Republic of the Philippines

Leyte Normal University

COLLEGE OF EDUCATION
Tacloban City
S.Y. 2019-2020

COURSE TITLE: PROFED 103

COURSE CODE: Facilitating Learner-centered Teaching
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.
PRE-REQUISITE: None
COURSE OUTCOMES
At the end of the course, pre-service teachers should be able to:

CO1. demonstrate understanding of the concepts and principles of learner-centered teaching

based on educational philosophies and research and their application in actual teaching and
learning. (BTI 1.1.1.)
CO2. demonstrate understanding of learning environments that promote fairness, respect and
care to encourage learning. (BTI 1.2.1.)
CO3. demonstrate knowledge of managing classroom structure that engages learners,
individually or in groups, in meaningful exploration, discovery and hands-on activities
within the available physical learning environments. (BTI 2.2.1.)
CO4. demonstrate understanding of supportive learning environment that nurture and inspire
learner participation. (BTI 2.3.1.)
CO5. demonstrate knowledge of learning environments that motivate learners to work
productively by assuming responsibility for their own learning. (BTI 2.4.1.)
CO6. demonstrate knowledge and understanding of differentiated teaching to suit the learners’
gender, needs, strengths, interests and experiences. (BTI 3.1.1.)
CO7. demonstrate understanding of the special educational needs of learners who have been
displaced due to urban resettlement, calamities and armed conflict. (BTI 3.4.1.)
CO8. demonstrate effective instruction and communication in the facilitation of the lesson
content in their field of specialization. (BTI 1.6.1.)
CO9. show skills in the selection of appropriate instructional media and learning resources to
facilitate learning. (BTI 1.3.1)
CO10. implement teaching methods and strategies that are responsive to learners’ linguistic,
cultural, socio-economic and religious backgrounds. (BTI 3.2.1.)
CO11. demonstrate knowledge of laws and policy documents that promote learner-centered
teaching. (BTI 6.3.1.)
CO12. demonstrate knowledge of positive and non-violent discipline in the management of
learner behavior. (BTI 2.6.1.)
 COURSE LEARNING OUTCOMES COURSE OUTLINE TIME TEACHING-LEARNING ASSESSMENT LEARNING
OUTCOMES FRAME EXPERIENCES TASKS & OUTPUTS RESOURCES
Orientation Week 1  Discussion Forum  Discussion Board
 Video Presentation
MODULE 1: The Learner-centered Teaching: Philosophical, Psychological, & Legal Foundations of Learner-centered Teaching
CO1, CO6 At the end of the unit, students are UNIT 1: Introduction to Learner- Week 2 Activity: Picture Analysis. The pre-  Pretest and Post-  Learning
expected to perform the following: centered Teaching service teacher will analyze and test Module
provide comments on the picture  Summative Quiz  Internet
 Synthesize the different  Definition of Learner-centered provided.  Journal Writing. Access
concepts about learner- Teaching Analysis: Inquiry-based Instruction. The pre-service
centered teaching.  Characteristics of Learner- The pre-service teacher will answer teacher will write
 Create an infographic about centered Teaching guide questions provided after the their learning
learner-centered teaching.  Dimensions of Learner-centered picture analysis. reflections in their
Teaching Abstraction: Conceptual Learning. journal.
The pre-service teacher will
conceptualize the unit content.
Application: Infographic. The pre-
service teacher will discuss the
varied roles of the teacher in learner-
centered teaching and learning using
an infographic.
CO1, At the end of the unit, students are UNIT 2: Philosophical Foundations of Week 3 Activity: Survey Questionnaire. The  Pretest and Post-  Learning
CO6, expected to perform the following: Learner-centered Teaching pre-service teacher will answer a test Module
CO5, philosophical survey questionnaire.  Summative Quiz  Internet
CO2,  Examine the different  Progressivism Analysis: Inquiry-based Instruction.  Journal Writing. Access
CO11 philosophies of learner-  Humanism The interpretation about the survey The pre-service
centered teaching.  Constructivism questionnaire will be explained to the teacher will write
 Adapt a learner-centered pre-service teacher. The PST will their learning
teaching philosophy. also answer guide questions reflections in their
provided after the activity. journal.

