage the celebration of diversity in the
classroom and the need for teaching practices that are
differentiated to encourage all learners to be successful citizens in
a changing local and global environment.

 Interact with the national and local curriculum requirements. They

translate curriculum content into learning activities that are
relevant to learners and based on the principles of effective
teaching and learning. They apply their professional knowledge to
 plan and design, individually or in collaboration with colleagues,
well-structured and sequenced lessons that are contextually
relevant, responsive to learners’ needs and incorporate a range of
teaching and learning resources. They communicate learning goals
to support learner participation, understanding and achievement.

 Apply a variety of assessment tools and strategies in monitoring,

evaluating, documenting and reporting learners’ needs, progress
and achievement. They use assessment data in a variety of ways to
inform and enhance the teaching and learning process and
programs. They provide learners with the necessary feedback
about learning outcomes that informs the reporting cycle and
enables teachers to select, organize and use sound assessment
processes.

 Establish school-community partnerships aimed at enriching the

learning environment, as well as the community’s engagement in
the educative process. They identify and respond to opportunities
that link teaching and learning in the classroom to the experiences,
interests and aspirations of the wider school community and other
key stakeholders. They understand and fulfill their obligations in
upholding professional ethics, accountability and transparency to
promote professional and harmonious relationships with learners,
parents, schools and the wider community.

 Value personal growth and professional development and exhibit

high personal regard for the profession by maintaining qualities
that uphold the dignity of teaching such as caring attitude, respect
and integrity. They value personal and professional reflection and
learning to improve their practice. They assume responsibility for
personal growth and professional development for lifelong
learning.

PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS

The 7 Domains of teacher practice comprise

of 37 strands that refer to more specific
dimensions of teacher practice.

Domain 1
Content Knowledge &Pedagogy
(7 strands)

1. Content knowledge and its application

within and across curriculum areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other
higher-order thinking skills
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies

Domain 2
Environment (6 stands)

1. Learner safety and security

2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior

Domain 3
Diversity of Learners (5 strands)

1. Learners’ gender, needs, strengths,

interests and experiences
2. Learners’ linguistic, cultural, socio-
economic & religious backgrounds
3. Learners with disabilities,
giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups

Domain 4
Curriculum and Planning (5 strands)

1. Planning and management of teaching and learning process

2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT

Domain 5
Assessment and Reporting (5 strands)

1. Design, selection, organization and utilization of assessment strategies

2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress and achievement to key
stakeholders
5. Use of assessment data to enhance teaching and learning practices and
programs

Domain 6
Community Linkages and Professional Engagement (4 strands)

1. Establishment of learning environments that is responsive to

community contexts Philippine Professional Standards for Teachers 7
2. Engagement of parents and the wider school community in the
educative process
3. Professional ethics
4. School policies and procedures

Domain 7
Personal Growth and Professional Development (5 strands)

1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals

Career Stages of Filipino Professional Teachers

Teacher professional development happens

in a continuum from beginning to
exemplary practice. Anchored on the
principle of lifelong learning, the set of
professional standards for teachers
recognizes the significance of a standards
framework that articulates developmental
progression as teachers develop, refine their
practice and respond to the complexities of
educational reforms.

The following statements, which define the work of teachers at different

career stages, make explicit the elements of high-quality teaching for the
21st century. They comprise descriptors that have been informed by
teachers’ understandings of what is required at each of the four Career
Stages. The descriptors represent a continuum of development within the
profession by providing a basis for attracting, preparing, developing and
supporting teachers.
Career Stage 1 or Beginning Teachers
 have gained the qualifications recognized for entry into the teaching
profession.
 have a strong understanding of the subjects/areas in which they are
trained in terms of content knowledge and pedagogy.
 possess the requisite knowledge, skills and values that support the
teaching and learning process.
 manage learning programs and have strategies that promote learning
based on the learning needs of their students.
 seek advice from experienced colleagues to consolidate their teaching
practice.

