Module in Prof. Ed.

105- Facilitating Learner-Centered Teaching Unit 4—Learner-centered Pedagogy

Unit 4. Module 5-Learner-centered Pedagogy

MODULE OVERVIEW

Making schools inclusive is essential, but having the right teachers to help make this happen is also important.
Inclusive education is a process that involves the active participation of students, families, educators, and other community
members in the planning, implementation, and evaluation of educational programs and services that meet the needs of all
students.
In 2019, the Department of Education (DepEd) released DepEd Order No. 21, titled Policy Guidelines on the K to
12 Basic Education Program includes a policy framework on inclusive education. This framework promotes the right of every
Filipino to quality, equitable, culture-based, and complete basic education. The Philippines is moving towards inclusive
education in a big way, and it is important that every community has access to quality education for all students.
Learner-centered education, broadly encompasses methods of teaching that shift the focus of instruction from the
teacher to the student. In original usage, student-centered learning aims to develop learner autonomy and independence by
putting responsibility for the learning path in the hands of students. Student-centered instruction focuses on skills and
practices that enable lifelong learning and independent problem-solving. Student-centered learning theory and practice
are based on the constructivist learning theory that emphasizes the learner's critical role in constructing meaning from new
information and prior experience.
This paper will provide you a better understanding of the Philippines department of Education on its vision, mission
and Policy Guidelines on the Kto12 Basic Education program.

LEARNING OBJECTIVES

1. To be able to identify the different types of Delivery Modalities

2. To see the difference of Formal (traditional) and non-formal education.
3. Define the ADM and its importance in education.
4. Identify the roles and responsibilities of MISOSA implementers.
5. Understand the distinction between non-formal and informal education.
6. Define the term "Mobile Teacher."
7. To determine what is the Education in Emergencies and how it functions and affect the learners and teachers.
8. Discuss the nature of learner centered teaching modalities, structures, methods and strategies that facilitate
differentiated teaching to suit learners’ gender, needs, strengths, interests and experiences;
9. Select appropriate learner-centered teaching modalities, structures, methods and strategies based on learners’
diverse needs, learning styles and backgrounds (i.e. Linguistic, cultural, socioeconomic and religious); and
10. Draw on appropriate learner-centered teaching modalities and strategies to formulate teaching procedures
that address the special educational needs of learners in difficult circumstances.

LEARNING CONTENTS

A. Delivery Modalities
Modality is the mode or method of instruction a course is delivered.
1. Traditional Face-to-face
This refers to a learning delivery modality where the students and the teacher are both physically present in the classroom, and
there are opportunities for active engagement, immediate feedback, and socio-emotional development of learners.
2. Blended learning
This refers to a learning modality that allows for a combination of a face-to-face and online distance learning (ODL), face-to-
face and modular distance learning (MDL), face-to-face and TV/Radio-based Instruction (RBI), and face-to- face learning and
a combination with two or more types of distance learning.

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3. Technology-Based, Online/E-Learning
TBL can be self-paced and matched to the learner’s need and building pedagogy that emphasizes the merits of discovery of
learning.
Advantages:

• Accessibility of time and place

• Affordability
• Improve students’ attendance
• Suits a variety of learning styles

Disadvantages:

• Inability to focus on screen in a long time

• Technology issues
• Lack of interaction with other students
• Difficulties to understand clearly the learning
• Prone to unhealthy lifestyle

4. Distance Learning
This refers to a learning delivery modality where learning takes place between the teacher and the learners who are geographically
remote from each other during instruction.
Types of Distance Learning:

• Modular Distance Learning (MDL)

• Online Distance Learning (ODL)
• TV-Based Instruction (TVBI)
• Radio-Based Instruction (RBI)

B. STRUCTURES FOR FACILITATING LEARNER-CENTERED TEACHING

1. FORMAL (Traditional)
Traditional teaching methods, which are also known as conventional teaching methods, are still used in schools
on a wider scale. Traditional education is an instruction that takes place between a teacher and students where all are physically
present in the same classroom. Its multiple benefits students typically gain from traditional campus learning aren’t limited to
study only. Students get to have their social skills while interacting with their teachers.
In the traditional approach to teaching, most class time is spent with the professor lecturing and the students
watching and listening. The students work individually on assignments, and cooperation is discouraged. Learner-centered
teaching methods shift the focus of activity from the teacher to the learners.

These methods include:

➢ Active learning- students solve problems, answer questions, formulate questions of their own, discuss, explain,
debate, or brainstorm during class.
➢ Cooperative learning- students work in teams on problems and projects under conditions that ensure both positive
interdependence and individual accountability.
➢ Inductive teaching and learning- students are first presented with challenges. Inductive methods include inquiry-
based learning, case-based instruction, problem-based learning, project-based learning, discovery learning, and just-in-
time teaching.

ALTERNATIVE LEARNING SYSTEM (ALS)

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WHAT IS ALTERNATIVE LEARNING SYSTEM OR ALS?

It is a learning system in the Philippines that provides a practical option to the existing formal instruction. When one
does not have or cannot access formal education in schools, ALS is an alternate or substitute. ALS includes both the non-
formal and informal sources of knowledge and skills.
THE BASIS OF ALS IMPLEMENTATION IN THE PHILIPPINES:
The 1987 Philippine Constitution provides for the recognition and promotion of other forms of education other
than formal education. Article XIV, Section 2, Paragraph (1) declares that the State shall establish, maintain and support a
complete, adequate and integrated system of education relevant to the needs of the people and society; and paragraph (4)
concisely encourages non-formal, informal and indigenous learning systems as well as self-learning, independent and out-of-
school study programs particularly those that respond to community needs.
The Governance Act for Basic Education otherwise known as the Republic Act 9155 stipulates the establishment of the
Alternative Learning System (ALS) to provide out-of-school children, youth and adults population with basic education.
There are two major programs on ALS that are being implemented by the Department of Education, through the Bureau of
Alternative Learning System (BALS). One is the Basic Literacy Program and the other is the Continuing Education Program –
Accreditation and Equivalency (A&E). Both programs are modular and flexible. This means that learning can take place
anytime and anyplace, depending on the convenience and availability of the learners.
2. INFORMAL EDUCATION

Informal education refers to the process of gaining knowledge and skills outside of a formal educational setting such as
a school or college. Informal education can be found in various forms such as learning from family, peers, work, or
community activities, or through hobbies and self-exploration. Despite its lack of formal structure, informal education plays an
essential role in our personal growth and development by enabling us to learn about life skills that are not necessarily taught in
a classroom environment. The benefits include enhancing creativity, building resilience, promoting curiosity, developing social
skills, and promoting lifelong learning.
Characteristics of Informal Education:

1. Informal education takes place as a result of interaction between a child and his environment.
2. Informal education occurs spontaneously and is not planned.
3. Only desirable learning can be called informal education.
4. Informal education can be purposeful or incidental.
5. Informal education takes place through experience and hence has a long-lasting effect.
6. There is no regular or prescribed form for occurrence of informal education.
in fact, informal education is a lifetime process and goes on forever.
7. Informal education takes place in a wider social setup, it does not always take place intentionally.
8. There are no specified aims and objectives it targets to achieve but there are implicit objectives in the entire process of
informal education.

