Prof Ed 3 Unit 1 Learner Centered Teaching Its Foundations and Characteristics

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PROF ED 3 UNIT 1 - Learner-centered Teaching: Its

Foundations and Characteristics
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UNIT I: Learner-centered Teaching: Its Foundations and

Characteristics
Overview
Students become responsible on their own learning by giving them the chance to explore and be
engaged in their own learning process. They should be equipped with the appropriate skills to deal with the
different challenges that they may encounter inside and outside the classroom. In this light, learner-centered
teaching serves as an approach allowing students to become responsible for their own learning by giving them
opportunities to explore and be engaged in their own learning process. In this unit, you will be introduced to
the different characteristics of learner-centered education and the underlying principles why this should be
applied in the classroom.
Intended Learning Outcomes
At the end of the lesson, I am able to:
1. differentiate learner-centered teaching from other teaching approaches (e.g. teacher

centered approach) as applied in various teaching areas;
2. discuss the need to shift from teacher-centered teaching to learner-centered

teaching based on philosophical foundations, teaching principles and current
research; and
3. discuss the varied roles of the teacher in learner-centered teaching and learning
Setting Up
Why do you think are the reasons why the following metaphors are used to describe an ideal teacher?
1. Gardener
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2. Mountaineer’s Guide
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3. Coach
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Lesson Proper
What is Learner-Centered Teaching

Learner centered teaching is an approach that places the learner at the centre of the learning. This
means that the learner or student is responsible for learning while the teacher is responsible for facilitating the
learning.
In a learner-centered teaching environment, learners...

 Actively participate in their own learning
 Make decisions about what and how they will learn
 Become capable of constructing new knowledge and skills by building on past
experiences
In a learner-centered teaching environment, teachers...
 Recognize that all learners are unique and utilize different teaching styles
 Provide structure and direction
 Facilitate learner's decision-making process

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How is Learner – Centered Different from Teacher Centered Approach?
Teacher-Centered Learner-Centered
Focus is on instructor Focus is on both students and instructor
Focus is on language forms and structures (what the Focus is on language use in typical situations (how
instructor knows about the language) students will use the language)
Instructor models; students interact with instructor
Instructor talks; students listen
and one another
Students work in pairs, in groups, or alone
Students work alone
depending on the purpose of the activity
Students talk without constant instructor
Instructor monitors and corrects every student
monitoring; instructor provides feedback/correction
utterance
when questions arise
Instructor answers students’ questions about Students answer each other’s questions, using
language instructor as an information resource
Instructor chooses topics Students have some choice of topics
Consequences are fixed for all students Consequences reflect individual differences
Rewards are mostly extrinsic Rewards are mostly intrinsic
Students evaluate their own learning; instructor also
Instructor evaluates student learning
evaluates
Classroom is quiet Classroom is often noisy and busy
Source: The National Capitol Language Resource Center (a project of the George Washington University)
Philosophical Perspectives in Understanding Education
Philosophy and education are closely inter-related and inter-dependent. Philosophy points out the ways
and education follow it. Without philosophy education would be a blind effort and without education,
philosophy would be crippled. In the word of Ross, “philosophy and education are two side of same coin; the
former is the contemplative side while the latter is the active side. Education is the process and philosophy is
the product. All educational problems are questions of philosophy. In other word we can say that the
application of philosophical principle in the field of education to solve various educational issues is regarded as
educational philosophy. In fact, educational philosophy is that philosophy which provide answer to the
educational issues of why to educate (aim), whom to educate (child), who to educate (teacher), where to
educate (school), what to educate (curriculum), how to educate (methods), when to educate (motivation) and
so on. Further, “a sound philosophy of education is based on an adequate philosophy of life”. Philosophy and
education are reconstructive; they give to and take from each other in ebb and flow of thought and action;
they are means to one another, and ends.
From Teacher-Centered to Learner-Centered Teaching Philosophies in Education
The following are the different philosophical perspectives for you to understand why learner-centered
teaching is an approach that is far more better than teacher-centered.
Teacher-Centered Philosophies
Perennialism
Perennialism is a teacher-centered educational philosophy that focuses on everlasting ideas and
universal truths learned from art, history, and literature.. They believe the ideas are as relevant and meaningful
today as when they were written. They recommend that students learn from reading and analyzing the works
by history's finest thinkers and writers
Role of Teacher – perennailism is a teacher- centered philosophy, in which the teacher is less
concerned with student interest and more concerned with transferring knowledge from older
generations to younger generations. The teacher will focus on the importance of reading and will often
use the underlying reading lessons to make a moral point. Teachers use history, religion, literature, and
the laws of science to reinforce universal ideas that have the potential to solve any problem in any era.