CO1, At the end of the unit, students are
CO6, expected to perform the following:
CO5,
CO2,  Explain the different
CO11 psychological principles in
Leaner-centered Teaching
 Interview a Teacher about
Psychological Principles of
Learner-centered Teaching
applied to the classroom.
UNIT 3: Psychological Foundations of
Learner-centered Teaching
 Cognitive and Metacognitive
Factors
 Motivational and Affective Factors
 Developmental and Social Factors
 Individual Differences
Abstraction: Conceptual Learning.
The pre-service teacher will
conceptualize the unit content.
Application: Reflective Essay. The
pre-service teacher will write a
reflective essay about their learner-
centered teaching philosophy.
Week 4-5 Activity: Case Study Analysis. The  Pretest and Post-  Learning
pre-service teacher will analyze the test Module
different case study implying the  Summative Quiz  Internet
different psychological learning  Journal Writing. Access
principles. The pre-service
Analysis: Inquiry-based Instruction. teacher will write
The pre-service teacher will answer their learning
guide questions provided after the reflections in their
activity. journal.
Abstraction: Conceptual Learning.
The pre-service teacher will
conceptualize the unit content.
Application: Interview Teachers in
the field. After exploring the different
psychological learning principles, the
pre-service teacher will interview
teachers with questions focusing on:
 Cognitive and Metacognitive
Factors of Learning
 Motivational and Affective
Factors of Learning
 Developmental and Social
Factors of Learning
  Students Individual Differences
CO1, At the end of the unit, students are UNIT 4: Legal Foundations of Learner- Week 6 Activity: News Paper Analysis. The  Pretest and Post-  Learning
CO6, expected to perform the following: centered Teaching pre-service teacher will provide a test Module
CO5, news article about the following: the  Summative Quiz  Internet
CO2,  Evaluate the legal and policy  R.A. 10533- Enhanced Basic current trend of Philippine  Journal Writing. Access
CO11 frameworks of a Learner- Education Curriculum Educational System; Outcomes- The pre-service
centered Teaching.  The K-12 Framework Based Education, Laws on Philippine teacher will write
 Interpret provisions in R.A. Education. their learning
10533 that highlights Learner- Analysis: Inquiry-based Instruction. reflections in their
centered Teaching and its The pre-service teacher will answer journal.
implications. guide questions provided after the
activity.
Abstraction: Conceptual Learning.
The pre-service teacher will
conceptualize the unit content.
Application: Annotated Document.
The pre-service teachers will identify
provisions in R.A. 10533 that
highlight learner-centeredness and
discuss their implication for teaching
MODULE 2: ORGANIZATION AND MANAGEMENT OF LEARNER-CENTERED CLASSROOM
CO1, At the end of the unit, students are UNIT 1: Managing a Learner-centered Week 7-8 Activity: Video Analysis. The pre-  Pretest and Post-  Learning
CO2, expected to perform the following: Classroom service teacher will watch videos test Module
CO3, about classroom management.  Summative Quiz  Internet
CO4,  Explain the classroom  Definition of Classroom Analysis: Inquiry-based Instruction.  Journal Writing. Access
CO5, management, its principles and Management The pre-service teacher will answer The pre-service
CO12 models.  Principles of Classroom guide questions provided after teacher will write
 Assess case studies of Management watching the videos. their learning
classroom management, its  Models of Classroom Abstraction: Conceptual Learning. reflections in their
application and models. Management The pre-service teacher will journal.
 conceptualize the unit content.
Application: Case Study Analysis.
The pre-service teacher will analyze
different case studies based on its
application and models.
CO1, At the end of the unit, students are UNIT 2: Organizing the Physical Week 9- Activity: Gallery Walk. The pre-  Pretest and Post-  Learning
CO2, expected to perform the following: Structure, Establishing Rules and 10 service teacher will walk through test Module
CO3, Routines, and Implementing and typical classroom pictures. They will  Summative Quiz  Internet
CO4,  Design a physical map of an Managing Engaging Instruction then evaluate the components of the  Journal Writing. Access
CO5, ideal classroom. classrooms. The pre-service
CO12  Develop a classroom rules and  Room Structuring Analysis: Inquiry-based Instruction. teacher will write
routines for a learner-centered  Developing Classroom Rules & The pre-service teacher will answer their learning
classroom. Routines guide questions provided after the reflections in their
 Examine the different phases  Implementing and Managing activity. journal.
of an engaging instruction. Engaging Instruction Abstraction: Conceptual Learning.
The pre-service teacher will
conceptualize the unit content.
Application: Physical Map and
Infographic. The pre-service teacher
will design and layout the physical
structure/arrangement of an ideal
classroom based on the principles of
learner-centeredness for active
engagement of learners, individually
or in groups, in exploration,
discovery, hands-on and self-
learning activities. This will be
supplemented with an infographic of
a typical classroom rules and
routines that promotes learner’s
engagement through instruction.
CO1, At the end of the unit, students are UNIT 3: Developing Relationships and Week 10- Activity: Case Analysis. The pre-  Pretest and Post-  Learning
CO2, expected to perform the following: Addressing Discipline Issues 11 service teacher will analyze different test Module
CO3, case scenario about developing  Personal  Internet
CO4,  Discuss the importance of  Student-Student Relationship relationships and addressing Classroom Access
CO5, developing relationship among  Teacher-Student Relationship discipline issues in a learner- Management Plan.
CO12 different school stakeholders.  Teacher-Parent Relationship centered classroom. The pre-service
 Evaluate responses in  Preventing Discipline Issues Analysis: Inquiry-based Instruction. teacher will design
Addressing Discipline Issues  Responding to Behavior The pre-service teacher will answer and develop their
 Develop a Personal Classroom Problems guide questions provided after the own Learner-
Management Plan  Responding to Minor activity. centered Personal
Misbehavior Abstraction: Conceptual Learning. Classroom
 Responding to Serious The pre-service teacher will Management
Misbehavior conceptualize the unit content. based on the
 Addressing Chronic Misbehavior Application: Interview a Teacher in following
the field. The pre-service teacher will components:
interview an elementary, secondary, - Organizing
and tertiary teacher on the following Physical
components: Structure
 Developing relationship with their - Establishing
students. Rules and
 Responding to discipline issues. Routines
- Managing
Engaging
Instruction
- Developing
Relationships
- Addressing
Discipline
Issues
 Journal Writing.
The pre-service

