CENTRO ESCOLAR UNIVERSITY

Manila * Makati * Malolos

SYLLABUS ON FACILITATING LEARNER-CENTERED TEACHING

Course No. PCED103 Course Descriptive Title : Facilitating Learner-Centered Teaching

No. of Units: 3 Units No of Hours : 54 Hours
Pre-requisites: PCED101
Course Description:
This course deals with both the classic and contemporary theories and research on the cognitive, metacognitive, socio-cultural and individual difference factors
that impact on teaching-learning process. It covers. It emphasizes the metacognitive skills that preservice teachers need to acquire to become expert learners. It
focuses on application of learner-centered principles in the various aspects of the teaching-learning process. A reflective component is infused in each of the
topics to direct the students to think about how their learnings from the theories and researches can be used to effectively facilitate the learning processes among
learners.
Curriculum Mapping:
CILO Course Intended Learning Outcomes:
1 demonstrate a deep understanding of the basic approaches to studying learning and knowledge in complex domains (CEEGA C2)
2 demonstrate a deep understanding of research and theories related to the factors affecting learning (CEEGA 2)
3 observe and reflect on how the various learning theories and principles apply to the learners in the Philippine context. (CEEGA 2, and 5)
4 relate the various theories and research findings to different Learner-centered teaching approaches, methods and techniques, (CEEGA 1, 2, and 5)
5 Apply learner-centered principles in the teaching-learning process. (CEEGA 2, and 4)
6 demonstrate appreciation and respect of the uniqueness of the individual learners and individual learning process, and the unique dynamics that occur in
the learning process within a group of learners. (CEEGA 2, 3, and 5)
CEU VISION – MISSION STATEMENT CENTRO ESCOLAR EXPECTED EDUCATION PROGRAM OBJECTIVES
GRADUATE ATTRIBUTES (CEEGA)
UNIVERSITY PHILOSPHY LIFELONG LEARNER The education graduates are expected to
Ciencia y Virtud( Science and Virtue) •Learns and works independently as well as collaboratively. become:
•Translates knowledge generated from research and other
UNIVERSITY VISION sources to improve quality of life. E – Excellent teachers with high regard for
To be the University of First choice •Creates new ideas to better understand society Science and Virtue (PPST Domain 1)
•Evaluates own thinking, behavior and spirituality for self-growth D – Dynamic designers of appropriate
learning environments (PPST Domain 2)
UNIVERSITYMISSION REFLECTIVE AND CREATIVE THINKER U – Understanding educator of diverse
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To promote a brighter future for our
students, for the Philippines and for the
world.
CEU CORE VALUES
V - Valuing others, caring for them and
empowering them
A - Accountability, integrity and trust
worthiness
L - Lifelong learning as individuals and as
an organization
U - Unity, teamwork and loyalty
E - Excellence in all endeavors
S - Social responsibility as citizens of the
Filipino nation andof the world
•Thinks critically and creatively. learners (PPST Domain 3)
•Open-minded. C – Creative and critical implementers of
•Solves problems systematically. relevant and responsive curriculum
•Loves art and shows artistic sensibility. (PPST Domain 4)
CARING AND TRUSTWORTHY CITIZEN A – Adept in various types of assessment
•Values people and acts in unity with others. (PPST Domain)
•Commits to social justice and principles of sustainability and R – Responsible partners of different
respect for diversity. stakeholders in the community
•Practices good stewardship and accountability. (PPST Domain 6)
•Manifests social responsibility by helping improve conditions of E – Enthusiastic and engaged lifelong-
those who have less in life or circumstance. Learners (PPST Domain 7)
PROFICIENT COMMUNICATOR
•Articulates ideas clearly for varied purposes and audiences of
diverse culture.
•Listens attentively, engages in meaningful exchange and shares
knowledge, values, attitudes and intentions.
•Utilizes effectively appropriate media and information
technologies.
COMPETENT AND PRODUCTIVE PROFESSIONAL
•Initiates, innovates better ways of doing things and
accountability.
•Promotes quality and productivity.

