Name: Rocel I.

Navaja

Section No. 1

ACTIVITY SHEET NO. 2

DPE 105 – Facilitating Learner-Centered Teaching
Second Trimester of 2023
Blended Learning

Directions: Study each scenario carefully and identify the teaching-learning

approach being illustrated.

A. Approaches to Teaching and Learning

1. After the students conducted a science

experiment, Teacher A asked a volunteer from
Learner-centered each group to discuss their results, and
altogether they come up with a conclusion.

2. In Teacher Z’s classroom, it can be observed that

students are comfortable with each other. She
Learner-centered sees to it that she can get her students’ attention
by giving motivation in her lessons.

3. Unlike Teacher Z, Teacher X is the primary

Teacher-centered source of information in her class. The students
are merely listening to the discussion.

4. If Teacher X is the main source of information for

her students, Teacher N makes the students
Subject-centered memorize what is written in the book. She doesn’t
allow her students to make their own ideas based
on what was read.

5. Teacher G provides multiple learning options in

the classroom, so learners of varying interests,
Learner-centered
abilities, and needs are able to take in the same
content appropriate to their needs.

B. Using the graphic organizer below, differentiate learner-centered teaching

from other teaching approaches.
Teaching-Learning
Aims Focus/Emphasis Characteristics
Approach
- aim to support the - strong focus and learner-centered
holistic development emphasis on the teaching engages
of students, learner as the central students in the hard,
addressing their figure in the messy work of
cognitive, emotional, educational process learning, learner-
social, and physical - Learner-centered centered teaching
needs approaches prioritize includes explicit skill
- aim to engage addressing the instruction, learner-
students actively in individual needs, centered teaching
the learning process. interests, and abilities encourages students
- aim to develop of each student. to reflect on what
students' ability to - Learner-centered they are learning and
take ownership of approaches how they are learning
their learning. emphasize active it, learner-centered
- aim to address the engagement and teaching motivates
diverse learning participation of students by giving
needs and interests students in the them some control
of students. learning process. over learning
- aim to cultivate - Learner-centered processes and
lifelong learning approaches empower learner-centered
skills and attitudes in students to take teaching encourages
students. ownership of their collaboration.
- aim to foster learning.
students' social and - Learner-centered
Learner-centered emotional growth. approaches
- aim to make emphasize
learning relevant and collaboration and
applicable to communication
students' lives. among students.
- aim to cultivate a - Learner-centered
joy of learning in approaches provide
students. personalized support
and feedback to
students.
- Learner-centered
approaches
emphasize the
relevance and
application of learning
to real-world contexts.
- Learner-centered
approaches promote
reflection and
metacognition.
- Learner-centered
approaches foster a
growth mindset and
resilience in students.
Teacher-centered - to transmit - focus and emphasis - the teacher holds
knowledge from the of teacher-centered the authority and acts
teacher to the approaches in as the primary source
students. education lie on the of knowledge and
role of the teacher as information.
 - aim to provide the primary source of - Teacher-centered
structured instruction knowledge and approaches prioritize
that follows a authority in the the delivery of
predetermined classroom. content to students.
curriculum or - the teacher is seen - Teacher-centered
syllabus. as the expert and approaches involve
- aim to ensure that possesses the teacher
students acquire a - prioritize the maintaining control
comprehensive teacher's control over over the learning
understanding of the the learning process. process.
subject matter. - The focus of - In teacher-centered
- aim is for the teacher-centered approaches, students
teacher to provide approaches is on often have a passive
clear instructions, teacher-directed role in the learning
explanations, and instruction. process.
demonstrations to -Teacher-centered - Teacher-centered
facilitate student approaches place a approaches often rely
understanding and significant emphasis on direct instruction,
learning. on maintaining where the teacher
- aim is for the classroom discipline delivers information
teacher to create a and managing or demonstrates
structured and student behavior. concepts to the
controlled learning - Teacher-centered students.
environment that approaches often - Teacher-centered
minimizes prioritize formal approaches typically
disruptions and assessments to use formal
maximizes measure student assessments to
instructional time. learning and evaluate student
- aim to assess achievement. learning.
student learning - classroom - In teacher-centered
through formal discussions are often approaches, students
assessments, such teacher-dominated. have limited
as tests, quizzes, - prioritize the pursuit autonomy or control
and exams. of correct answers over their learning.
- aim of holding the and factual - Teacher-centered
teacher accountable knowledge. approaches often
for the delivery of -emphasize result in classroom
instruction and the evaluating the dynamics where the
progress of student teacher's teacher dominates
learning. performance as the the interaction and
-aim to highlight the primary indicator of discussion.
teacher's expertise instructional
in the subject matter effectiveness.
being taught.
Subject-centered - students to acquire The focus and -The focus is on the
a comprehensive emphasis of subject- content / subject
understanding and centered approaches matter and hence
mastery of the in education lie transaction of the
content within each primarily on the textbooks in the class
subject. content or subject is ‘be all and end all’
- approaches aim to matter being taught. of the classroom
develop students' - prioritize the activities.
discipline-specific mastery of specific -The teacher projects
knowledge and skills content within each himself as a model
within each subject subject. for the students as he
area. - emphasis of subject-
 - aim for students to centered approaches has the mastery over
develop a deep is on developing the subject matter.
understanding of the subject-specific skills -The learning needs
subject matter. and competencies. of these students are
- focus on fostering - The focus is on supposed to be
students' disciplinary meeting the fulfilled through the
thinking and prescribed standards textbook.