MODULE 3: LEARNER-CENTERED PEDAGOGY
CO6, At the end of the unit, students are UNIT 1: Delivery Modalities and
CO7, expected to perform the following:
CO8,
CO9,  Discuss the different Delivering
CO10 Modalities and Structures of
Facilitating Learner-centered
Teaching
 Reflect on the best practices of
the different Delivering
Modalities and Structures of
Facilitating Learner-centered
Teaching
CO6, At the end of the unit, students are
CO7, expected to perform the following:
CO8,
CO9,  Elaborate the different Learner-
CO10 centered Teaching Methods
and Strategies
Structures for Facilitating Learner-
centered Teaching
 Delivery Modalities
 Structures for Facilitating
Learner-centered Teaching
UNIT 2: Learner-centered Methods
and Strategies
 Learner-centered Teaching
Methods
 Learner-centered Teaching
teacher will write
their learning
reflections in their
journal.
Week 12 Activity: Brainstorm. The pre-service  Pretest and Post-  Learning
teacher will list down their schema test Module
about the different learning  Summative Quiz  Internet
modalities and structures for  Journal Writing. Access
facilitating learner-centered teaching The pre-service
in a table. teacher will write
Analysis: Inquiry-based Instruction. their learning
The pre-service teacher will answer reflections in their
guide questions provided after journal.
answering the activity
Abstraction: Conceptual Learning.
The pre-service teacher will
conceptualize the unit content.
Application: Reflective Research
Essay. The pre-service teacher will
undertake individual online research
and write a reflective paper on the
different learning modalities and
structures for facilitating learner-
centered teaching.
Week 13 Activity: Brainstorm. The pre-service  Pretest and Post-  Learning
teacher will analyze on different test Module
philosophical and/or educational  Summative Quiz  Internet
quotations about learner-centered  Journal Writing. Access
teaching methods and strategies and The pre-service
analyze its learner-centeredness.
  Create a portfolio on the best Strategies Analysis: Inquiry-based Instruction. teacher will write
practices of Learner-centered The pre-service teacher will answer their learning
Teaching Methods and guide questions provided after reflections in their
Strategies answering the activity journal.
Abstraction: Conceptual Learning.
The pre-service teacher will
conceptualize the unit content.
Application: Annotated Portfolio. The
pre-service teacher will be required
to compile an annotated portfolio that
showcases a range of different
learner-centered teaching methods
and strategies that are responsive to
learners’ needs and diversity. Each
strategy will be annotated. The
annotations will include a short
description, procedure (how to
implement the strategy) and an
explanation of how the strategy
illustrates responsiveness to a
particular contextual background.
Each strategy should also be
accompanied by an excerpt from a
lesson plan that illustrates how the
strategy can be incorporated in a
lesson.
MODULE 4: LEARNER-CENTERED LESSON PLAN
CO1, UNIT 1: The Learner-centered Lesson Week 14 Activity: Word Wall. The preservice  Pretest and Post-  Learning
CO8, At the end of the unit, students are Plan teacher will select three (3) words in test Module
CO9, expected to perform the following: the word wall that they deemed  Summative Quiz  Internet
CO10  Types of Learner-centered significant about lesson planning.
  Discuss the different types of
learner-centered lesson plan.
 Synthesize the instructional
learning processes.
CO1, At the end of the unit, students are
CO8, expected to perform the following:
CO9,
CO10  Apply Bloom’s Taxonomy in
writing learning outcomes.
 Design a learner-centered
learning outcome.
Lesson Plan
 Instructional Learning Processes
UNIT 2: Crafting Learner-centered
Learning Outcomes
 Goals, Aims, Objectives,
Outcomes
 Revised Bloom’s Taxonomy
 The ABCD of Learning Outcomes
Analysis: Inquiry-based Instruction.  Journal Writing. Access
The pre-service teacher will answer The pre-service
guide questions provided after teacher will write
answering the activity. their learning
Abstraction: Conceptual Learning. reflections in their
The pre-service teacher will journal.
conceptualize the unit content.
Application: Independent Learning
through Gallery Walk. The pre-
service teacher will have
walkthrough a gallery of lesson
plans. They will then evaluate the
components of the lesson plans vis-
à-vis principles and characteristics of
learner-centeredness, noting
similarities and differences.
Week 15 Activity: Text Analysis. The  Pretest and Post-  Learning
preservice teacher will read a text test Module
about learning outcomes.  Summative Quiz  Internet
Analysis: Inquiry-based Instruction.  Journal Writing. Access
The pre-service teacher will answer The pre-service
guide questions provided after teacher will write
performing the activity. their learning
Abstraction: Conceptual Learning. reflections in their
The pre-service teacher will journal.
conceptualize the unit content.
Application: Designing Learning
Outcomes Worksheets. The pre-
service teacher will select a topic
(based on their field of
specialization). Given their topic, the