Curriculum Mapping: ALIGNMENT OF PROGRAM OUTCOMES AND COURSE INTENDED LEARNING OUTCOMES
CILO CILO CILO CILO CILO CILO
PROGRAM OUTCOMES
1 2 3 4 5 6
Apply the rootedness of education in philosophical , socio, cultural , historical, psychological and
1 /
political contexts (PPST 1)
2 Demonstrate mastery of subject matter/ discipline ( PPST 1) / / / / / /
Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate
3 / /
to specific learners and their environments (PPST 3)
Develop innovative curricula, instructional plans, teaching approaches and resources for diverse
4 / /
learners (PPST 4)
5 Apply skills in the development and utilization of ICT to promote quality , relevant and sustainable / /
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 educational practices (PPST 4)
Demonstrate a variety of thinking skills in planning, monitoring assessing and reporting learning
6 / / / / /
processes and outcomes (PPST 5)
Practice professional and ethical teaching standards sensitive to local, national and global
7 /
realities (PPST 7)
Pursue lifelong learning for personal and professional growth through varied experiential and
8 /
field based opportunities (PPST 7)

Intended Learning Outcomes Content Teaching Learning Activities Time Assessment

Allotment
 Explain the process of metacognition Part 1 Introduction  Students will answer a study habits 3 Quizzes,
 Apply the metacognitive strategies in one’s 1.1 Metacognition questionnaire to practice metacognition
learning process
 Apply strategies to become at expert learner  Students will prepare a metacognitive Rubric for
game plan on how to apply metacognition metacognition
to improve their own learning processes plan

 Students will conduct a metacognitive Rubric for

observation observation
activity
 Students will write a five-minute reflection. Rubric for
reflection
 Advocate the use of the 14 principles in the 1.2 Review of Learner -  Students will prepare an advocacy 3 Quizzes,
teaching learning process Centered Psychological infographic about how the 14 principles are Rubric for the
 Apply the 14 principles in creating a Principles applied in the classroom infographic
learning environment that promotes fairness,  Students will write a five-minute reflection. Rubric for
and is a safe and conducive reflection

Part 2
Focus on the Learner

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 Draw implications of developmental theories I.1 Review of theories relevant  Students will prepare graphic organizers 6 Quizzes,
on the teaching learning process to the Learners’ development highlighting the main concepts and Rubric for
I.1.1 Piaget principles of the theories graphic
I.1.2 Erikson organizer
I.1.3 Vygotsky  Students will write a five-minute reflection
I.1.4 Kohlberg Rubric for
I.1.5 Bronfenbrenner reflection
papers
 Apply knowledge of learning styles, multiple I.2 Student Diversity  Students will present their insights about 3 Quizzes,
intelligences and learners’ needs to plan I.2.1 Individual Differences individual differences through creative Rubric for
differentiated learning I.2.2 Learning Styles and work: a song, poem, jingle, slide creative work
 Use people first language in special Multiple Intelligences presentation
education I.2.3 Learners with  Students will answer a learning style
exceptionalities inventory to know about their own learning
styles
 Students will prepare a set oflearner- Rubric for
centered learning plans with learner-
corresponding multiple intelligences centered
activities learning plan
 Students will make a compilation of
teaching strategies based on the different
thinking/learning styles and multiple
intelligences
 Students will write and speak statements
using people-first language Rubric for
 Students will write a five-minute reflection. reflection

Part 3
Focus on Learning

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 Apply behaviorist principles in giving 3.1 Behaviorist Perspective  Students will observe adult-child 3 Quizzes,
feedback and reinforcement interactions and record stimulus-response Rubric for
Cite examples of how the laws if learning are 3.1.1 Pavlov consequence patterns learner-
used in learning situations 3.1.2 Skinner  Students will make a simplelearner- centered
3.1.3 Watson centered lesson plan and identify at which learning plan
3.1.4 Neobehaviorism- points the primary laws can be applied with Rubric for
Tolman and Bandura the learners observation
activity
 Students will make a poster of personal
messages or reminders to teachers for Rubric for
each of the key concepts of Purposive poster
behaviorism and social learning theory Rubric for
reflection
 Describe the different Gestalt principles 3.2 Cognitive Perspective  Student will make a learner-centered 1.5 Quizzes,
 List ways of applying gestalt psychology in 3.2.1 Gestalt Psychology learning plan with annotations identifying Rubric for
the teaching-learning process gestalt principles applied by the teacher in learner-
different learning activities. centered
learning plan
 Students will write a five-minute reflection.
Rubric for
reflection
 Describe the processes involved in acquiring, 3.2.2 Information  Student will write an essay about teaching 1.5 Quizzes,
storing and retrieving knowledge Processing Theory implications for each of the steps in Rubric for
 Cite the educational implication of the information processing essay
information processing theory  Students will write a five-minute reflection. Rubric for
reflection
 Describe the development of the child’s 3.2.3 Bruner’s  Students will recall and make a list of topics 3 Quizzes,
ability to represent knowledge Constructivist that they studied in elementary, then again
 Explain how the spiral curriculum works Theory in high school and in college. They will
 Demonstrate appreciation of discovery compare and contrast how these topics
learning as a teaching strategy were discussed in the different levels
 Students will prepare a learner-centered
learning plan on a topic with annotations Rubric for
describing how these topics can be learner-
presented involving the enactive, iconic centered
and symbolic representations learning plan