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Essentialism
Essentialism tries to instill all students with the most essential or basic academic knowledge and skills
and character development. Essentialists believe that teachers should try to embed traditional moral values
and virtues such as respect for authority, perseverance, fidelity to duty, consideration for others, and
practicality and intellectual knowledge that students need to become model citizens. The foundation of
essentialist curriculum is based on traditional disciplines such as math, natural science, history, foreign
language, and literature. In the essentialist system, students are required to master a set body of information
and basic techniques for their grade level before they are promoted to the next higher grade. The content
gradually moves towards more complex skills and detailed knowledge
Learner-Centered Philosophies
Progressivism
Progressivists believe that education should focus on the whole child, rather than on the content or
the teacher. This educational philosophy stresses that students should test ideas by active experimentation.
Learning is rooted in the questions of learners that arise through experiencing the world. It is active, not
passive. The learner is a problem solver and thinker who makes meaning through his or her individual
experience in the physical and cultural context. Effective teachers provide experiences so that students can
learn by doing. Curriculum content is derived from student interests and questions. The scientific method is
used by progressivist educators so that students can study matter and events systematically and first hand. The
emphasis is on process-how one comes to know. The Progressive education philosophy was established in
America from the mid 1920s through the mid 1950s. John Dewey was its foremost proponent. One of his
tenets was that the school should improve the way of life of our citizens through experiencing freedom and
democracy in schools. Shared decision making, planning of teachers with students, student-selected topics are
all aspects. Books are tools, rather than authority.
Humanism
The humanistic learning theory was developed by Abraham Maslow, Carl Rogers, and James F. T.
Bugental in the early 1900's. This perspective states that students should be able to choose what they want to
learn. Humanistic teachers believe that students will be motivated to learn a subject if it's something they
need and want to know. This also reiterates that the goal of education should be to foster students' desire to
learn and that teachers are there to teach them how to learn. Students should be self-motivated in their
studies and desire to learn on their own. Humanistic educators believe that both feelings and knowledge are
important to the learning process. Unlike traditional educators, humanistic teachers do not separate the
cognitive and affective domains.
Constructivism
Constructivism states that human beings produce or construct meaning, understanding and knowledge
of the world from their own experiences. The benefits of this approach make learning more engaging rather
than merely transferring of information [6]. Moreover, this perspective explains how students construct
meaning by linking existing knowledge with new information. Unlike in the past, it is believed that it is solely
the teacher who has the body of knowledge. Nowadays, active interaction between the learner and the
teacher as well as with their peers is highly encouraged. There is a good exchange of information allowing the
students to discover, explore and experience skills and strategies in learning. Thus, learner-centered teaching
allows the students to be engaged in their own learning process by developing their learning and skills and
strategies as part of life-ling learning. John Dewey (1933/1998) is often cited as the philosophical founder of
this approach. Bruner (1990) and Piaget (1972) are considered the chief theorists among the
cognitive constructivists, while Vygotsky (1978) is the major theorist among the social constructivists.
Dimensions of Learner-Centered Teaching

Definition of Instructor-
An Essential Learner-Centered
Dimension this Centered
Component Approach
Dimension Approach
The Function Content Level to which Instructor allows Instructor encourages
of Content includes students students to students to transform
building a engage memorize content. and reflect on most the
knowledge content. content to make their

