COURSE SYLLABUS IN PED 202 - FACILITATING LEARNER-CENTERED TEACHING

III. PROGRAM: BACHELOR OF ELEMENTARY EDUCATION and BACHELOR OF SECONDARY EDUCATION

IV. PROGRAM OUTCOMES: BASED ON CMO 74, S. 2017 & CMO 75, S. 2017
a. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts
b. Demonstrate mastery of subject matter/discipline
c. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments
d. Develop innovative curricula, instructional plans, teaching approaches, and resources for various learners
e. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices
f. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes
g. Practice professional and ethical teaching standards sensitive to the local, national and global realities
h. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities

V. COURSE NUMBER AND TITLE: PED 202 - FACILITATING LEARNER-CENTERED TEACHING

COURSE CREDIT/UNIT: 3 units

COURSE PREREQUISITE: None

VI. COURSE DESCRIPTION:

This course explores the fundamental principles, processes and practices anchored on learner-centeredness and other educational psychologies as these apply to
facilitate various teaching-learning delivery modes to enhance learning.

VII. COURSE OUTCOMES:

At the end of the course, the students are able to:

a. Demonstrate a deep understanding of the basic principles, processes and practices to studying learning and knowledge in complex domains.
b. Demonstrate a deep understanding of research and theories related to the factors affecting learning.
c. Observe and reflect on the applicability of the theories to students in their local context.
d. Articulate own views and ideas how students learn in different domains and the factors that influence this process.
e. Appreciate, value, and respect the uniqueness in the learning of each student, and the diverse characteristics of learning within a group of students.
f. Relate the various theories and research findings to their own understanding of different teaching methodologies.
g. Express some insights regarding how the design of teaching methodologies and learning activities should take into consideration the various forms of
knowledge regarding child and adolescent development.
VIII. COURSE REQUIREMENTS:

A. Regular Attendance

The student must avoid absences beyond the allowable number of absences as specified in the Student Handbook in order not to be dropped from this subject.

B. Grading System
Midterm Final Term Final Grade
Class work: Percentage Percentage
Class Recitation, Attendance 10 10
Assignment 20 20
Quizzes, Lesson Plans 30 60% 30 60%

Long Examination
Pre-Mid and Midterm Examination 40
Pre-Final and Final Examination _________ 40 /2 100%
100 10

IX. COURSE OUTLINE

ASSESSMENT OF
TIME DESIRED LEARNING OUTCOMES COURSE CONTENT OUTCOMES-BASED LEARNING RESOURCE VALUES/
FRAM (DLO) TEACHING AND OUTCOMES MATERIAL SOCIAL ISSUES
E LEARNING (OBTL) (ALO) INTEGRATION

 Articulate the school’s I. Orientation  Lecture-  Question and  Slide Presentation  Participation
Week 1 mission/vision, policies, A. Vision-Mission, Core Values discussion Answer  Video clips  Courtesy
regulations, objectives and other and Outcomes  Group activity  Cleanliness
Day 1 important concerns. B. Student Discipline  Care
 Attentiveness
 Recognize top officials of the C. Key Officials
institution.  Class discussion
 Group activity
 Discuss the subject course outline, D. Class Rules and Regulations
 class rules and regulations, and E. Course Outline
grading system. F. Grading System

Day 2  Define learning. II. Understanding Learning and  Interactive  Quiz  LED TV/PC  Social Issue:
Knowledge Acquisition discussion  Recitation Projector Learning will not
 Explain the different metaphors of A. Different Metaphors and  Buzz session Assignments  Laptop occur if the
learning. Theories of Learning  Processing of  Marker individual is forced
 Present specific examples based on 1. Learning As A Process group sharing to learn
observations of agreement or Memory  PowerPoint
disagreement of a metaphor of 2. Learning As A Reflection Presentation
learning. of Effective Teaching  Interactive
 Cite concrete ways to which these 3. Learning As A Change in discussion
metaphors of learning can be Behavior
addressed in the teaching-learning 4. Learning As A Guided
processes. Performance
5. Learning As Response
Acquisition

Week 2  Identify the types and qualities of B. Types and Qualities of  Short group  Internet research  Research output  Encouragement
learning. Knowledge reporting output  Printed copy of  Perceptive
 Compare episodic knowledge and 1. Knowledge  Deepening  Quiz instructional ness
semantic knowledge.  PowerPoint objectives  Social Issue:
Presentation  Board marker Teachers teaching
 Discuss the four types of semantic 1.1. Types of Semantic  Open forum in the classroom
knowledge. Knowledge  Interactive even without a
discussion lesson plan
 Explain generalizations, categories, 1.2. Organization of
concepts, facts, and their Semantic Knowledge
associations comprehensively.

 Evaluate the quality of knowledge 2. Qualities of Knowledge

gained in schools.