CO1, At the end of the unit, students are
CO8, expected to perform the following:
CO9,
CO10  Apply the principles of selecting
learner-centered learning
resources and instructional
media.
CO1, At the end of the unit, students are
CO8, expected to perform the following:
CO9,
CO10  Apply the different concepts of
designing learner-centered
learning activities.
UNIT 3: Selecting Learner-centered
Learning Resources and Instructional
Media
 Principles in Selecting Learning
Resources and Instructional
Media
 Types of Learning Resources
 Types of Instructional Media
UNIT 4: Designing Learner-centered
Learning Activities
 Principles of Designing
Classroom Activities
 Elements of Learning Experience
pre-service teacher will craft their
own learner-centered learning
outcomes applying the revised
Bloom’s taxonomy and the ABCD of
learning outcomes in a worksheet.
Week 16 Activity: Comic Strip Analysis. The  Pretest and Post-  Learning
preservice teacher will analyze a test Module
comic strip about learning resources  Summative Quiz  Internet
and instructional media.  Journal Writing. Access
Analysis: Inquiry-based Instruction. The pre-service
The pre-service teacher will answer teacher will write
guide questions provided after their learning
performing the activity. reflections in their
Abstraction: Conceptual Learning. journal.
The pre-service teacher will
conceptualize the unit content.
Application: Selecting Learner-
centered Learning Resources and
Instructional Media
Worksheets. Considering the topic of
their choice, the pre-service teacher
will select learner-centered learning
resources and instructional media
based on its learner-centeredness
principles on a worksheet.
Week 17 Activity: K-W-L Chart The preservice  Pretest and Post-  Learning
teacher list down things that they test Module
Know, and What they want to learn  Summative Quiz  Internet
about designing learner-centered  Journal Writing. Access
learning activities. The pre-service
Analysis: Inquiry-based Instruction. teacher will write
  Design learner-centered
learning activities.
CO1, At the end of the unit, students are
CO8, expected to perform the following:
CO9,
CO10  Apply the different principles of
designing a learner-centered
assessment tools and
assignments.
 Create a learner-centered
assessment tools and
assignment.
Design
 The Learning Activities Model
UNIT 5: Developing Learner-centered
Assessment Tools and Assignments
 Purposes and Principles of
Assessment
 Roles of Assessment
 Modes of Assessment
 Preparing Assessment Items
 Nature and Purpose of
Assignments
 Types of Assignments
 Functions of Homework
 Guiding principles in the use of
homework
The pre-service teacher will answer their learning
guide questions provided after reflections in their
performing the activity. journal.
Abstraction: Conceptual Learning.
The pre-service teacher will
conceptualize the unit content.
Application: Designing Learner-
centered Learning Activities.
Considering the topic of their choice.
the pre-service teacher will design
learner-centered learning activities
based on its principles and elements
on a worksheet.
Week 18 Activity: Picture Hunt. The preservice  Pretest and Post-  Learning
teacher will search an illustration that test Module
will portray assessment,  Summative Quiz  Internet
Analysis: Inquiry-based Instruction.  Journal Writing. Access
The pre-service teacher will answer The pre-service
guide questions provided after teacher will write
performing the activity. their learning
Abstraction: Conceptual Learning. reflections in their
The pre-service teacher will journal.
conceptualize the unit content.
Application: Developing Learner-
centered Assessment Tools and
Assignments Worksheets.
Considering the topic of their choice.
the pre-service teacher will construct
a learner-centered assessment tools
and assignments based on its
guiding principles and purpose on a
 worksheet.
Revalida: Final Lesson Plan and Video Recorded Teaching Demonstration
General Guidelines

The key to successfully finish this module lies in your hands. This module was prepared for you to
learn diligently, intelligently, and independently. As a pre-service teacher, doing these will prepare and
guide you in becoming an effective teacher. Aside from meeting the content and performance standards of
this course in accomplishing the given activities, you will be able to learn other invaluable learning skills and
knowledge which you will be very proud of as a responsible learner. My goal as your facilitator of this
course is to guide and engage you in the dynamics of school culture and the significant role of a teacher as
a leader in an organization and as a bridge between the school and the community. The rest of the learning
experience is at your stake. The following guides and class rules will help you further to be on track and to
say at the end of the module, “I did great”

1. Schedule and manage your time to read and understand every part of the module. Read it over
and over if necessary, until you understand the gest.
2. Study how you can manage to do the vicarious activities of this module in consideration of your
other modules from other courses. Be very conscious with the study schedule. Post it on a
conspicuous place so that you will always be reminded. Do not ask about questions that are
already answered in the module. Remember, that this is a self-instructed module.
3. If you did not understand the readings and other tasks, re-read. Focus. If this will not work, engage
all possible resources. Relax. You may ask other family members or friends to help you. If this will
not work again, message me through text messages or Facebook messenger so that I can call you
or text you back for assistance.
4. Do not procrastinate. Remember, it is not others who will be short-changed if you will do your work
on time. It will be you.
5. Before you start doing your tasks, read and understand the assessment tools provided. DO not
settle with the low standards, target the highest standards in doing your assigned tasks. I bet you
can!
6. You are free to browse and read the different units of the module even prior in performing the tasks
in each unit. However, you need to ensure that you will not miss any part of the module and you
will not miss to accomplish every activity in every unit as scheduled.
7. Before the end of the midterms, you will be tasked to send back through correspondence the
accomplished and scheduled modules for midterms to me. Make sure you will follow it up with me
through text or any other platforms intended for our class.
8. While waiting for my feedback of your accomplished modules, continue in doing the task in the
succeeding units of the module that are scheduled for the finals.
9. If needed, do not hesitate to keep in touch with me through any available means. If ever I am
offline, leave me a message and I will get back to you immediately.
10. Make a friend, a friend in need is a friend indeed. Always make a friend in our class so that you can
always ask someone for the updates of our class if ever you missed the announcement.