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base, how
the instructor
and the own meaning out of it.
students use
the content.
Instructor:
 Does not
have
specific
learning
Instructors use goals
An essential
teaching and and/or Instructor intentionally
role of the
learning  Uses uses various teaching
The Role of instructor is
methods and learning methods
the Instructor to assist teaching
appropriate for that are appropriate for
students to and
student student learning goals.
learn. learning
learning goals.
methods
that conflict
with
learning
goals
Instructor assumes
all responsibility
for students Instructor provides
Students
learning (provides increasing
should
Responsibility content to opportunities for
assume
The for learning memorize, does students to assume
greater
Responsibility should rest not require responsibility for their
responsibility
for Learning with the students to create own learning, leading
for their own
students. their own meaning to achievement of
learning over
of content, tells stated learning
time.
students exactly objectives.
what will be on
examinations).
Instructor
 Uses only
summative
There are assessment Consistently
additional Formative (to make throughout the
purposes and assessment learning process,
The Purposes decisions to
processes of (giving instructor integrate
and Processes assign  Formative
assessment feedback to
of Assessment grades)
beyond foster assessment
assigning improvement.  Provides  Constructive
grades. students feedback
with no
constructiv
e feedback
The Balance of The balance Flexibility of Instructor Instructor is flexible on
Power of power course policies, mandates all most
shifts so that assessment policies and  Course policies
the instructor methods, deadlines.  Assessment
shares some learning or methods
decisions methods, and Instructor does not
 Learning
about the deadlines. adhere to policies.
methods
course with

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 Deadlines
and
Instructor always
the students.
adheres to what
instructor has agreed
to with the students.
Assessing Learning

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Activity 1
Name _______________________________ Score: ________________

Course/Year/Section: _________________ Instructor: __________
DIRECTION : : Answer the following questions. You will be scored using these criteria: [1] relevance to the
topic; [2] organization; and [3] depth, five being the highest score.
1. Why might the study of philosophy be particularly important to educators?
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2. In the past, teacher-centered approach was used and it was really effective, what do you think are
the reasons for this?
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3. Are teacher-centered approaches such as lecturing still useful and effective today among students?
Yes/No? Explain your answer.
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4. Which branch or branches of philosophy would you want to emphasize in your classroom? Why?
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Activity 2
Name _______________________________________________ Score: ________________

Course/Year/Section: ___________________________ Instructor: __________
Direction: Choose the letter of the correct answer.
1-4 In a recollection, the teachers were asked to share their thoughts about the best teaching practices.
What follow are some of their answers
A. Teachers must give students opportunities to be creative for the students to freely express themselves
B. Teachers should give greater emphasis on the development of basic skills like reading, writing, and
arithmetic
C. Teachers should not focus on how much product but more on the process of doing it.
D. Teachers in choosing lessons should include those that have survived the test of time and combine the
symbols of literature, history, and mathematics
______ 1. Which practice applies progressivism?

______ 2. Whichpractice applies perennialism?
______ 3. Which practice applies essentialism?
______ 4. Which practice applies humanism?
______ 5. Teacher R ensures to put a certain amount of his monthly earnings in the bank. At the end of the
school year, he used all his savings in visiting places rich of cultural heritages rather than of buying
expensive clothes, jewellery, and latest gadgets. This shows that Teacher R is an advocate of what kind of
philosophy?
a. humanism b. perennialism c. essentialism d. constructivism
_______6. Increase of time allotment in English, Math and Science in the Elementary level under the New
Elementary School Curriculum (NESC) as provided in DECS Order No. 1, s. 1993 contributes in the
culturation of basic literacy by providing the needed essential skills. The related philosophy is
a. humanism b. perennialism c. essentialism d. constructivism

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Activity 2 – cont.
______ 7. Teacher W is known in giving great importance on humanistic education. Which of the following
will depict this trait?
a) Developing students into thinking individuals

b) Making students civilized, distinctly educated and refined
c) Giving the students the freedom to choose and decide for themselves
d) Teaching the students the different works of civilization
________ 8. Increase of time allotment in English, Math and Science in the Elementary level under the New
Elementary School Curriculum (NESC) as provided in DECS Order No. 1, s. 1993 contributes in the
culturation of basic literacy by providing the needed essential skills. The related philosophy is
a. Perennialism b. essentialism c. constructivim d. humanism
Answer this:
Which educational philosophy is most compatible with your beliefs? Why?
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Activity 3
Name _______________________________________________ Score: ________________

DIRECTION : 21st century has prompted educators to shift from the use of teacher-centered pedagogy to
learner-centered teaching. Your task is to research about 21 st century education and how relevant
learner-centered approach in this matter. Title is already given for you. Your work will be scored
according to relevance, depthness, and organization.
Learner-Centered Teaching An Approach for 21st Century Learners
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Activity 4
Name _______________________________________________ Score: ________________

DIRECTION : Think of 5 metaphors that would best describe learner-centered teachers and discuss
each of them.