3. NON-FORMAL EDUCATION
➢ In terms of timing
- Non-formal education programs are run for a relatively shorter duration but
are repetitive in nature.
➢ In terms of curricular experiences
- Curriculum for non-formal education system is more individualized and not so

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broad it is general in nature. For example, family planning awareness programs will be more individualized as per the
social environment of a particular locality.
➢ In terms of teaching learning process
- In the non-formal education system, the teaching learning process is flexible and learn-oriented in terms of
administrative mechanism. The lectures, classes, curriculum, mode of transmission, and timing of classes are all
organized keeping in mind the convenience of organizers as well as learners.
➢ In terms of assessment of learning objectives
- Non-formal education system also makes use of formative as well as summative tools of evaluation to check the level
of learning amongst students.

THE MOBILE TEACHER

The Mobile Teacher is a flexible and innovative approach to education that utilizes mobile technology to deliver high-
quality academic content to students anytime, anywhere. As the name suggests, this method of teaching involves instructors
utilizing smartphones, tablets, and other mobile devices to create interactive learning experiences. The Mobile Teacher has
become increasingly popular in recent years due to its ability to offer personalized instruction and cater to individual learning
styles. This approach allows teachers to break down traditional barriers of time and space that can limit student engagement
and academic achievement. By leveraging the power of mobile technology, The Mobile Teacher can provide students with
access to a wide range of educational resources, from online textbooks and multimedia content to interactive tutorials and
engaging games. Overall, The Mobile Teacher represents a bold new frontier in education that has the potential to
revolutionize how we teach and learn in the 21st century.
ALTERNATIVE DELIVERY MODE(ADM)
The Department of Education which is tasked to provide quality basic education that is equitably accessible to all and
lay the foundation for use lifelong learning and service for the common good.
Aside from formal education DEPED offers alternative delivery mode of interventions to meet the needs of young people in
different communities.
IMPORTANCE OF ADM

✓ One of the importance of ADM is to improve certain performance indicators in order to achieve the 2015 targets of
education for all(EFA) and the Millennium (MDG)on achieving the Universal primary education.

Modified In-School Off-School Approach (MISOSA)

In order to address limitations in classrooms, teachers, and learning materials, DepEd schools may offer the Modified
In-School Off-School Approach (MISOSA). This delivery mode specifically caters to Grades 4, 5, and 6 classes with at least 50
learners. Learners are divided into two groups. During class hours, except on designated days for assessments, only one of the
groups will be in school, while the other will be at another location near the school or will meet online through a platform
prepared by the school, depending on the agreement set by the class. The in-school group will proceed with formal instruction
facilitated by their regular school teachers, while the out-school group will have independent learning using the materials
provided by the school, with the assistance of a para-teacher or learning facilitator. The groups will switch arrangements
periodically (e.g., a week, or a month), depending on the agreed time between the learners and the teacher. The two groups shall
meet together for assessment and for enrichment.
Acknowledging that independent learning requires functional literacy, learners are first required to take the Informal Reading
Inventory (IRI) test, as well as other school-based assessment tools, and pre-tests before the implementation of the program.
Learners that are found to be incapable of independent learning will have to stay in the in-school group, until they gain the
necessary competencies. Further, the school will conduct an orientation for parents and guardians of those who will take part in
the off-school arrangements, so that they may be informed of the goals of the program, the class schedule and venues, and the
expectations from the learners.
The MISOSA may be implemented for learners who are capable of independent learning, and learners in emergency situations
given the availability of learning facilitators, and accessible learning resources, learning centers, or platforms/software for
program implementation.

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

The e-IMPACT (Instructional Management by Parents, Community, and Teachers) learning system is a technology-
enhanced alternative learning delivery mode for basic education. It is a learning system originally developed by SEAMEO
INNOTECH some twenty years ago to address the educational problems related to access and quality of education.
Recognizing the need to respond to changes in the the education curriculum and trends in the use of technology for
instruction, the IMPACT Learning is repackaged; infused with the text2teach technology and aligned with the Revised Basic
Education Curriculum.
Principles

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The IMPACT system is characterized and based on a number of principles.

✓ The children are active participants in the learning process.

✓ The learning materials are based on the current primary school curriculum.
✓ Encourage and develop in the children the skill to learn independently and eventually become self- and lifelong
learners.
✓ Learning can take place anywhere.
✓ There is multiple entry and exit in the e-IMPACT system.
✓ The progress of learners is based on mastery and individual speed.
✓ Education is viewed as a socializing process and learning training. Group learning is, thus, the primary mode of
learning.
✓ Instructional management or delivery of instruction is the responsibility of the teachers, the parents and the
community.
✓ The teacher is the manager of the learning process.

The Learning Set-up

• There are three modes of delivery of instruction in the e-IMPACT system. These are programmed teaching, peer-
group learning, and individual study. In addition, e-IMPACT system utilizes other modes of learning for specific
purposes. In cases where two or three schools nearby are implementing the e-IMPACT system, these specialized
teachers then become itinerant teachers for the three schools.
• Skills trainings by community resource persons are undertaken when the system utilizes the specialized skills of some
community members. The instructional coordinator or the principal arranges this. Certain learning modules in
Makabayan, Science, and other learning areas may need actual demonstration of skills, which a resource person in the
community can very well provide.
• The rating system being followed in the e-IMPACT system is that of the conventional schools. Diagnostic tests are
also administered at the start of the school year to determine learners’ difficulties. As each learning module has a
posttest, this represents quizzes for the learning areas. Likewise, periodical tests and other assessments as required by
the Department are also complied with by e-IMPACT schools. The instructional supervisors also assign projects,
home works, and give ratings for recitations to comply with DepEd’s requirements. Additional points are given to
programmed teachers and group leaders, thus encouraging more participation from the learners.