problem-solving and benchmarks for -Real life situations
skills within each the subject. are rarely considered
subject area. -emphasis is on while presenting the
- aim is to ensure cultivating deep subject matters in the
comprehensive knowledge, classroom.
coverage of the understanding, and
subject-specific proficiency that are -All classroom
topics, concepts, specific to the interactions are
and skills deemed discipline or subject textbook centered.
essential within the being taught -There is stress on
discipline - focus is on quantity-oriented
- aim to develop delivering content and output rather than
students' expertise information related to quality.
within the subject the subject matter, -Textual questions
area. such as through are used for
lectures, evaluation which
- often utilize demonstrations, or lacks variety.
subject-specific direct instruction.
assessments to - emphasis is on
evaluate students' assessing students'
understanding and knowledge and
mastery of the understanding of the
content. subject matter and
their ability to apply
subject-specific skills
and concepts.
- The focus is on
deepening students'
understanding and
expertise within each
specific subject area.
- The focus is on the
teacher's ability to
deliver accurate and
comprehensive
information, provide
explanations, and
guide students in their
learning of the
subject.
Competency- - aims of - focus and emphasis Competency-
centered competency- of competency- centered approaches
centered centered approaches in education have
approaches in in education lie specific
education revolve primarily on the characteristics that
around equipping development and revolve around the
students with the mastery of specific development and
knowledge, skills, competencies or skills mastery of specific
and abilities that are deemed competencies or
necessary to essential for success skills. These
perform specific in a particular field or characteristics
tasks or solve real- domain. highlight the focus on
world problems - prioritize the practical application,
within a particular identification and performance-based
domain or development of assessment, and
profession. specific competencies individualized
- aim to develop that are relevant to a learning.
specific skills that particular field or -involve the
are essential within a profession. identification of
particular field or - acquiring and specific
domain. developing the competencies or
-aim to facilitate the necessary skills to skills that are
practical application achieve proficiency in considered essential
of knowledge and the identified within a particular
skills. competencies. field or domain.
- aim to develop - strong emphasis on - prioritize the
students' ability to the practical practical application
perform specific application of skills of knowledge and
tasks or functions and competencies in skills.
within a particular real-world contexts. - utilize performance-
domain. - utilize performance- based assessments
- aim is to ensure based assessments to evaluate students'
that students to evaluate students' demonstration of the
develop the demonstration of the identified
competencies that identified competencies.
are widely competencies. - allow for
recognized and - recognize that individualized
valued within the students may have learning paths based
field or profession. different starting on students' existing
- The aim is to points and learning knowledge and skills
address individual needs.
needs and promote - focus is on providing
personalized students with
learning experiences opportunities to apply
that focus on their understanding of
developing the concepts and
specific principles in real-
competencies world scenarios,
required. allowing for a deeper
- aim to enhance and more meaningful
students' learning experience.
employability and - emphasize the
career readiness. importance of
- aim is to develop collaboration and
students' capacity to effective
continually update communication in the
and refine their development and
competencies as application of
they navigate competencies.
evolving demands - focus is on
within their chosen promoting ongoing
field or profession. development and
refinement of
competencies to
adapt to evolving
 demands within the
targeted field or
profession.
Constructivist - has specific aims -focus and emphasis -The students are
approach that align with its of the constructivist actively involved in
underlying principles approach in education learning.
of active learning, lie on several key -The environment is
knowledge aspects that align with democratic.
construction, and its underlying -The activities are
social interaction. principles. interactive and
- aims to promote - focus is on students student-centered.
meaningful learning, actively building their -The teacher
where students understanding and facilitates a process
actively construct making meaning of learning in which
their own through their the students are
understanding and interactions with the encouraged to do the
make connections environment, social task actively as
between new interactions, and responsible
information and their reflection on their members.
existing knowledge experiences. -Opinion, ideas given
and experiences. - focus is on tailoring by the students are
- aims to engage instruction to accepted and
students actively in students' needs, honored.
the learning process. interests, and prior -Students make
- aims to facilitate knowledge. Teachers meaning from their
the construction of act as facilitators or own experience.
knowledge by guides, supporting -Process is as
learners. students' exploration, important as product
- aims to promote reflection, and -Focus is on learning,
the authentic meaning making. not teaching.
application of - focus is on providing
knowledge and skills real-world contexts
in real-world and tasks that allow
contexts. students to apply their
- aims to foster knowledge and skills
social interaction in authentic ways.
and collaboration - focus is on creating
among students. a learning community
- aims to develop where students learn
higher-order thinking from and with others,
skills, such as critical engaging in
thinking, problem- discussions, sharing
solving, analysis, perspectives, and
synthesis, and collaboratively solving
evaluation. problems.
- aims to foster self- - emphasis is on
regulated learning accommodating and
skills in students. valuing the diverse
- aims to cultivate a ways in which
love for learning and students construct
develop lifelong knowledge and
learning skills. understanding.
- focus is on helping
students develop
awareness of their
own thinking, monitor
their understanding,
and reflect on their
learning strategies
and processes.
- focus is on fostering
curiosity, critical
thinking, and
problem-solving skills.