Page | 14
 11. In answering at the assessment and evaluation activities, write legibly. It will help if you will not
write your answers in the module. If you are not yet sure of your answers. You must remember that
all activities in the module are academic activities, which mean that the relevant academic
conventions apply. Always think before you write.
a. Your answers should be composed of complete and grammatically correct sentences.
Do not use abbreviations and acronyms unless these are introduced in the readings,
and do not write in text-speak. Avoid writing in all caps.
b. In the self-processed discussions, write appropriate and well-thought arguments and
judgments. Avoid merely approving or disapproving with what is expressed in the
material. You need to support your inputs in the discussions from reliable information
or from empirical observation. Do not write uninformed opinions. It will be good if you
cite some authors to strengthen your arguments.
c. Do not write lengthy answers. Stick to the point. Be clear what your main point is and
express it as concisely as possible. Do not let your discussion stray. Make use of the
spaces in the module as your guide.
d. Quote your sources correctly, if there are in answering all the activities.
e. There will be a confidentiality agreement that you need to accept its terms and
conditions in order to avoid any form of academic dishonesty.
12. Lastly, you are the learner: hence, you do the module on your own. Your family members and
friends at home will support you but the activities must be done by you. Let us be reminded of the
core values of the university, that we must demonstrate integrity, excellence, and services.

CONTACT INFORMATION
Instructor’s Name Tyrone O. Gil Jr.
Office Designation Instructor
Office Hours
Office Telephone
Phone Number 09392476515
E-mail Address tyrone.gil@lnu.edu.ph

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 Leyte Normal University
Tacloban City
Professional Education Unit

PROFED 103 FACILITATING LEARNER-CENTERED TEACHING

NON-DISCLOSURE AGREEMENT
All concerned students are specifically advised not to participate in any activity that could
be construed as cheating. In pursuant to the LNU Student Handbook, cheating is the act of;
deliberately looking at a neighbor’s examination papers; copying from or allowing another to
copy from one’s examination papers; talking with one another during exams without permission;
unauthorized possession of notes or any material relative to the examination; and passing one’s
own work, any assigned report, term paper, case analysis, reaction paper and the like which are
copied from others. Cheating is a “Serious Offense” that is punishable by suspension in varying
degree. Plagiarism is also an offense punishable under the Intellectual Property Code. Any
forms of academic dishonesty would be subject to a report to the instructor immediately for
consideration of such act.

Disclosure or dissemination of the assessment and evaluation tools to any person is considered
a breach in confidentiality and in the security of the assessment items. All content of the test
must remain confidential. Disclosure of the test items will also severely undermine the value of
the test and adversely affect the validity of test results.

Failure to comply with the above advisement, will result for the student to receive a fail mark for
the subject. The student will no longer be acknowledged to be part of the class of the teacher.

I understand the above information, and:

1. I agree to not reference any source material during the conduct of online tests; nor
will I seek assistance from another person while answering the test.
2. I agree not to disclose or disseminate any information (may it be in a form of taking
picture, recording a video, copying the text) about test items before, during, and after
the test. I understand making copies (paper, written, and/or electronic) of the test
items and/or notes of any content and/or a derivative of the items is strictly
prohibited.
3. I understand any suspected activity of this nature will be reported to the concerned
instructor and may be considered a breach of confidentiality and unprofessional
and/or fraudulent behavior.

___________________________________ ________________________
Signature over printed name Date

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 MODULE I
The Learner-centered Teaching: Philosophical, Psychological, and Legal Foundations of Learner-centered
Teaching
UNIT I: Introduction to Learner-centered Teaching

UNIT LEARNING OUTCOMES:

At the end of the unit, students are expected to perform the following:
 Synthesize the different concepts about learner-centered teaching
 Create an infographic about learner-centered teaching.

PRE-TEST
Read and understand the following questions below. Choose the best answer.
1. What refers to the traditional mode of teaching, wherein the teacher is the sole source of
knowledge?
A. Teacher-centered teaching
B. Learner-centered teaching
C. Subject-centered teaching
D. Curriculum-centered teaching
2. What refers to the mode of teaching, where the teacher considers the learner’s differences as a
way of promoting motivation, learning, and achievement for the learners?
A. Curriculum-centered teaching
B. Learner-centered teaching
C. Subject-centered teaching
D. Teacher-centered teaching
3. Teacher Lyn uses the lecture method in teaching her social studies class. She often do the talking
in front and only acknowledges the students query after the lecture. What mode of teaching does
Teacher Lyn follow?
A. Subject-centered teaching
B. Curriculum-centered teaching
C. Learner-centered teaching
D. Teacher-centered teaching
4. Teacher Gervine always consults his students first for class activities before implementing it to the
class. He always makes sure that the students will have the freedom to learn at their own pace.
What characteristic of learner-centered teaching does Teacher Gervine show?
A. Learner-centered teaching engages students in the hard, messy work of learning.
B. Leaner-centered teaching includes explicit skill instruction.
C. Learner-centered teaching motivates students by giving them some control over learning
processes.
D. Learner-centered teaching encourages collaboration.
5. What type of dimensions of learning refers to the shift of learning responsibility from the teacher’s
to the learners?
A. Balance of power
B. The function of content
C. The role of the teacher
D. Responsibility for learning

Page | 17
 ACTIVITY

Direction: Analyze the picture below and answer the following questions in the ANALYSIS part.