C. METHODS AND STRATEGIES

1. Active Learning Activities.

Active learning is based on constructivism, a learning theory that asserts that learners construct their own understanding of a
topic by building upon their prior knowledge. Implementing active learning therefore means shifting the focus of instruction
away from knowledge transmission to learners' knowledge construction through the creation of guided tasks, interactions,
assignments, and environments that cultivate deep, meaningful learning. A closely related theory—social constructivism—holds
that active learning best takes place when the construction of knowledge occurs in collaboration with others.
According to Bonwell and Eison (1991), active learning is
"anything that involves students in doing things and thinking about the things they are doing"
(p. 2), and Felder and Brent (2009) define active learning as "anything course-related that all
students in a class session are called upon to do other than simply watching, listening, and taking notes" (p. 2).
Active learning is related to other instructional methods that closely involve students in the knowledge constructions process,
including:
1. Student-centered learning, where the diverse learning needs of students, rather than the need to push through content, are at
the center of the learning process.
2. Problem-based learning, where students are given a problem or scenario that requires students to formulate questions, analyze
evidence, connect evidence to pre-existing theories, derive conclusions, and reflect on their learning.
Cooperative Learning

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Cooperative learning is a generic term for various small group interactive instructional procedures. Students work together on
academic tasks in small groups to help themselves and their teammates learn together. In general, cooperative learning methods
share
the following five characteristics.
Student work together on common tasks or learning activities that are best handled through group work.

➢ Students work together in small groups containing two to five members.

➢ Students use cooperative, pro-social behavior to accomplish their common tasks or learning activities.
➢ Students are positively interdependent. Activities are structured so that students need each other to accomplish their
common tasks or learning activities.
➢ Students are individually accountable or responsible for their work or learning.
➢ Cooperative Learning enhances student learning by:
➢ providing a shared cognitive set of information between students,
➢ motivating students to learn the material,
➢ ensuring that students construct their own knowledge,
➢ providing formative feedback,
➢ developing social and group skills necessary for success outside the classroom,
➢ Promoting positive interaction between members of different cultural and socioeconomic groups

Inquiry-based Learning
Developed in the 160s, many teachers see Inquiry-based learning as a new pedagogy- meaning they have questions about how
to use it and if it’s worthwhile. Like problem-based learning, proponents states that letting students investigate solutions to open
questions has range of advantages. But pedagogy must be shape by research-based approaches to recap these advantages.
For many educators who aren’t, it is a learning and teaching method that prioritizes student questions, ideas, and analysis.
Inquiry-based learning is a student-centered approach to learning that emphasizes critical thinking and problem-solving. In an
inquiry-based classroom, students actively ask questions, plan investigations, conduct experiments, analyze data, and draw
conclusions. This instruction lets students control their learning and develop a deeper understanding of their studying concepts.
From a teacher point-of-view, inquiry-based learning focuses on moving student beyond general curiosity into the realms of
critical thinking and understanding.

Inductive Learning
Also known as discovery learning, is a process where the learner discovers rules by observing examples. This is different from
deductive learning, where students are given rules that they then need to apply. It is a kind of learning in which, given a set of
examples an agent tries to estimate or create an evaluation function. Learners use their own observations and experiences to
develop their own theory.
Inductive teaching methods comes in many forms including:

➢ Discovery learning
➢ Inquiry-based learning
➢ problem-based learning
➢ project-based learning
➢ case-based learning

LEARNER-CENTERED INSTRUCTIONAL STRATEGIES

Learner-centered instructional strategies promote increased responsibility amongst students in regards to their learning, support
student development through the use of a variety of activities, provide students with opportunities to solve authentic problems,
and promote critical thinking by participating in activities at both individual and group levels. Learner-centered instruction
presents activities to students that require them to take a more active role in their own learning through self-teaching,
collaboration with others, reflective practice, and problem-solving (Doyle, 2008).
Learner-centered instructional strategies are the ff:

➢ Cooperative Learning
➢ Presentations

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➢ KWL Charts
➢ Discussions
➢ Role Play
➢ Case Studies
➢ Jigsaw
➢ Experiments
➢ Simulation
➢ Laboratory
➢ Index Card
➢ Q &A Session

Cooperative learning
In the process of exploring an important question or developing a significant project, students work in groups as part of the
teaching and learning process known as collaborative learning. Collaborative learning can take many different forms, such as
students from several schools working together online to complete a group assignment. One particular type of collaborative
learning—the main topic of this workshop—is cooperative learning. Students engage in structured activities in small groups as
part of cooperative learning. They are each responsible for their own work, and the group's collective work is also evaluated.
Cooperative groups practice face-to-face collaboration and teamwork.
Presentations
Students can practice all language systems areas (vocabulary, grammar, discourse, and phonology) and abilities (speaking, reading,
writing, and listening) by giving presentations. They also boost confidence, and the majority of people will need the ability to
present in the workplace. Students who can organize and clearly express their ideas during presentations tend to be better
communicators overall.
Both within and outside of the classroom, presentation abilities are quite beneficial. A presentation is a way for students to
impart what they have learnt to others after finishing a project. By having others ask questions, they can also be pushed to think
more deeply about the subject. A self-assured presenter may effectively educate and persuade colleagues in the workplace.
Panels/Experts
A panel discussion is a fantastic approach to get students involved in important class discussions. The remaining kids serve as
the audience, and a chosen group of 4-6 students serve as the panelists. Students engage in conversations about a specific subject
from various angles. The possibility for students to participate in genuine, panel-based events in real life is one of the activities
advantages.
KWL (or KWHLAQ)
abbreviation for "What do you KNOW?What is it that you WANT to know? How did you LEARN this?Students utilize the
KWL routine as a chart and graphic organizer to direct their study
Brainstorming
In a large or small group setting, brainstorming enables students to come up with a variety of viewpoints, potential next moves,
or solutions with reference to a certain issue. A brainstorming session may start with a query, a problem, or the introduction of
a topic by the teacher. Then, students share potential solutions as well as pertinent vocabulary and ideas. Contributions are
accepted without criticism or judgment, and the teacher or a scribe will typically summarize them on the board as the ideas are
shouted out.
Learner-created media
In tertiary science education, learner-generated digital media (LGDM) emphasizes research techniques, inquiry, active learning,
teamwork, and collaboration. LGDM is still in its infancy and is underdeveloped across fields in terms of theory and research.
Discussion
A classroom discussion is an ongoing conversation between the teachers. teachers work with their students to help them enhance
their abilities or skills. enhancing students' collective and individual comprehension of a. specific idea or educational objectives
Small Group
Small group teaching is a student-centered approach where all students join in a free discussion on a particular topic and engage
in active learning. Properly designed small group learning activities create an active and safe learning environment with beneficial
opportunities for peer- peer interactions.