Career Stage 2 or Proficient Teachers

 professionally independent in the application of skills vital to the
teaching and learning process.
 provide focused teaching programs that meet curriculum and
assessment requirements.
 display skills in planning, implementing, and managing learning
 actively engage in collaborative learning with the professional
community and other stakeholders for mutual growth and
advancement.
 reflective practitioners who continually consolidate the knowledge,
skills and practices of Career Stage 1 teachers.

Career Stage 3 or Highly Proficient Teachers

consistently display a high level of performance in their teaching
practice.
manifest an in-depth and sophisticated understanding of the teaching
and learning process.
have high education-focused situation cognition, are more adept in
problem solving and optimize opportunities gained from experience.
work collaboratively with colleagues and provide them support and
mentoring to enhance their learning and practice.
continually seek to develop their professional knowledge and practice
by reflecting on their own needs, and those of their colleagues and
students.

Career Stage 4 or Distinguished Teachers

 embody the highest standard for teaching grounded in global best
practices.
 exhibit exceptional capacity to improve their own teaching practice
and that of others.
 recognized as leaders in education, contributors to the profession and
initiators of collaborations and partnerships.
  create lifelong impact in the lives of colleagues, students and others.
 consistently seek professional advancement and relevance in pursuit of
teaching quality and excellence.
 exhibit commitment to inspire the education community and
stakeholders for the improvement of education provision in the
Philippine.

Application
At this point , after knowing the 7 domains of teaching considered as
standards of the professional practice of teachers, as well as the career
stages we go through over time, you may now check yourself in terms of
how far you have developed already at this time. Use the checklist below to
find out.

Self Assessment Checklist

Domains for Teaching Practice

Y = Yes, I believe I already have developed the competencies in this

domain
S = Somewhat, I believe I already have developed some competencies in
this domain
NY= Not Yet, I believe I have not yet developed any competency in this
domain

Y S NY Domain of Teaching Standards

/ Content Knowledge and Pedagogy
/ Learning Environment
/ Diversity of Learners
/ Curriculum and Planning
/ Assessment and Reporting
/ Community Linkages & Professional Engagement
/ Personal Growth and Professional Development

Reflection Question:

1. For domains in which you answered SOMEWHAT or NOT YET,

what will you do in order to develop the teaching competencies
under those domain?

- Research and self-analysis is important for these categories

for improvement. Seeking advice and mentorship is also
significant in growth.
 2. yourself progress from a beginner teacher stage to a distinguished
teacher in 10-15 years?
- Yes, with all the things I have gained, I will be able to be the
best in my profession.

Closure Congratulations learner! You already completed 4 lessons in Module 1. You

have also come to find out about the outcomes of your learning journey in
the college of teacher education, the main reason why you are being trained
as teacher through your enrolment in a BSED or BEED program. Always
remember that this course in facilitating learner-centred teaching is intended
to help you acquire the competencies listed as strands in at least 5 domains
of the PPST which are: content knowledge & pedagogy, learning
environment, diversity of learners, curriculum and planning, and assessment
and reporting.

Let us continue to deepen your understanding of your future learner by

turning to module 2.

MODULE ASSESSMENT (After the students have read and studied all the lessons in the
module, it is at the institutional level to decide whether to administer assessment in any forms.
This part allows flexibility within the institution.)

MODULE SUMMARY
 Learner centered teaching has brought significant changes from the traditional teacher-
centered approach. These changes involve balance of power between teacher and student,
evaluation of purpose & process, role of teacher, responsibility of learner and function of
content.

 Four principles are also notable in a student centered teaching approach which are:
learning is personalized; learning is competency-based; learning happens anytime,
anywhere; and students take owner ship of their learning.

 The American Psychological Association also published the top 20 principles of teaching
and learning in Prek-12 education for teachers. The principles are distilled from decades
of research on how cognition, emotion and motivation are enable students to really learn.

 Three pedagogical approaches that promote learner centeredness are cooperative learning
approach, differentiated instruction approach, and personalized learning approach.

 Learning theories that inform the teaching practices of contemporary teachers are drawn
from behaviorism, cognitivism, constructivism, connectivism.

 The Philippine Professional Standards for Teachers clarifies the 7 domains of teaching
practice which emphasizes the competence of teachers to help student with diverse
abilities and background in a learner centered learning environment.
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