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Activity 5
Name _______________________________ Score: ________________

Course/Year/Section: _________________ Instructor: __________
DIRECTION : : Complete the matrix below.
Philosophy Aims of Education Roles of Teachers Roles of Learners

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UNIT II: Learner-Centered Psychological

Principles
Overview
Teaching is a dynamic task, and the teacher must wear a variety of hats and play several roles to
increase students’ comprehension and understanding of the lessons. A teacher takes on many instructional
responsibilities and how he/she can facilitate learning and understanding of content across subject areas is a
challenging and demanding role he/she has to master.
In the performance of these roles, he/she has to be guided by theories and principles, one of which is
the learner-centered psychological principles. These principles are divided into (1) cognitive and metacognitive,
(2) motivational and affective, (3) development and social, and (4) individual differences factors influencing
learners and the learning process.
Intended Learning Outcomes
At the end of the lesson, I am able to:
1. discuss the psychological principles of learner-centeredness as a basis for differentiated teaching to suit
learner’s gender, needs, strengths, interests and experiences;
2. identify factors that promote learner-centeredness and motivate learners to work productively and be
accountable for their own learning;
3. reflect on how developmental and social factors can influence learning environments to promote
fairness, respect and care; and
4. relate RA 10533 and the K-to12 framework to the principles of learner-centeredness
Setting Up
Examine the clip art below.
1. What two words do you see?

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2. What relationship does the clip art show about these two words?

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3. What message do you get from this clip art? Relate it to your own role as a future teacher.
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Lesson Proper
You, the learner is the core of the teaching-learning process. The world of instruction revolves around
you. The teacher’s primary concern is to make learning experience effective, productive, and meaningful. This
demands that a teacher should have an understanding of the different theories and principles of teaching.
Theories in learning provide a vital framework for understanding the teaching and learning process.
This lesson is focused on the fourteen (14) Learner-Centered Psychological Principles (LCPP) that were
put together by the American Psychological Association. The LCPP provide a framework for developing and
incorporating the components of new designs for schooling. These principles emphasize the active and
reflective nature of learning and learners. The 14 principles are categorized into those referring to cognitive
and metacognitive, motivational and affective, developmental and social, and individual difference factors
influencing learners and learning. The historical document below is derived from a 1990 APA presidential task
force (revised in 1997).
A. Cognitive and Metacognitive Factors
Principle 1. Nature of the learning process.
The learning of complex subject matter is most effective when it is an intentional process of
constructing meaning from information and experience.
There are different types of learning processes, for example, habit formation in motor learning; and
learning that involves the generation of knowledge, or cognitive skills and learning strategies. Learning in
schools emphasizes the use of intentional processes that students can use to construct meaning from
information, experiences, and their own thoughts and beliefs. Successful learners are active, goal-directed,
self-regulating, and assume personal responsibility for contributing to their own learning.
Nature of the Learning Process According to Major Psychological Perspectives
1. Developmental psychology focuses on how children acquire new skills and knowledge as
they develop.
2. Cognitive psychology is the theoretical perspective that focuses on learning based on
how people perceive, remember, think, speak and problem-solve.
3. Behaviorism is the theoretical perspective in which learning and behavior are described
and explained in terms of stimulus-response relationships. The key assumption of
behaviorism is that environment influences behavior.
4. Constructivism is ‘an approach to learning that holds that people actively construct or
make their own knowledge and that reality is determined by the experiences of the
learner
Principle 2. Goals of the learning process.

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The successful learner, over time and with support and instructional guidance, can create
meaningful, coherent representations of knowledge.
The strategic nature of learning requires students to be goal directed. To construct useful
representations of knowledge and to acquire the thinking and learning strategies necessary for continued
learning success across the life span, students must generate and pursue personally relevant goals. Initially,
students' short-term goals and learning may be sketchy in an area, but over time their understanding can be
refined by filling gaps, resolving inconsistencies, and deepening their understanding of the subject matter so
that they can reach longer-term goals. Educators can assist learners in creating meaningful learning goals that
are consistent with both personal and educational aspirations and interests.
Principle 3. Construction of knowledge.
The successful learner can link new information with existing knowledge in meaningful ways.
Knowledge widens and deepens as students continue to build links between new information and
experiences and their existing knowledge base. The nature of these links can take a variety of forms, such as
adding to, modifying, or reorganizing existing knowledge or skills. How these links are made or develop may
vary in different subject areas, and among students with varying talents, interests, and abilities. However,
unless new knowledge becomes integrated with the learner's prior knowledge and understanding, this new
knowledge remains isolated, cannot be used most effectively in new tasks, and does not transfer readily to
new situations. Educators can assist learners in acquiring and integrating knowledge by a number of strategies
that have been shown to be effective with learners of varying abilities, such as concept mapping and thematic
organization or categorizing.
Helping Learners to Construct Knowledge Through Scaffolding
Instructional scaffolding, also known as "Vygotsky scaffolding" or just "scaffolding," is a a