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 Explain Ausubel’ssubsumption theory
 Determine the uses of graphic organizers
 Use advance organizers for a topic
presentation
 Students will choose a topic prepare a
learning plan using discovery learning.
 Students will write a five-minute reflection. Rubric for
reflection
3.2.4 Ausubel’s Meaningful  Students will collect samples of different 3 Quizzes,
Learning kinds of graphic organizers Rubric for
 Students will read a chapter about a topic Graphic
related to their specialization and will organizers
prepare an advance organizer about it.

 Students will write a five-minute reflection. Rubric for

reflection
 Explain Gagne’ conditions of learning 3.2.5 Gagne’s Events of  Students will choose a topic of their interest 3 Quizzes,
 Make a teaching sequence using Gagne’s Learning and make a learner-centered learning Rubric for
instructional events plan sequence using Gagne’s instructional learner-
 Articulate the benefits of using Gagne’s events centered
principles in teaching learning plan
Rubric for
reflection
paper
 Explain the role of constructivism in 3.3. Cognitive Processes  Students will choose a topic and prepare a 3 Quizzes,
facilitating learning 3.3.1. Constructivism: learner-centered learning plan applying Rubric for
 Describe strategies that promote knowledge Knowledge the constructivist principles to teach the learner-
construction Construction topic centered
 Describe strategies that promote concept learning plan
learning  Students will identify the characteristics of Rubric for
a constructivist teacher and express these creative work
in creative work: writing a poem, drawing
or a photo/clip art essay
Rubric for
 Students will write a five-minute reflection. reflection

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 Determine effective ways to foster effective 3.3.2. Transfer of learning  Students will choose a topic and prepare a 3 Quizzes,
transfer of learning learner-centered learning plan with Rubric for
Positive transfer annotations describing strategies that will learner-
Negative transfer lead to effective transfer of learning centered
Near transfer learning plan
Far transfer
 Students will write a five-minute reflection. Rubric for
reflection
 Formulate SMART objectives based on 3.3.3 Bloom’s Taxonomy and  Students working in dyads will choose a 3 Quizzes,
Bloom’s taxonomy Facilitating Learning topic to work on. Student A will write lesson Rubric for
 Apply questioning techniques based on objectives, while student B will write learning
Bloom’s taxonomy questions leading to the objectives given by objectives and
A. questions

 Students will write a five-minute reflection. Rubric for

reflection
 Explain the four criteria of creativity 3.3.4 Problem Solving and  Students will download problem solving 3 Quizzes,
 Practice creative thinking Creativity activities and work on them. They will then Rubric for
 Apply problem solving skills analyze aspects or criteria of creative analysis paper
problem solving were necessary to solve
the problems
Rubric for
 Students will prepare a learner-centered learner-
learning plan applying creative thinking and centered
problem solving skills learning plan