 Cite specific examples how the

knowledge acquisition techniques 3. Knowledge Acquisition
 can be applied among students. Techniques

 Use various types of knowledge in

solving real life problems.

Week 3  Give concrete examples how our III. Cognitive Process  Dyads  Quiz  LED TV/PC  Clarity
thoughts process and can provide A. Cognitive Processes  Group interaction  Recitation Projector  Fortitude
various examples in a wide variety and sharing of  Assignment  Board marker
of life occurrences. group output  Small group  Rubric
 Power Point presentation  Textbook  Social Issue:
 Explain what is expert system. B. Cognitive Process of Experts Presentation ratings People who were
 Explain the different key points in and Expert Systems  Interactive lecture very good at
cognitive process and expert and discussion what they do just
system. had better
memory
 Name the different cognitive D. Cognitive Strategies
strategies.

 Explain how these cognitive

strategies help the learner deal
with the environment and in
interpreting different information.

 Differentiate extraneous processing E. Strategic Demands on

from essential processing from Cognitive Processing
generative processing.

 Enumerate some strategies for G. Strategies for Developing

developing prior knowledge. Prior Knowledge

 Design activities using the different

strategies for developing prior
knowledge.

Week 4 IV. Metacognitive Process  Interactive  Oral recitation  Projector  Correct thinking
  Define metacognition operationally A. Metacognition discussion  Assignment  Meta cards  Clarity of thought
based on the explanation provided  Buzz session  Quiz Boardmarker
by Development Psychologist.  Small group activity Textbook
 Presentation of
 Identify two major elements of B. Characteristics of group outputs on
metacognition. Metacognition strategies
enhancing
 Enumerate the different forms of C. Metacognitive Knowledge metacognition
metacognitive knowledge and their  Processing of group
specific examples. sharing
D. Metacognitive Regulation
 Discuss metacognitive regulation
and the models supporting the said
process.
E. Levels of Metacognitive
 Identify the levels of metacognitive Learners
learners by characterizing each.

 Enumerate metacognitive F. Strategies in Metacognition

strategies to teach learners to
undergo metacognitive thinking
that had been proven effective.
 Identify metacognitive strategies
for a particular lesson.

Week 5 V. Theories Related to the  Rally Robin  Quiz  LED TV/PC  Correct thinking
Learners’ Development  PowerPoint  Group written Projector  Active learning
Presentation output  Board marker
A. Cognitive Learning Theories  Brainstorming -
 Explain the salient features of 1.  Interactive lecture ation
Piaget’s cognitive learning theory. 1. Piaget’s Cognitive Learning
and its implications to teaching. Theory

 Discuss the 3 basic components of 1.1. Basic Components of

Piaget’s cognitive theory. Piaget’s Cognitive
Theory
  Explain the implications of Piaget’s 1.2. Teaching Implications
cognitive learning theory in the 21st of Piaget’s Theory
century classroom learning.

 Explain the salient features of 2. Bruner’s Cognitive

Bruner’s cognitive development Development Theory
theory.

 Distinguish the three modes of 2.1. 3 Stages of Bruner’s

representation as emphasized in Cognitive Representation
Bruner’s theory.
2.2. Discovery Learning
 Discuss the concept of discovery
learning.
2.3. Educational
 Explain the implications of Piaget’s Implications
cognitive learning theory.

Pre- Midterm Examination

Week 6  Evaluate the effectiveness of the 3. Gagne’s Categories of  Interactive –  Sample of  LED TV/PC  Determination
different principles presented by Learning Theory discussion teaching Projector  Firmness
Gagne to the 21st century learner. 3.1. Principles  Round robin sequences using  Cartolina
 PowerPoint the Nine  Boardmarker
 Enumerate the nine instructional 3.2. Nine Instructional Presentation Instructional  Social Issue:
events identified by Gagne. Events  Processing of Events Some teachers
answers  Oral recitation do not follow
 Identify examples of teaching  Quiz proper
sequences based on the nine sequencing in
instructional events identified by the content of
Gagne. the instruction.

 Explain the implications of Gagne’s 3.3. Implications to

learning theory to teaching. Teaching

 Explain cognitive map and latent 4. Tolman’s Cognitive Map

 learning.

Week 7  Explain how learning occurs B. Social Learning Theory  TPS  Quiz  LED TV/Projector  Acceptance
through observation, imitation, and 1. Bandura’s Social Learning  Processing of  K-W-L chart  Textbook  Uniqueness
modeling. shared answers  Loose
 Interactive handouts
 Cite specific observable examples 1.1. Principles of Social discussion  Board marker
how the different principles of Learning Theory
social learning theory are applied.

 Describe the role of attention, 1.2. Necessary Conditions

retention, reproduction, and for Effective Modeling
motivation for learning.