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Case Study
Case studies is an instructional method (not a theory) that refers to assigned scenarios based on situations in which students
observe, analyze, record, implement, conclude, summarize, or recommend. Case studies are created and used as a tool for analysis
and discussion.
Jigsaw
Jigsaw helps students learn cooperation as group members share responsibility for each other's learning by using critical thinking
and social skills to complete an assignment. Subsequently, this strategy helps to improve listening, communication, and problem-
solving skills.
Learning Centers
Learner-centered teaching methods shift the focus of activity from the teacher to the learners. These methods include Active
learning, in which students solve problems, answer questions, formulate questions of their own, discuss, explain, debate, or
brainstorm during class.
Learner Centered Instructional Strategies
Experiments
Design experiments and have students engage. Or, ask students to design the experiments. Experiments can be used either to
introduce new ideas or to clarify puzzling aspects of topics with which students typically struggle. All experiments involve
collecting observations or observing actions to try to answer a question or solve a problem. Classroom experiments do this as
part of a class to help students learn more about the material they are studying.
Example: Observational experiments, Experimental research
Role Play
A method in which specific and appropriate textual content is presented through drama or acting to facilitate learning outcomes
is called role play. Role playing allows the learner to try out the experience. It can be instructor created or learner created. Role
playing exercises encourage students to think more critically about complex and controversial subjects and to see situations from
a different perspective.
Example: Demo-teaching, Roleplay about Family Roles
Simulation
A simulation is an animated model that mimics the operation of an existing or proposed system, like the day-to-day operation
of a bank, running an assembly line, or assigning staff in a hospital or call center. Computer simulation has grown. Use technology
to simulate a real event. Practice without fear or failure.Students use interactive computer simulations or online games to visualize
phenomena, test predictions, receive prompt, targeted feedback to refine their intuitions, and conduct and analyze virtual
experiments.
Examples: Cooking simulation, School E-Library simulation
Laboratory
Laboratory learning is learning that takes place in a space where students can observe, practice, and experiment with objects,
materials, phenomena, and ideas either individually or in groups.
Setting up the class in a lab style enables students free movement and hands-on activities.
Example: Science Lab for experiments
Workshop
A workshop are usually a brief intensive educational program for a relatively small group of people, that focuses especially on
techniques and skills in a particular field. Students can create the workshop and conduct it with peers. The peers can then give
feedback.
Example: Reading and Writing workshop
Demonstration
Teaching method that shows learners how to do a task using sequential instructions, with the end goal of having learners perform
the tasks independently. Demonstrations are a fun way to get students involved. Try cooking demonstrations or science

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demonstrations. Whether you’re training on something highly scientific or the ins and outs of new software, showing is often
better than telling.
Example: Cooking Demonstration, Demonstration on Installation of Windows

Index card
There are 101 ways to use an index card. Give the students the index card and ask them to create the activity. Set guidelines
together.
Index Card Functions as:

➢ Two Truths and a Fib

➢ Random Name Picker
➢ Student Passwords
➢ Yes/NO Cards
➢ Sequence Strips
➢ Vocabulary Strips
➢ Reading Response Activity

Inquiry-based
Inquiry-based instruction is a student-centered approach where the instructor guides the students through questions posed,
methods designed, and data interpreted by the students. Through inquiry, students actively discover information to support their
investigations.
Mental Models
Mental models are any organized pattern (often a visual representation) consisting of both structure and process (a flow chart
of sorts) that helps a student comprehend content knowledge and/or solve problems relative to the principle being taught.
Advance organizers are often thought of as mental models.
Project-based Learning
Project-Based Learning is a “teaching method in which students gain knowledge and skills by working for an extended period
of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge” (PBL
Works).Problem based learning seeks to solve problems. It might be a part of a problem. Learner finds solutions, while instructor
facilitates.
The Problem Based Learning process typically involves the following steps:

➢ Problem identification: Students are presented with a complex problem or scenario that they need to solve.
➢ Research: Students conduct research to identify the relevant information and knowledge needed to solve the
problem.
➢ Solution generation: Students work collaboratively to generate possible solutions to the problem.
➢ Plan of action: Students develop a plan of action to implement the chosen solution.
➢ Implementation: Students implement the plan of action to solve the problem.
➢ Reflection: Students reflect on the problem-solving process and the outcomes of their solution

Discovery Learning
• Discovery Learning is an approach to teaching and learning that emphasizes student-centered, inquiry-based learning. In this
approach, students are encouraged to actively explore and discover new knowledge and concepts for themselves, rather than
being given information directly by a teacher. In Discovery Learning, the teacher acts as a facilitator or guide, providing students
with the resources, tools, and guidance they need to discover information on their own. This approach emphasizes the process
of learning, rather than simply acquiring knowledge, and encourages students to develop critical thinking, problem-solving, and
inquiry skills.
Q and A
• The Q&A (Question and Answer) session is a learning strategy that involves a teacher or facilitator presenting a topic or
concept and then engaging students in a discussion by asking questions and allowing students to respond with their own
questions or comments. During a Q&A session, the teacher or facilitator will present the topic or concept and then open the

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floor to questions and comments from the students. The students can ask clarifying questions, share their own experiences,
provide feedback, or challenge the teacher's ideas. This learning strategy is effective because it promotes active engagement,
encourages critical thinking, and allows for open and dynamic discussion. It can also help students to clarify their understanding
of the topic or concept and to develop their communication and social skills.