A.

B.
ANALYSIS

After observing the pictures above, answer the following questions in your activity notebook:
1. What are your observations on pictures A and B?
2. What are the similarities and differences between pictures A and B?
3. Which among these pictures is teacher-centered? Which is student-centered? Why?
4. Which of these pictures manifest in today's classroom? Why?

ABSTRACTION

Throughout the history of education, the word “teaching” had evolved its definition, methodology,
and purpose. The traditional approach to teaching deals in the context of the teacher where the learners
are trained to become passive receivers of knowledge and skills. The trend in this contemporary time in the
science and art of teaching focuses on the learner’s context, where they become active and engaging
learners is in presenting their knowledge and skills.

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 Nevertheless, before we start exploring and defining learner-centered teaching, let us discuss first
learner-centered. The most renowned and accepted definition is according to McCombs and Whisler
(1997), they defined learner-centered as the perspective that combines a focus on individual learners—
their heredity, experiences, perspectives, backgrounds, talents, interests, capacities, and needs—with a
focus on the best available knowledge about learning and how it occurs and about teaching practices that
promote the highest levels of motivation, learning, and achievement for all learners. This dual focus then
informs the drives of educational decision making. The definition explicates the importance of the learner as
the key element in the success of the teaching-learning process. It requires the teacher to adopt teaching
methodologies that acknowledges the learner's heredity (biological component), experiences (social
component), perspectives (beliefs), backgrounds (social upbringing), interest (motivation), capacities
(developmentally appropriate), and needs (survival skills and knowledge). It demands the school to
establish educational policies that center on inclusive practices, a positive school climate, and a safe and
secure learning environment. What do you think of the current educational set up? Is it reflective of a
learner-centered instruction?
As opposed to traditional teaching involving lectures punctuated by an objective test, the learning
process from learner-centered teaching is the facilitation of student construction of knowledge based on
their direct experiences. Learner-centered teaching means subjecting every teaching activity (method,
assignment, or assessment) to the test of a single question: “Given the context of my students, course, and
classroom, will this teaching action optimize my students’ opportunity to learn?” (Doyle 2008). Learner-
centered teaching involves optimizing learning opportunities for learners. A great teacher knows how to
maximize opportunities for students to learn. There are aspects of learner-centered practices for achieving
optimizations; (1) Engage students in authentic learning, which requires the teacher to provide experiential
and firsthand experiences as a learning activity for the learners to learn; (2) Involving students in their
choice and control about learning, sharing the responsibility for learning with them makes them held
accountable for their learning; (3) Instill life-long learning skills for the students, teachers must be trained to
teach survival skills and learning—how-to-learn skills and strategies needed to deal with the complex and
challenging problems of the society where they will become productive individuals in the near future; (4)
Promoting the relevance of learner-centered teaching, before starting your lesson, provide first the rationale
behind acquiring new skills and knowledge that will enable the learners to decide whether it is worthwhile
for them to engage in learning. Prioritize knowledge and skills that are important to know instead of good to
know topics.
According to Weimer (2012), there are five characteristics of learner-centered teaching:

1. Learner-centered teaching engages students in the hard, messy work of learning. In this approach,
the teacher lets students perform learning tasks that are developmentally appropriate, objective-
oriented, relevant to the topic, and maximizes learning opportunities.
2. Leaner-centered teaching includes explicit skill instruction. Teachers as an expert in their field of
discipline must teach the learners how to solve problems, evaluate arguments, think critically, apply
information, and integrate knowledge, in order for learners to think like an expert and have the
mastery of the lesson content.
3. Learner-centered teaching encourages students to reflect on what they are learning and how they
are learning it. Learners should be conscious of what and how they are learning. Teachers guide
their learners to become active, responsible, and reflective learners, especially in selecting
appropriate learning strategies and study skills best fit for the situation.
4. Learner-centered teaching motivates students by giving them some control over learning
processes. Contrary to the traditional teacher-centered approach where classroom decision
making is the teacher’s sole responsibility, in a learner-centered classroom, decision-making is
inclusive involving teachers, students, and parents. Learners are consulted in the crafting of
classroom rules and routines and planning, designing, implementing, and evaluating the learning
experience.
5. Learner-centered teaching encourages collaboration. A learner-centered classroom is seen as a
community of learners. It recognizes the importance of social regard for learning and cooperation