kind of assistance or helped offered by a teacher or peer to support learning. It is an
instructional technique whereby the teacher models the desired learning strategy or task, then
gradually shifts the responsibility to the students. Scaffolding strategies may include: visuals
and realia; moedeling/gesturing; graphic organizers; read aloud; collaborative work and others.
Crucial to successful scaffolding is an understanding of the student’s prior knowledge and

abilities. The teacher must ascertain what the student already knows so that it can be “hooked”,
or connected to the new knowledge and made relevant to the learner’s life, thus increasing the
motivation to learn.
Principle 4. Strategic thinking.
The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve
complex learning goals.
Successful learners use strategic thinking in their approach to learning, reasoning, problem solving, and
concept learning. They understand and can use a variety of strategies to help them reach learning and
performance goals, and to apply their knowledge in novel situations. They also continue to expand their
repertoire of strategies by reflecting on the methods they use to see which work well for them, by receiving
guided instruction and feedback, and by observing or interacting with appropriate models. Learning outcomes
can be enhanced if educators assist learners in developing, applying, and assessing their strategic learning
skills.
Principle 5. Thinking about thinking.
Higher order strategies for selecting and monitoring mental operations facilitate creative and critical
thinking.

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Successful learners can reflect on how they think and learn, set reasonable learning or performance
goals, select potentially appropriate learning strategies or methods, and monitor their progress toward these
goals. In addition, successful learners know what to do if a problem occurs or if they are not making sufficient
or timely progress toward a goal. They can generate alternative methods to reach their goal (or reassess the
appropriateness and utility of the goal). Instructional methods that focus on helping learners develop these
higher order (metacognitive) strategies can enhance student learning and personal responsibility for learning.
How to Help Learners Develop Metacognitive Strategies
1. Ask Questions. Ask questions that allow learners to reflect on their own learning processes and
strategies. In collaborative learning, ask them to reflect on the role they play when problem solving
in teams.
2. Foster Self-reflection. Emphasize the importance of personal reflection during and after learning
experiences. Encourage learners to critically analyze their own assumptions and how this may have
influenced their learning.
3. Encourage Self-questioning. Foster independent learning by asking learners to generate their own
questions and answer them to enhance comprehension. The questions can be related to meeting
their personal goals
4. Teach Strategies Directly. Teach appropriate metacognitive strategies as a part of a training course.
5. Promote Autonomous Learning. When learners have some domain knowledge, encourage
participation in challenging learning experiences. They will then be forced to construct their own
metacognitive strategies.
6. Provide Access to Mentors. Many people learn best by interacting with peers who are slightly more
advanced. Promote experiences where novices can observe the proficient use of a skill and then gain
access to the metacognitive strategies of their mentors.
7. Solve Problems with a Team: Cooperative problem solving can enhance metacognitive strategies by
discussing possible approaches with team members and learning from each other.
8. Think Aloud. Teach learners how to think aloud and report their thoughts while performing a difficult
task. A knowledgeable partner can then point out errors in thinking or the individual can use this
approach for increased self-awareness during learning. Another approach to thinking aloud is the
working out loud approach.
9. Self-explanation. Self-explanation in writing or speaking can help learners improve their
comprehension of a difficult subject.
10. Provide Opportunities for Making Errors. When learners are given the opportunity to make errors
while in training, such as during simulations, it stimulates reflection on the causes of their errors.
Principle 6. Context of learning.
Learning is influenced by environmental factors, including culture, technology, and instructional

practices.
Learning does not occur in a vacuum. Teachers a major interactive role with both the learner and the
learning environment. Cultural or group influences on students can impact many educationally relevant
variables, such as motivation, orientation toward learning, and ways of thinking. Technologies and instructional
practices must be appropriate for learners' level of prior knowledge, cognitive abilities, and their learning and
thinking strategies. The classroom environment, particularly the degree to which it is nurturing or not, can also
have significant impacts on student learning.
B. Motivational and Affective Factors
Principle 7. Motivational and emotional influences on learning.
What and how much is learned is influenced by the motivation.