Social Media
• Social media can be an effective learning strategy that can engage students and promote collaborative learning. It provides a
platform for students to connect with each other, share resources and information, and build their professional network. By
using social media as a learning tool, students can collaborate on projects, learn from each other, and stay up-to-date with the
latest trends and developments in their field of study.
Games
• Games are an effective learning strategy that can make learning fun and engaging for students. They provide an interactive and
immersive learning experience that can help students develop critical thinking, problem-solving, and decision-making skills.
Games can be used to teach a wide range of subjects and topics, and they can be adapted to suit different learning styles and
abilities.
Competitions
• Students can engage in competitions locally or internationally. This allows the learner to engage with others around the world.
Competition can also be a learning strategy that can motivate and engage students. It can provide a sense of challenge and
excitement that can encourage students to work harder and achieve better results. By using competition as a learning tool,
students can develop a range of skills, such as time management, critical thinking, and problem-solving.
Debate
• Debate is a learning strategy that involves structured argumentation, where students research and present arguments for and
against a particular topic or proposition. Debates provide an opportunity for students to develop critical thinking,
communication skills, and teamwork. They can help students learn how to articulate and defend their own positions, while also
exploring different perspectives and ideas. Debates also promote active listening and respectful dialogue, as students need to
listen to and respond to their opponents' arguments. To use debates as a learning strategy effectively, it is important to create a
safe and respectful environment, provide guidelines for conduct, ensure balance and fairness, and provide feedback and
reflection opportunities.

D. FLEXIBLE LEARNING AND TEACHING

Flexible Learning
refers to the ability to customize one's pace, place, and mode of learning. With pace for example, students may take accelerated
programs or engage in part -time learning to ensure the have time to work on the side.
Learning can take place in a variety of settings including classroom at home via the internet, while commuting or as part of a
work study program. Mode refers to the way that content is delivered by technology, typically through blended learning, fully
online courses or technology- enhanced experience.
Flexible Teaching or Differentiate Teaching
may mean teaching the same material to all students using the variety of instructional strategies or it may require the teacher to
deliver lessons at varying levels of difficulty based on the ability of each students.
Four Ways to Differentiate Instruction
According to Tomlinson l, teachers cam differentiate instruction through four ways.
1) Content
2) Process
3) Learning Environment
4) Product

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E. Differentiated Teaching
Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process,
products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach
to instruction.
Four classroom elements based on student readiness, interest, or learning profile:
Content
Process
Products
Learning environment.
Content
what the student needs to learn or how the student will get access to the information.

Examples of differentiating content:

• Using reading materials at varying readability levels

• Presenting ideas through both auditory and visual means

Process
activities in which the student engages in order to make sense of or master the content.

Examples of differentiating process or activities:

• Provide textbooks for visual and word learners.
• Allow auditory learners to listen to audio books.

Products
culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit.
Examples of differentiating products:

• Read and write learners write a book report.

• Visual learners create a graphic organizer of the story.
• Auditory learners give an oral report.

Learning environment
the way the classroom works and feels.
Examples of differentiating learning environment:

• Allow students to read individually if preferred.

• Create quiet spaces where there are no distractions.

F. Education in Emergencies
Education in emergencies is a wider concept than 'emergency education response'. Common situations of crisis in which
education in emergencies is essential include conflicts, situations of violence, forced displacement, disasters, and public health
emergencies.
1. Foundational Standards
The standards described here are critical for an effective education response. It refers to basic literacy, numeracy, and
transferable skills, that are the building blocks for a life of learning.
This domain details standards for:
-Coordination
-Community participation: participation and resources
Coordination Standard 1: Coordination

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Coordination mechanisms for education are in place and support stakeholders working to ensure access to and continuity of
quality education.
1. Inter-agency coordination committee
An inter-agency coordination committee, which coordinates the education response, should have wide representation.
leadership may be assigned by agreement to different agencies. A representative of the relevant education authority should
always be involved in decision-making.
2. Resource mobilisation
Significant funds are required for successful and timely implementation of quality education programmes in emergencies
through to recovery. In acute emergencies, the UN Central Emergency Response Fund and other emergency response funds
may provide funding for education. Emergency financing arrangements should consider to support sustainable interventions.
3. Information management and knowledge management

Information management and knowledge management include:

• assessment of needs, capacities and coverage;

• collection, storage, analysis and sharing of information;
• monitoring and evaluation;
• lessons learned to inform future practice.

4. Joint assessments

Joint assessments to identify capacity and gaps in the education response should use and adapt the Global Education Cluster’s
Joint Education Needs Assessment Toolkit or other needs assessment tools agreed upon in advance. They should share
findings and data with the education authorities and the wider coordination group to support the coordinated response.

5. Accountability

While individual stakeholders have their own mandates, all should agree to accountability in coordination and information
sharing. National human rights institutions should facilitate and monitor their national authorities’ obligations in fulfilling the
affected population’s right to education.

6. A results-oriented approach

A results-oriented approach means that all stakeholders work to ensure that the education response is well coordinated and
produces the desired results.

Community Participation Standard 1: Participation

1. Inclusive community participation

Education authorities and other education stakeholders should engage the community in identifying:

• the education needs of all learners;

• the locally available financial, material and human resources;
• existing and changing relations between male and female children, youth and adults;
• power dynamics within the community, including relations between language groups, and any groups that may be
excluded;
• security issues, concerns and threats;
• ways of protecting education institutions, staff and learners from possible attack, including gender-based violence;
• local hazards, safe and accessible locations for schools and other learning spaces, and local approaches to disaster risk
reduction;
• ways of integrating relevant life-saving and conflict-sensitive education messages into all aspects of education
response, including messages that address the major health threats in the community.

2. Community education committee

‘Community education committee’ refers to a group which identifies and addresses the educational needs and rights of all
learners in a community.

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The community education committee should be representative of all the groups in the community and may include:

• school administrators, teachers and staff;

• parents or care-givers;
• children and youth;
• staff from civil society organizations;
• representatives from local NGOs and religious organizations;
• traditional leaders;
• health workers.