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 as an attribute for everyone to learn something new. Nowadays, teachers are not just the sole
source of information; instead, everyone has something to share with others based on their
experiences, making learning in a collective sense. Teachers need to work to develop structures
that promote shared commitments to learning.
Our biggest challenge that we face as a pre-service teacher is to adopt and implement a learner-
centered approach to teaching successfully is to buy into the change, to switch their learning paradigm.
Although the movement towards the full realization of learner-centered teaching in the national curriculum
is extensive, there are still some backlash and resistance against it. Both learners and teachers have their
rationale against this movement. The following are a list that represents learner’s resistance towards a
learner-centered approach to teaching, according to Weimer (2012):
1. Learner-centered approaches require more work. A learner-centered teacher will demand time,
effort, and resources from the students in performing learning tasks. To the learners, this might feel
exhaustive and challenging, but as long as the learning tasks have direct relevance and raise
learner’s interest, it would drastically lessen the burden.
2. Learner-centered approaches are threatening. For some learner’s developed the ways of teacher-
centered classroom practices, introducing a learner-centered approach is quite daunting for them
because it is a brand new experience, and the fear of failure in this unfamiliar environment can
cause anxiety. It requires time and a great deal for our learners to develop a new set of learning
habits, especially those who were patterned in the teacher-centered instruction.
3. Learner-centered approaches involve losses. The decision-making and responsibility for learning is
both a shared power of the learners and teachers. There can be a sense of loss when the learners
realize a sudden shift of learning accountability from the teacher to them.
4. Some students are not ready for specific learner-centered approaches. Some learners are not
ready yet for a learner-driven learning experience. Some learners need assistance and guidance
from their teachers and parents to be intellectually, emotionally, physically, and socially ready in a
classroom where they are the main character.
Some teachers and administrators had felt anxious towards the adaptation of a learner-centered
teaching approach:
1. The coverage of the lesson content. Shifting from a teacher-centered approach to a learner-
centered approach requires the teacher to redefine the lesson content. In a teacher-centered
approach, the teacher can cover all the content that fits into the course, while in a learner-centered
approach, the teacher identifies the essential content and use it to acquire new skills and
knowledge. Due to limited time, teachers must decide if they will focus on covering the entire
lesson content and disregard time for learning tasks or select the most important topics and
provide relevant learning tasks.
2. Only advance and mature students will benefit from a learner-centered approach. It is a
misconception for teachers to have such a contrary assumption about the capacity of our students.
In fact, in learner-centered teaching, all students, despite their class, gender, beliefs, race, religion,
social upbringing, language, and educational starting point, benefits from this approach, since they
are the priority and their needs are taken to consideration in facilitating learning.
3. The threat when shifting the responsibility for learning to the learners. For some teachers, it is a
formidable act of transferring and sharing powers to the learners in the act of teaching. Especially
for experienced teachers, it is hard for them to let go of complete control of the classroom and
share power with the learners.

Dimensions of Learner-centered Teaching

1. Balance of Power

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 The learner's motivation, confidence, and enthusiasm for learning are adversely affected when
teachers control the process through and by which they learn. In a learner-centered classroom, there is
shared, collective decision-making between the learners and their teacher. Before you start your school
year with your learners, allow them to express their expectations, talents, interests, and goals in attending
your class. This will give them the feeling of being necessary for the class. Weimer (2013) suggests that
Learners should be involved in activities and assignment decisions, class policy decisions, class content
decisions, and evaluation activities. The benefits of power-sharing had been proven effective. Learners are
engaged, involved, motivated, and more connected with the class, which results in more learning. Through
this, teachers become active, interested, and connected with their students, making the student-against-
teacher rigid wall to breakdown. It also levels up the classroom environment by having a sense of
ownership and comfort where anxiety, guilt, and fear has no place. However, how much power is enough?
How much freedom can our learners handle? When do teachers compromise their professional
responsibilities? The teacher can only answer these questions.

2. The Function of Content

Commonly, teachers have a strong content orientation that, until now, is being part of their principles in
selecting lesson content. Teachers need to abolish the more-is-better assumption in covering a lesson. A
teacher must select subject matter that is essential and practical for the students in a society that undertake
an influx of changes. Teachers must be able to understand that in a learner-centered environment, content
and learning are thought of as mutually reinforcing, instead of having a dichotomous relationship. The
content-learning relationship features that content must be used to develop a knowledge base, it should be
used to develop learning skills, and it must be used to create learner awareness. The race to cover content
has equally negative consequences for the students. It eventually reinforces learning strategies that focus
on rote memorization, simple recall, and forgetting. Having a strong allegiance to content prevents teachers
from using methods and activities that strengthen learning outcomes and develop learning skills. Teachers
must be guided with the following questions in selecting the content of the subject matter, How much
content is enough? How do we change attitudes about the role of content? What about students at different
skill levels? How do I adapt generic learning activities to fit the content I teach?