 Discuss how social modeling is a 1.3. Effects of Modeling on

very powerful means of education Behavior
the young minds.

 Explain the implications of 1.4. Implications to

Bandura’s social learning theory to Teaching
teaching.

Week 8  Explain why the subsumption C. Ausubel’s Subsumption  Dyads  Designed graphic  LED TV/Projector  Attention to detail
theory is opposed to many other Learning Theories  Internet research organizers  Textbook  Accuracy
instructional theories. work  Quiz  Loose
 Compare correlative subsumption 1.Types of Subsumption  Small group activity handouts
from derivative subsumption. Theory in making graphic  Board marker
organizers
 Describe the types of advance 2.Types of Advance  Power Point
organizers. Organizers Presentation
 Interactive lecture
 Demonstrate strategies in the and discussion
classroom using the types of
organizers.
  Discuss why advance organizers are 3.Benefits of Advance
considered to be valuable tools in Organizers
learning.

Week 9 D. Cognitive Dissonance  Group presentation  Finished checklist  LED TV/PC  Willingness to
Learning Theory  Processing of  Results of survey Projector learn
 Explain cognitive dissonance theory 1. Cognitive Dissonance report  Quiz  Textbook  Willingness to
as a counterintuitive.  Small group:  Board marker share
Developing  Sample Checklist  Self-acceptance
 Enumerate the fundamental 2. 3 Fundamental checklist
assumptions of cognitive Assumptions  PowerPoint  Social Issue:
dissonance learning theory. Presentation Junk foods and
 Brainstorming other unhealthy
 Discuss the hierarchy of needs E. Hierarchy of Needs  Interactive Lecture foods (sold in
which represents different levels of school canteens)
motivation. affect growth and
intelligence
 Explain that when needs are
satisfied at one level, an individual
would be able to progress to the
next level.

 Assess how NDTC supports our 1. Classroom Situations

students’ physiological needs, where the Theory can be
safety needs, and love and Seen or Applied
belonging needs.

Midterm Examination

Week  Relate Gestalt learning theory to F. Gestalt Learning Theory  Small group  Quiz  LED TV/PC  Belongingness
10 the learning process. brainstorming Projector  Good relationship
 Presentation of  Textbook
 Describe how Gestalt learning 1. Application of Gestalt answers  Board marker
theory helps in the improvement of Theory to the Teaching-  Processing of given  Manila paper
learning. Learning Process answers
 Interactive
 Discuss how the five laws of Gestalt 2. Five Laws of Gestalt discussion
 theory account for what the Theory that Govern
teacher does in the classroom. Perception

Week G. Experiential Learning Theory  Interactive lecture-  Quiz  Textbook  Self-initiative

11  Define experiential learning in the 1. Experiential Learning discussion  Mnemonics  Board marker  Exposure to
context of process of learning.  Small group formulated  Worksheets different
formulation of  Bookpaper enriching
 Evaluate the four abilities of 2. Four Abilities of Learners mnemonics and experiences
learners in order to gain genuine in order to Gain Genuine presentation
knowledge based on personal Knowledge  Group presentation
experiences. and discussion of
given topic
 Formulate questions using the 5 3. 5 Questions Model  Processing of
question model. students’ input

Week  Explain individual differences based H. Personal Construct Theory  Interactive –  Assignment  LED TV/PC  Motivation
12 on Kelly’s personal construct discussion  Quiz Projector 
theory.  Round robin  Textbook
 PowerPoint
 Explain how the process of using 1. How Do We Use Presentation
constructs works in much the same Constructs  Processing of
way that a scientist utilizes a answers
theory.

 Enumerate the eleven corollaries 2. Eleven Corollaries of

of construct theory. Construct Theory

 Cite specific examples of

manifestations of the eleven
corollaries of construct theory.

Weeks  Describe how Pavlov elicit I. Behaviorist Perspectives  Rally Robin  Quiz  LED TV/PC  Practice makes
13 response by conditioning using a 1. Classical Conditioning  Lecture-discussion  Group written Projector perfect
 stimuli.  PowerPoint output  Board marker  Perseverance
Presentation -  Textbook
 Name some common application of 1.1. Common Examples  Brainstorming ation
classical conditioning in the of Classical  Interactive lecture
classroom and daily life of Conditioning in the
individuals. Daily Life of
Individuals

 Determine when the application of 1.2. Uses of Classical

classical conditioning in the Conditioning in the
classroom can reinforce learning or Classroom
can hinder learning.