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Motivation to learn, in turn, is influenced by the individual's emotional states, beliefs, interests and
goals, and habits of thinking. The rich internal world of thoughts, beliefs, goals, and expectations for success or
failure can enhance or interfere the learner's quality of thinking and information processing. Students' beliefs
about themselves as learners and the nature of learning have a marked influence on motivation. Motivational
and emotional factors also influence both the quality of thinking and information processing as well as an
individual's motivation to learn. Positive emotions, such as curiosity, generally enhance motivation and
facilitate learning and performance. Mild anxiety can also enhance learning and performance by focusing the
learner's attention on a particular task. However, intense negative emotions (e.g., anxiety, panic, rage,
insecurity) and related thoughts (e.g., worrying about competence, ruminating about failure, fearing
punishment, ridicule, or stigmatizing labels) generally detract from motivation, interfere with learning, and
contribute to low performance.
The Eight Basics of Motivation
Students are motivated to engage in learning when:
1. They perceive stable links between specific actions and achievement

2. They feel competent to do what is expected of them
3. They value the subject and have a clear sense of purpose
4. They perceive the environment as favourable for learning
5. They experience positive emotions toward learning activities
6. Students direct their attention away from learning when they experience negative emotions
7. Students free up cognitive reseources for learning when they are able to influence the intensity,
duration and expression of their emotions
8. Students are more persistent in learning when they can manage their resources and deal with
obstacles efficiently
Principle 8. Intrinsic motivation to learn.
The learner's creativity, higher order thinking, and natural curiosity all contribute to motivation to
learn. Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal
interests, and providing for personal choice and control.
Curiosity, flexible and insightful thinking, and creativity are major indicators of the learners' intrinsic
motivation to learn, which is in large part a function of meeting basic needs to be competent and to exercise
personal control. Intrinsic motivation is facilitated on tasks that learners perceive as interesting and personally
relevant and meaningful, appropriate in complexity and difficulty to the learners' abilities, and on which they
believe they can succeed. Intrinsic motivation is also facilitated on tasks that are comparable to real-world
situations and meet needs for choice and control. Educators can encourage and support learners' natural
curiosity and motivation to learn by attending to individual differences in learners' perceptions of optimal
novelty and difficulty, relevance, and personal choice and control.
Intrinsic and Extrinsic Motivation Theory
According to Ryan and Deci, intrinsic motivation defines an activity done for its own sake without the
anticipation of external rewards and out of a sense of the sheer satisfaction it provides (2000).
The right level of challenge, coupled with adequate skills, sense of control, curiosity, and fantasy, are
some key factors that can trigger intrinsic motivation. And when combined with will power and positive
attitude, these elements can help sustain motivation over time.

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In contrast, extrinsic motivation describes activities students engage in while anticipating rewards, be it
in the form of good grades or recognition, or out of compulsion and fear of punishment (Tohidi, & Jabbari,
2021).
Motivation can be cultivated extrinsically at the initial stage, particularly when it comes to activities that
are not inherently interesting, as long as the ultimate goal is to transform it into intrinsic motivation as the
learning process unfolds. The rationale for this has to do with a short shelf life and a potential dependence on
rewards
Principle 9. Effects of motivation on effort.
Acquisition of complex knowledge and skills requires extended learner effort and guided practice.
Without learners' motivation to learn, the willingness to exert this effort is unlikely without coercion.
Effort is another major indicator of motivation to learn. The acquisition of complex knowledge and skills
demands the investment of considerable learner energy and strategic effort, along with persistence over time.
Educators need to be concerned with facilitating motivation by strategies that enhance learner effort and
commitment to learning and to achieving high standards of comprehension and understanding. Effective
strategies include purposeful learning activities, guided by practices that enhance positive emotions and
intrinsic motivation to learn, and methods that increase learners' perceptions that a task is interesting and
personally relevant.
C. Developmental and Social Factors
Principle 10. Developmental influences on learning.
As individuals develop, there are different opportunities and constraints for learning.
Learning is most effective when differential development within and across physical, intellectual,
emotional, and social domains is taken into account. Individuals learn best when material is appropriate to
their developmental level and is presented in an enjoyable and interesting way. Because individual
development varies across intellectual, social, emotional, and physical domains, achievement in different
instructional domains may also vary. Overemphasis on one type of developmental readiness--such as reading
readiness, for example--may preclude learners from demonstrating that they are more capable in other areas
of performance. The cognitive, emotional, and social development of individual learners and how they
interpret life experiences are affected by prior schooling, home, culture, and community factors. Early and
continuing parental involvement in schooling, and the quality of language interactions and two-way
communications between adults and children can influence these developmental areas. Awareness and
understanding of developmental differences among children with and without emotional, physical, or
intellectual disabilities, can facilitate the creation of optimal learning contexts.
Some Developmental Theories that are Relevant in Understanding How Students Learn
1. Piaget’s Cognitive Development Theory