3. The Role of the Teacher

In learner-centered teaching, the role of the teacher shifts from being a sage on the stage (the sole
source of information) to being a guide on the side (facilitator of learning). Teachers are positioned
alongside the learner to keep the attention, interest, focus, and spotlight aimed at and on the learning
process. According to Weimer (2013), teachers must perform less by instructing the learning tasks to the
learners; teachers must avoid explaining concepts to the learners instead let the learners discover, explore,
and experience; teachers must rigorously plan and design their instruction that centers on the learner’s
success; they must act as a model for their learners in terms of mastery of the content knowledge and skills
by demonstrating approaches in accomplishing the learning tasks; teachers must use a collaborative
approach for learning to value the importance of social learning; teachers must develop a positive
classroom climate for learning, and teachers must provide an avenue for feedbacking to students outputs
and performances. Intervention is also important, especially during class presentations, but teachers should
be reminded of when and how to intervene to avoid humiliation in front of the class.

4. The responsibility for Learning

In learner-centered teaching, the responsibility for learning is bestowed upon the learners. In getting
the learners to accept the responsibility for learning, the classroom climates must be conducive for learning
and build autonomy and responsibility for the students. A classroom climate is conducive for learning where

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students perceive the classroom as a setting where they belong. When the students are in an environment
that they prefer, they achieve more. We also need a classroom climate that encourages learner’s
autonomy, responsibility, and confidence. To become responsible in learning also means becoming a self-
regulated learner. Self-regulated learners handle a learning task with diligence, creativity, confidence, and
resourcefulness. They are aware of their limitations; proactively seek answers, and flexible when
encountered with obstacles.
Teachers must convince the learners that the act of learning is their sole responsibility and only theirs
and their teachers are them to guide them. They must also know when their responsibility ends are where
the students begin. Although we cannot force them to accept the responsibility, we can help them develop
their confidence and interest when we plan and implement classroom policies and practices that enable
them to understand their responsibility and that empower them to accept it.
5. The Purpose and processes of Evaluation
In today’s milieu, our policies and practices, coupled with a broader societal interest, place a
disproportionate emphasis on evaluation for grading. The culture of cheating, beliefs about ability, and
grade grubbing are results of being grade oriented—these results to a severe consequence that
compromises are learning outcomes. Also, our policies and practices exclude students from our evaluation
process. This leads to the denial of student’s opportunities to learn essential self and peer assessment
strategies.
Evaluation refers to Teachers providing value-judgment from the work of the learners. The term inclines
fear and frustration from our learners for their scores in the evaluation determines their grades. Daunting
assumptions had also lurked the term. However, the purpose of evaluation in learner-centered teaching,
evaluation activities should be used in a way that enhances learner's already inherent potentials to promote
learning, and evaluation processes should be opened to students in ways that give them opportunities to
develop self- and peer assessment skills.

APPLICATION

Direction: Using a software (Canva or Photoshop), you are tasked to craft an infographic that
discusses the roles of the teacher in learner-centered teaching. You will be guided with the rubric below for
the content of your infographic.
Guide: The width of an ideal infographic must not be more than 600 pixels, and the length should not
exceed 1800 pixels. Almost all vertical Infographics are between 600-1100 pixels wide;
shorter infographic height goes up to about 2000 pixels. Submit your infographic in a JPEG or PDF format.
To avoid technical problems, please follow the directions exclusively.

Criteria Percentage
Creativity 40%
Content 40%
Mechanics 20%
Total 100%

REFLECTION

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 In 100-150 words, write your reflection about the topic in your journal notebook.

POST TEST

Read and understand the following questions below. Choose the best answer.
1. What refers to the traditional mode of teaching, wherein the teacher is the sole source of
knowledge?
A. Teacher-centered teaching
B. Learner-centered teaching
C. Subject-centered teaching
D. Curriculum-centered teaching
2. What refers to the mode of teaching, where the teacher considers the learner’s differences as a
way of promoting motivation, learning, and achievement for the learners?
A. Curriculum-centered teaching
B. Learner-centered teaching
C. Subject-centered teaching
D. Teacher-centered teaching
3. Teacher Lyn uses the lecture method in teaching her social studies class. She often do the talking
in front and only acknowledges the students query after the lecture. What mode of teaching does
Teacher Lyn follow?
A. Subject-centered teaching
B. Curriculum-centered teaching
C. Learner-centered teaching
D. Teacher-centered teaching
4. Teacher Gervine always consults his students first for class activities before implementing it to the
class. He always makes sure that the students will have the freedom to learn at their own pace.
What characteristic of learner-centered teaching does Teacher Gervine show?
A. Learner-centered teaching engages students in the hard, messy work of learning.
B. Leaner-centered teaching includes explicit skill instruction.
C. Learner-centered teaching motivates students by giving them some control over learning
processes.
D. Learner-centered teaching encourages collaboration.
5. What type of dimensions of learning refers to the shift of learning responsibility from the teachers to
the learners?
A. Balance of power
B. The function of content
C. The role of the teacher
D. Responsibility for learning

REFERENCES:
Doyle, Terry (2008). Helping Students Learn in a Learner-centered Environment: A Guide to Facilitating
Learning in Higher Education. Stylus Publishing. Sterling, Virginia
McComba, B. & Miller, L. (2007). Learner-centered Classroom Practices and Assessments: Maximizing
Student Motivation, Learning, and Achievement. Corwin Press. Thousand Oaks. CA
Weimer.M. (2008). Learner-centered Teaching: Five Key Changes to Practice (2 nd Edition). John Wiley &
Sons Inc. San Francisco. CA

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