 Students will write a five-minute reflection. Rubric for

creative work
Rubric for
reflection

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Part 4
Focus on Classroom Processes
 Describe the social and factors that affect 4.1 Motivation  Students will answer a questionnaire to 3 Quizzes,
student motivation have insight into their own motivational
 Cite examples of extrinsic and intrinsic levels. Rubric for
motivation  Students will collect motivational quotations analysis paper
and analyze the possible motivational
theory related to the quotation
 Students will interview fellow students on Rubric on
statements related to their motivation and written report
analyze which motivational theory is
illustrated by each statement. Students will
submit a written report on this.
 Students will write a five-minute reflection. Rubric for
reflection
 Identify the purposes of assessment 4.2 Assessment of Learning  Students will undergo the process of doing 3 Quizzes,
 Explain the researched-based principles of self-assessment through a pre and post-
assessment for learning test activity.
 Demonstrate appreciation of assessment as  Students will have a round robin discussion
a process to both evaluate and facilitate on the principles of assessment for learning
learning  Students will write a five-minute reflection. Rubric for
reflection
 Synthesize the main principles and concepts Synthesis of topics discussed  Students will write a synthesis to highlight 3 Rubric for
learned in facilitating learning the main principles and concepts learned in synthesis
the course, using the 14 learner-centered
principles as framework.
 Students will write a five-minute reflection. Rubric for
reflection
paper
Course Requirements:  Prepare a metacognitive game plan
 Reflection papers
 Metacognitive observation
 Prepare graphic organizers
 Present their insights about individual differences through a song, poem, jingle, slide presentation
 Prepare a set of learning activities with corresponding multiple intelligences activities
 Compilation of teaching strategies based on the different thinking/learning styles and multiple intelligences
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  Observation
 Prepare a simple lesson plan
 Collection of different kinds of graphic organizers
 Prepare a lesson sequence using Gagne’s instructional events
 Collection of motivational quotations and analyze the possible motivational theory related to the quotation
Grading Scheme: 2/3 Class Participation and 1/3 Periodic Exam
References:

Printed:
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Beaty, Janice J. (2014) Preschool appropriate practices: environment, curriculum, and development. 4th ed. Belmont, CA: Wadsworth Cengage.
Bodrova, Elena and Deborah, Leong (2007) Tools of the Mind: The Vygotskian Approach to Early Childhood Education. USA: Pearson Education, Inc.
Bohlin, Lisa. (2012) EdPsych: modules. 2nd ed. Boston: McGraw-Hill.
Crowther, Ingrid (2007) Creating Effective Learning Environments 2nd Edition. Thomson Nelson.
Ee, Jessie. (2009) Empowering Metacognition through Social-Emotional Learning. Cengage Learning. Singapore.
Ghaye, Tony (2011) Teaching and Learning through Reflective Practice 2nd Edition. Routledge.
Kostelnik, Marjorie (1993) Developmentally Appropriate Programs in Early Childhood Education. New York: MacMillan.
Lawson, Karen. (2016) The trainer's handbook. Fourth edition.
Lucas, Ma. Rita and Corpuz, Brenda (2011) Facilitating Learning: Metacognitive Process. Published: Lorimar Publishing, Inc.
Lucas, Maria Rita D. (2014) Facilitating learning: A Metacognitive process. 4th edition.
Mayer, Richard E. (2011) Applying the science of learning. Boston: Pearson Education.
McDevitt, Teresa M. (2013) Child development and education. 5th ed. Boston: Pearson.
McIntosh, Paul. (2010) Action research and reflective practice: creative and visual methods to facilitate reflection and learning. London: Routledge.
Mertens, Donna M. (2015) Research and evaluation in education and psychology: integrating diversity with quantitative, qualitative, and mixed methods. Fourth
edition.
Motivational dynamics in language learning. 2015
Mujis, Daniel and Reynolds, David (2011) Effective Teaching 3rd Edition. Sage Publications.

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Ormrod, Jeanne Ellis. (2011) Educational psychology: Developing Learners. 7th ed. Boston: Pearson.
Oon-Seng, T., Yen-Leng, S., Kek-Joo, L., Bee-Leng C., Tuckman, W. Monetti, D. (2017). Educational Psychology. Australia: Cengage Learning
Santrock, John W. (2011) Educational psychology. 5th ed. New York: McGraw-Hill.
Schunk, Dale H. (2012) Learning Theories: An Educational Perspective. 6th Ed. Boston: Pearson Education.
Snowman, Jack. (2016) Psychology applied to teaching. 14th ed. Australia: Cengage Learning.
Vega, Violeta A. (c2012) Facilitating learning. Revised ed. Mandaluyong City: Books Atbp.
Woolfolk, Anita. (2013) Educational Psychology. 12th ed. Boston: Pearson.

Electronic:
www.naeyc.org
www.acei.org

Prepared by: Date: Approved by: Date:

(Sgd.) Maria Rita D. Lucas, LPT, Ph.D. July 15, 2019 (Sgd.) Maria Rita D. Lucas, LPT, Ph.D. July 15, 2019
Faculty Dean, SELAMS

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