2. Psychosexual Theory By Sigmund Freud
3. Psychosocial Development Theory by Erik Erikson
4. Multiple Intelligences by Howard Gardner
5. Hierarchy of Needs of Maslow
6. Socio-Cultural Theory By Lev Vygotsky
7. Ecological System Theory by Uri Bronfenbrenner
Principle 11. Social influences on learning.
Learning is influenced by social interactions, interpersonal relations, and communication with others.

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Learning can be enhanced when the learner has an opportunity to interact and to collaborate with
others on instructional tasks. Learning settings that allow for social interactions, and that respect diversity,
encourage flexible thinking and social competence. In interactive and collaborative instructional contexts,
individuals have an opportunity for perspective taking and reflective thinking that may lead to higher levels of
cognitive, social, and moral development, as well as self-esteem. Quality personal relationships that provide
stability, trust, and caring can increase learners' sense of belonging, self-respect and self-acceptance, and
provide a positive climate for learning. Family influences, positive interpersonal support and instruction in self-
motivation strategies can offset factors that interfere with optimal learning such as negative beliefs about
competence in a particular subject, high levels of test anxiety, negative sex role expectations, and undue
pressure to perform well. Positive learning climates can also help to establish the context for healthier levels of
thinking, feeling, and behaving. Such contexts help learners feel safe to share ideas, actively participate in the
learning process, and create a learning community.
D. Individual Differences Factors
Principle 12. Individual differences in learning.
Learners have different strategies, approaches, and capabilities for learning that are a function of
prior experience and heredity.
Individuals are born with and develop their own capabilities and talents. In addition, through learning
and social acculturation, they have acquired their own preferences for how they like to learn and the pace at
which they learn. However, these preferences are not always useful in helping learners reach their learning
goals. Educators need to help students examine their learning preferences and expand or modify them, if
necessary. The interaction between learner differences and curricular and environmental conditions is another
key factor affecting learning outcomes. Educators need to be sensitive to individual differences, in general.
They also need to attend to learner perceptions of the degree to which these differences are accepted and
adapted to by varying instructional methods and materials.
Developmental research suggests the following trends in terms of learning styles:
1. When children come to school they are basically parent/adult motivated.

2. Thirty years ago students became more peer motivated by the seventh grade. Studies
show that students today move toward being peer motivated by third or fourth grade.
By ninth or tenth grade students move toward being self-motivated.
3. Under achievers tend to remain peer motivated even into their late teens.
4. Most young children are kinesthetic and become more tactual in or about the first grade.
5. Auditory and visual skills develop during the early elementary years.
6. Significant portions of children in grades K-12 have trouble with a conventional, row-
based classroom design.
7. Younger children (K-6) need more structure than older students.
8. Time of day preference changes over time: 28% of K-2 are morning learners in
comparison to 30% of middle grade students, 40% of high school students, and 55% of
adults.
Principle 13. Learning and diversity.
Learning is most effective when differences in learners' linguistic, cultural, and social backgrounds
are taken into account.
The same basic principles of learning, motivation, and effective instruction apply to all learners.
However, language, ethnicity, race, beliefs, and socioeconomic status all can influence learning. Careful
attention to these factors in the instructional setting enhances the possibilities for designing and implementing
appropriate learning environments. When learners perceive that their individual differences in abilities,