3. Roles and responsibilities

Roles and responsibilities of community education committee members should be clearly de ned and may include:

• meeting regularly to address issues of concern;

• keeping records of meetings and decisions;
• mobilising community financial and in-kind contributions;
• determining appropriate approaches sensitive to age and culture to ensure that educational programmes respect the
needs and rights of learners. Examples include flexible school calendars and age-appropriate curricula that reflect the
community context;
• communicating with the community and local and national education authorities to promote good relationships
between community members and decision-makers outside the community;
• ensuring that those responsible for ensuring access and quality of education are accountable;
• monitoring education provision to help ensure quality of teaching and learning;
• collecting and monitoring disaggregated information on who is and who is not participating in learning opportunities;
• promoting security from attack and strengthening the security of staff and students going to and from school;
• ensuring that disaster risk reduction is included in education provision;
• ensuring appropriate psychosocial support.

4. Local education action plan

Local education authorities, the community and the community education committee should prioritise and plan education
activities through a participatory planning process that will result in a community-based education action plan.

An education action plan focuses on ensuring educational continuity. It may have several objectives, including:

• developing a shared vision of what the teaching and learning environment might become, described in terms of
activities, indicators and targets, and a timeline;
• the adaptation of curricula to the particular context, including conflict sensitivity and disaster risk reduction as
appropriate;
• agreeing on procedures for the recruitment, supervision and training of staff, and teacher compensation and support;
• prioritising a human rights-based approach to reduce discrimination and create a shared understanding that education
must be available, accessible, adaptable and acceptable;
• gaining agreement and shared commitment on priorities for developing a safe and supportive learning environment,
including protecting education from attack;
• describing specific tasks and responsibilities of education authorities, which are legally responsible for protecting the
right to education, and other education stakeholders. This may include resource mobilisation, maintenance and
development of infrastructure, and coordination with external agencies and other sectors including food security,
health, hygiene, nutrition, water supply and sanitation responses.

5. Participation of children and youth in education activities

Children and youth have a right to be heard in matters that affect their lives. Children and youth should be trained to help
them protect and support their emotional and social well-being and that of their family members and peers.

6. Social audits

Social audits are community-based evaluations of an education programme. They are used to:

• determine the people, funding and materials that are available for the programme;
• identify gaps;
• monitor the effectiveness of the programme.

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7. Capacity building

Capacity building strengthens knowledge, ability, skills and behaviour to help people and organisations achieve their goals.

Community Participation Standard 2: Resources

Community resources are identified, mobilised and used to implement age-appropriate learning opportunities.

1. Community Resources

Community resources include human, intellectual, linguistic, monetary and material resources existing in the community.
Community resources do not replace the legal responsibilities of national authorities. Community resources can improve the
safety, access and quality of the teaching and learning.

2. Promoting Access and Security

Education authorities, the local community and humanitarian stakeholders should encourage community members to identify
and help vulnerable children and youth to attend school and access other learning activities regularly.

3. Building for the Long Term

Education personnel and communities should participate in trainings on roles and responsibilities for the long term.

4. Recognition of Community Contributions

All planning, programming and reporting should incorporate information on the contribution of communities.

5. Local Capacity

The development, adaptation and delivery of education for disaster risk reduction and conflict mitigation should draw upon
and strengthen positive local coping strategies and capacities.

THE TEACHING AND LEARNING DOMAIN

There are four standards that promotes effective teaching and learning, including; (1) curricula (2) training, professional development
and support (3) instruction and learning processes (4) assessment of learning outcomes.
STANDARD 1: CURRICULA
Curricula is the subject comprising a course of study in a school or college(Wikipedia). It provides formal and non-formal
education relevant to cultural, social, and linguistic that appropriate to the particular context and needs of the learners.

• Curriculum is a guide that encourage the learners to improve their knowledge and skills. It consists of learning
objectives, learning content, assessments, teaching methods and materials.
1. Learning Objectives – identify the knowledge that inspire close observation and deep critical thinking. In this
approach, the learners will be able to wonder, curios and more engage in the learnings.
2. Learning Content – refers to subject areas such as literacy, numeracy and life skills.
3. Assessment – refers to the measurement of what has been learned in the form of knowledge, attitudes and skills in
all learners.
4. Teaching Methods – refer to the approach used by a teacher in presenting the learning content to encourage the
acquisition of knowledge and skills in all learners.
5. Instructional Material – refers to the school material or visual aids used by the teacher in teaching the learners. It
could be books, maps and charts, equipment (such as laptop, tablet and etc.) and other creative learning materials.
• Curricula are appropriate to context, age, and developmental levels. Curriculum must be appropriate to learners
age and developmental level, including their sensory, mental, cognitive, psychosocial and physical development.
• Curriculum review and development. Curriculum review and development is a long, complex processes and should
be carried out by accepted and appropriate education authorities. The development must be based on the curricula of
the host country or the country of origin.
• Special curricula may be needed for certain groups, such as:

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➢ children and youth earning a livelihood;

➢ those formerly associated with armed forces and armed groups;
➢ learners older than their grade level or returning from long periods out of school;
➢ adult learners.
• Core competencies of basic education include:
➢ functional literacy and numeracy;
➢ the essential knowledge, life skills, attitudes and practice required by learners to attain a life with a dignity and to
participate actively and meaningfully as members of their community.
• Language is also very essential in term of curricula. Language of instruction can be a divisive issue in multilingual
countries and communities. Teachers must consider the language they are using when delivering the learning content
to the learners. It is to ensure that the learners understand well the topic and able to acquire the topic discussed.
• Diversity should be considered in the development and implementation of educational activities. Specific aspects of
diversity may include:
➢ gender;
➢ mental and physical disability;
➢ learning capacity;
➢ classes containing children of different ages;
➢ culture and nationality;
➢ ethnicity and religion.
STANDARD 2: TRAINING PROFESSIONAL DEVELOPMENT AND SUPPORT

• Teacher refer to a people that facilitate or giving instructions in formal and non-formal education programs.
Teachers go through many process or training to become an effective teacher.
• Development of formal training curricula and content is the responsibility of education authorities. Curricula and
content should reflect the needs and rights of learners and the particular needs of education personnel in the context
within budget and constraints.
Training content may include:

➢ Core subject knowledge;