 Enumerate some classroom 1.3. Classroom

implications of classical Implications of
conditioning. Classical
Conditioning
Pre-Final Examination

Week  Explain the factors that affect the 2. Operant Conditioning  Venn diagram  Quiz  LED TV/Projector  Practice makes
14 way we behave based on operant  Presentation and  Board marker perfect
conditioning. critiquing of  Textbook  Perseverance
 Enumerate the four sub-units of outputs  Determination
operant conditioning. 2.1. Four sub-units of  Power Point
Operant Presentation
 Compare and contrast positive Conditioning  Interactive Lecture-
reinforcement from negative discussion
reinforcement, and negative
punishment from positive
punishment.

 Discuss the purpose of rewards and 2.2. Rewards and

punishments and how these are Punishment
used in our educational
environment.

 Enumerate the practical 2.3. Major Significance

 significance of operant conditioning of Operant
in our daily life. Conditioning in Daily
Life


Week  Describe Thorndike’s learning 3. Connectionism  Group  Research output  LED TV/PC  Responding
15 theory. 3.1. S-R Framework presentations of  Quiz Projector appropriately
reflections based   Board marker  Attentiveness
 Enumerate Thorndike’s laws of 3.2. Laws of Learning on classroom   Textbook
learning. situations in pages
 Explain Thorndike’s laws of 231-233 of
learning. textbook
 Open forum
 Discuss the Secondary Laws of 3.3. Secondary Laws of  Deepening
Thorndike’s Learning Theory. Thorndike’s Learning  PowerPoint
Theory Presentation
 Interactive –
discussion

Week  Explain constructivist theory. J. The Constructivist Theory  Think-Pair-Share  Research output  LED TV/PC  Flexibility
16  Brainstorming on Traditional Projector  Thinking critically
 Name major constructivist theorists 1. Main Theorists  PowerPoint Classroom vs.  Textbook  Respecting
and their theoretical framework. Presentation Constructivist  Board marker individual ideas
 Interactive Lecture Classroom and difference
 Identify the main activity in a 2. Constructivist Teaching  Quiz
constructivist classroom.

 Explain the basic principles of a 3. Classroom Applications of

teaching methodology that is Constructivism
student-centered, emphasizing on
the ways students construct their
knowledge.

 Describe the role of the teacher in

a constructivist classroom. 4. Implications to Teaching
  Present personal experiences and
reflections that support the 5. Benefits of
different benefits of constructivism Constructivism to
to teaching and learning. Teaching and Learning

Week VI. Student Diversity  Dyads  Quiz  LED TV/PC  Respecting

17 - 18  Identify one’s own learning style, A. The Multiple Intelligent  Internet Research  Recitation Projector diversity
preferences, and multiple Learners work  Assessment  Board marker  Consideration of
intelligence/s. 1. Multiple Intelligences  Group interaction result: pp269-  Textbook other’s need
and sharing of 272
 Describe how learners learn best 2. Addressing Multiple group output
based on their individual needs, Intelligences in the  Power Point
interests, and strengths. Classroom Presentation
 Interactive lecture
 Compare the VARK model of B. The VARK Model of Student and discussion
student learning styles with Learning Style
Howard Gardner’s MI.

 Enumerate the different teaching 1. Teaching Strategies for

strategies for learners with Learners with Different
different learning styles. Learning Styles

Final Examination

X. REFERENCES

Ackerman, C. (2019). 12 examples of positive punishment & negative reinforcement . Retrieved from https://positivepsychology.com/positive-punishment/
Aquino, A. (2015) Facilitating human learning. Quezon City, Metro Manila. Rex Bookstore.
Bellanca, J. (2017). 200+ active learning strategies and projects for engaging student’ multiple intelligences. 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN.
Routledge.
Fleetham, M. (2014). Pocket pal: Multiple intelligences. 1385 Broadway, New York, NY 10018, USA. Bloomsbury Publishing PLC.
Flight Literacy (n.d.). Thorndike and the Laws of Learning. Retrieved from https://www.flightliteracy.com/thorndike-and-the-laws-of-learning/
Laforteza,L., et.al.(2019). Facilitating learner-centered teaching.#16 Concha St., Brgy. Tinajeros, Malabon City. Jimczyville Publications.
Lucas, M.R. & Corpuz, B. (2014) Facilitating learning: A metacognitive process., Quezon City. Lorimar Publishing, Inc.
McSweeney, F. & Murphy, E. (eds.).(2014). The Wiley Blackwell handbook of operant and classical conditioning. The Atrium, Southern Gate, Chichester, West
Sussex, PO19 8SQ, UK. John Wiley & Sons Ltd..
Oswalt, G. (n.d.). Common Advance Organizers and Why They Work. Retrieved from https://www.understood.org/en/school-learning/partnering-with-childs-
school/instructional-strategies/common-advance-organizers-and-why-they-work
Personal constructs. Retrieved from http://www.learning-knowledge.com/kelly.html
Personality Theories. Retrieved from https://webspace.ship.edu/cgboer/kelly.html