➢ Pedagogy and teaching methodologies;
➢ Codes of conduct for teachers and other education personnel;
➢ Disaster risk reduction and conflict prevention principles;
➢ Psychosocial development and support;
➢ Human rights and principles and perspectives and humanitarian law;
• Training support and coordination including the design and implementation of formal and non-formal teacher
training activities is should always lead by the education authorities. Institutions like national education and
stakeholder plays a big role in supporting the training service of a teacher. Training plans should always include in-
service training and revitalization of teacher training institutions and university education facilities. In-service training
should be designed to fulfil national requirements for qualified teacher status. Local trainers should be identified to
develop and implement appropriate training for teachers.
National and regional institutions and agencies such as UN agency and NGOs providing in-service or pre-service for
teacher, it includes:

➢ Review of the teacher training curriculum and textbooks;

➢ Inclusion of updated and emergency-related content;
➢ Provision of practical teaching experience.
• Training recognition and accreditation by education authorities are very crucial to ensure the quality and
recognition of teacher training in the emergency through to recovery. It is process where the higher ups in the
education will test the capabilities of a teacher, so that, they can know if what appropriate training service they will
provide to ensure the teacher’s development.
• Teaching and learning materials. Teachers must be aware or trained on how to identify the needs for specific
teaching aids based on the curriculum.
• Hazard awareness, risk reduction and response preparedness. Teachers need skills and knowledge to help
learners and the community to prevent and mitigate future disasters. Teachers will always prioritize the safety of
his/her students.

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Standard 3: Instruction and learning Processes

Instruction and learning processes are learner-centered, participatory and inclusive.
It addresses the needs of all learners, including those with disabilities, by promoting inclusiveness and reducing barriers to
learning.

1. Active engagement
Learners’ active engagement is important at every developmental and age level. Teaching should be interactive and
participatory, ensuring that all learners are involved in the lesson. It makes use of developmentally appropriate teaching and
learning methods. This may involve group work, project work, peer education, role-play, telling stories or describing events,
games, videos or stories. These methods should be incorporated into teacher training, school textbooks and training
programmed. Existing curricula may need to be adapted to accommodate active learning.
Young children learn through play. Their learning should be based on active play and interaction. Guided play may build skills
and relationships with both peers and teachers. Parents and primary care-givers of very young children should be supported to
understand and apply:
The importance of being responsive and sensitive to the needs of the children;
Ways to care for younger children;
Play methods that actively engage children in the learning process and promote their development.

2. Barriers to learning
Teachers should be supported to talk with parents, community members, education authorities and other relevant stakeholders
about the importance of formal and non-formal education activities in emergency settings. They may discuss issues of rights,
diversity and inclusion and the importance of reaching out to children and young people who are not taking part in education
activities. These discussions are important to ensure that people understand and support the inclusion of all children and the
provision of appropriate resource materials and facilities. Groups such as parent- teacher associations, school management and
community education committees may be mobilized to help identify barriers to learning and to develop plans to address them
at the community level.

3. Appropriate teaching methods

Education in emergencies through to recovery should over teachers in a formal education setting an opportunity for positive
change. Teaching methods may be changed to be adaptable and acceptable to the context and should address the rights, needs,
age, disabilities and capacities of learners. However, more participatory or learner-friendly teaching methods should be
introduced with care and sensitivity. Implementation of new methodologies, particularly during the initial stages of an
emergency, may be stressful even for experienced teachers. This may also affect learners, parents and community members.
Changes should be introduced with the approval, coordination and support of education authorities. It may take time for the
school and the community to understand and accept these changes. It is important to ensure that the concerns of parents and
other community members are addressed. Teachers need to be familiar with new content and with changes expected in their
awareness and behavior.
For non-formal education interventions, learner-centered approaches may be introduced through the training and continued
support of volunteers, animators, facilitators and care-givers. Methodologies should be appropriate to the curriculum,
addressing core competencies of basic education including literacy, numeracy and life skills relevant to the emergency context.
Standard 4: Assessment of Learning Outcomes
Appropriate methods are used to evaluate and validate learning outcomes.
Effective assessment and evaluation methods and measures
Effective assessment and evaluation methods and measures should be introduced and should consider the following:
Relevance: tests and examinations are appropriate to the learning context and the age of learners;
Consistency: evaluation methods are known and applied in a similar way at all locations and by all teachers;
Opportunity: absent learners are offered another chance for assessment;
Timing: assessment occurs during and at the end of instruction;

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Frequency: this may be affected by the emergency;

Safe and appropriate setting: formal assessments are conducted in a safe place by education personnel;
Transparency: assessment results are shared and discussed with learners and, in the case of children, their parents. External
examiners are available for key stages of assessment where possible and appropriate;
Accommodation of learners with disabilities: longer time is allocated, and skills and understanding are demonstrated
through appropriate alternative means.
Assessment results
In formal education programmed, assessment is conducted so that learners’ achievements and examination results can be
recognized by the education authorities. For refugees, efforts should be made to obtain recognition by the education
authorities in the country or area of origin. For technical and vocational education and training, training service providers
should ensure compliance with national certification standards. Course completion documents may include diplomas and
graduation certificates.
Assessment code of ethics
Assessment and evaluation should be developed and implemented according to a code of ethics. This means they should be
fair, reliable and conducted in a way that does not increase fear or cause distress. Learners should not be harassed in return for
good marks or promotions within a school or programmed. To help ensure that these conditions are met, monitoring,
including spot- checking by supervisors and community members, may be helpful.
Relevance
The content of assessments and the processes used should be directly linked to the materials that have been taught.
Learning objectives and benchmarks should be identified from the curriculum. When possible, assessments should be
modified to reflect materials taught rather than a standard curriculum, thereby reflecting actual learning rather than gaps in
teaching.
Teachers and other education personnel should employ appropriate and easily used assessment tools and methods.
Guidance and training in the use of assessment tools will enhance effectiveness. Community members may assist with
assessment of learning progress and effectiveness of teaching. This may be particularly beneficial in large or multi-grade
classes, or when learners need more individual attention.

LEARNING POINTS/SUMMARY

Structures for facilitating learner-centered teaching are essential in creating a classroom that encourages student
participation and engagement. One such structure is designing lessons and activities that enable learners to direct their own
learning, allowing students to take ownership of their education and become actively involved in the learning process. In
addition, incorporating meaningful discussions, peer-to-peer collaboration, and thoughtful feedback into lesson planning
fosters an environment where students can work together to share ideas and solve problems. Another critical component is
providing individualized instruction opportunities, such as one-on-one sessions with the teacher or small group interventions,
where teachers can help struggling students gain confidence and improve skills at their own pace. Ultimately, structures
designed for facilitating learner-centered teaching require flexibility and openness from educators who recognize that each
student brings unique strengths and challenges to the classroom, it is possible setting up a system which values individual
differences while promoting common goals of intellectual growth, personal development.

•Online/E-learning, or electronic learning, is the delivery of learning and training through digital resources.
•Distance Learning is where learning takes place between teachers and learners who are geographically remote from each
other.

• Formal Education system is classroom-based, managed by trained formal schoolteachers.

• ALS Non-formal Education happens outside the classroom, community-based, usually conducted at community
learning centers, barangay multi-purpose hall, libraries or at home, managed by ALS learning facilitators, such as

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mobile teachers, district ALS Coordinators, instructional managers at an agreed schedule and venue between the
learners and facilitators.

• Mobile Teachers are “specialized” teachers who live among the people in remote barangays of the country conduct
the BLP for illiterate out-of-school youth and adults who are willing to learn basic literacy skills and Accreditation and
Equivalency (a continuing education) for those who left formal school system or have no access to schools.

• Alternative Delivery Modes (ADM) are tried and tested alternative modalities of education delivery within the
confines of the formal system that allow schools to deliver quality education to marginalized students and those at risk
of dropping out in order to help them overcome personal, social, and economic constraints in their schooling.

• The Alternative Delivery Mode-Modified In-School-Off School Approach (ADM-MISOSA) is a program of

Provincial Government of Sarangani through the Department Education which aims to address the problem on
classroom congestion and other situations and circumstances, prevent children from going to and staying in school.

• The e-IMPACT (Instructional Management by Parents, Community, and Teachers) learning system is a technology-
enhanced alternative learning delivery mode for basic education. It is a learning system originally developed by
SEAMEO INNOTECH some twenty years ago to address the educational problems related to access and quality of
education.

• The Open High School Program (OHSP) is an alternative mode of secondary education that uses distance
learning. It caters to high school students who are unable to attend regular classes due to physical, economic and
geographical limitations.

• Active Learning Activities- is based on constructivism, a learning theory that asserts that learners construct their
own understanding of a topic by building upon their prior knowledge. Implementing active learning, therefore, means
shifting the focus of instruction away from knowledge transmission to learners' knowledge construction through the
creation of guided tasks, interactions, assignments, and environments that cultivate deep, meaningful learning.

• Learner-centered instruction presents activities to students that require them to take a more active role in their own
learning through self-teaching, collaboration with others, reflective practice, and problem-solving (Doyle, 2008). These
are active learning, cooperative learning, and inductive methods which include inquiry-based learning, case-based
instruction, problem-based learning, project-based learning, discovery learning, and just-in-time teaching.

• Flexible teaching and learning refer to a pedagogical approach that provides students with more choice and control
over how, when, and where they learn. At its core, flexible teaching and learning is about breaking away from the
traditional, one-size-fits-all model of education and adopting an approach that is more personalized, adaptive, and
student-centered. It involves the use of digital technologies, such as online learning platforms, virtual classrooms,
multimedia resources, and interactive simulations, to provide students with a more engaging and interactive learning
experience.

• Foundational standards are the basic principles and guidelines that underlie a system or process. It consist of
Coordination Standard and Community Participation Standard. It plays a crucial role in ensuring consistency and
interoperability across different systems and processes, which is essential for achieving efficiency, safety, and quality.

• Foundational standards provide a common language and framework for communication and collaboration, making it
easier for organizations to work together and achieve their goals. These standards provide a framework that defines
the underlying rules and regulations for ensuring consistency, quality, safety, and performance.

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• Curricula is the subject comprising a course of study in a school that provides formal and non-formal education.

• Teacher refer to a people that facilitate or giving instructions in formal and non-formal education programs.

• Responsibility of education authorities to develop and have a formal training Curricula

LEARNING ACTIVITIES

Review Exercises

Name: _________________________________ Date: _________

Year & Section__________________________ Score: __________

I. In your thoughts explain the importance of each word and describe the differences between
them.

1. Based on the Delivery Modalities presented in this module. What kind of delivery modality/ies is/are
effective for you?

2. Formal vs Informal

3. Informal vs Non-Formal

4. What is the importance of Alternative Delivery Modes (ADM)?

II. Identification

5. A generic term for various small group interactive instructional procedures. Students work together on
academic tasks in small groups to help themselves and their teammates learn together?
Answer. Cooperate Learning Activities

6. This refers to the teaching methods that prioritize the needs, preferences, and interests of individual
learners?
Answer. Learner-Centered Instructional Strategies

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7. What are the four ways of differentiate instruction?

Answer. Content, process, product, learning environment

8. It is a student-centered approach to learning that emphasizes critical thinking and problem-solving. In

an inquiry-based classroom, students actively ask questions, plan investigations, conduct experiments,
analyze data, and draw conclusions?
Answer. Inquiry-based Learning

9. It measures the knowledge of what the students learned in the lesson.

Answer. Learning Assessment/ Assessment

III. Essay

10. Explain how Foundational Standards works.

REFERENCES
https://youtu.be/4hdSj3rtvls
https://youtu.be/sLRJqE-qU88
Works Cited; Edwards, E. (Director). (2020). Distance Learning Modalities for New Normal.
Cabigquez, W. L. (Director). (2021). Technology-based, online/e-learning.

https://inee.org/minimum-standards/domain-1
https://www.teacherph.com/deped-alternative-delivery-mode-adm-frequently-asked-questions/
https://www.youtube.com/watch?v=GLpDkobcx2s&t=620s
https://www.engr.ncsu.edu/stem-resources/legacy-site/learner-
centered/#:~:text=In%20the%20traditional%20approach%20to,the%20teacher%20to%20the%20learners
https://www.deped.gov.ph/k-to-12/inclusive-education/about-alternative-learning-system/

https://inee.org/minimum-standards/standard-3
https://inee.org/minimum-standards/standard-1
https://inee.org/minimum-standards/standard-2
https://inee.org/minimum-standards/domain-3-teaching-and-learning/standard-1-curricula
https://inee.org/minimum-standards/domain-3-teaching-and-learning/standard-2-training-professional-development-and-
support
https://inee.org/minimum-standards/domain-3
https://inee.org/minimum-standards/standard-13

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