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backgrounds, cultures, and experiences are valued, respected, and accommodated in learning tasks and
contexts, levels of motivation and achievement are enhanced.
Principle 14. Standards and assessment.
Setting appropriately high and challenging standards and assessing the learner as well as learning
progress -- including diagnostic, process, and outcome assessment -- are integral parts of the learning
process.
Assessment provides important information to both the learner and teacher at all stages of the learning
process.
Effective learning takes place when learners feel challenged to work towards appropriately high goals;
therefore, appraisal of the learner's cognitive strengths and weaknesses, as well as current knowledge and
skills, is important for the selection of instructional materials of an optimal degree of difficulty. Ongoing
assessment of the learner's understanding of the curricular material can provide valuable feedback to both
learners and teachers about progress toward the learning goals. Standardized assessment of learner progress
and outcomes assessment provides one type of information about achievement levels both within and across
individuals that can inform various types of programmatic decisions. Performance assessments can provide
other sources of information about the attainment of learning outcomes. Self-assessments of learning progress
can also improve students’ self-appraisal skills and enhance motivation and self-directed learning.
The Use of Formative Assessment
The old way of assessement in teaching had one purpose - to determine whether or not a student
was able to remember or understand something the teacher taught. In other words, they were summative.
Use at the end of the learning, the main purpose of summative assessment is to give students their grades.
Assessments in a learner-centered classroom on the other hand shift the focus from being a measure of
grading to helping teachers understand learners and create lessons based on their specific needs. Thus,
instead of using only summative assessments at the end of teaching to give grades, teachers now in a
learner-centered now use formative assessments which is given during the “learning”, this serves as guide
for their instruction and to focus on their plans.
The intent of formative assessments is to feed forward in the instruction, and create
learning activities that individual students need.
E. Legal and Policy Frameworks and Learner-Centered Teaching
1. Republic Act No. 10533
Republic Act No. 10533, otherwise known as the "Enhanced Basic Education Act of 2013," was signed
into law by President Benigno C. Aquino on May 15, 2013. With the passage of RA 10533, the K to 12 basic
education program was formalized. From the former 10-year basic education curriculum, the K to 12 program
mandates one year of kindergarten and 12 years of basic education comprising of six years of primary
education, four years of junior high school and two years of senior high school.
According to the Department of Education (DepEd), the rationale for RA 10533 is to address the poor
quality of basic education provided by the current curriculum as reflected in the low achievement scores of
Filipino students and the Philippines’ unemployment rate. International test results, like the 2003 Trends in
International Mathematics and Science Study (TIMSS), rank the Philippines not only below the international
average, but also as the last in Asia.
As cited by by Lim, Dyan Danika G., an associate of the Angara Abello Concepcion Regala & Cruz Law
Offices (ACCRALAW), the salient features of RA 10533 seek to: strengthen early childhood education; build
proficiency through language; and provide specialized upper secondary education.
Universal Kindergarten. In consonance with Republic Act No. 10157, or the "Kindergarten Education Act," RA

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10533 institutionalizes Kindergarten education -- one year of preparatory education for children at least five
years old, as part of the basic education system and as a prerequisite for admission to Grade 1.
Mother-Tongue Based Multilingual Education. As it is believed that language plays a strategic role in shaping
the formative years of learners, basic education shall now be delivered in languages understood by the
learners - or the learners’ "Mother Tongue." Twelve Mother Tongue languages have been introduced for SY
2012-2013: Bahasa Sug, Bikol, Cebuano, Chabacano, Hilagaynon, Ilokano, Kapampangan, Maguindanaoan,
Maranao, Pangasinense, Tagalog and Waray. Thus, for kindergarten and Grades 1 to 3, the learners’ Mother
Tongue shall be used for instruction, teaching materials, and assessment. DepEd Order No. 31, series of 2012,
clarified that from Grades 1 to 3, Filipino and English will be taken only as a subject, together with the learners’
Mother Tongue. Thereafter, the DepEd will formulate a mother language transition program from Grades 4 to
6, so that Filipino and English shall gradually be introduced as languages of instruction, until such time when
these 2 languages can become the primary languages of instruction at the secondary level.
Senior High School. Two years of specialized upper secondary education shall be added to the high school
program. Students will be assessed to determine their interests and strengths and help them decide on their
specialization. The choice of specialization will define the content of the subjects a student will take in Grades
11 and 12. They may choose from either Core Curriculum or Specific Tracks subjects. The Core Curriculum is
composed of seven learning areas: Languages, Literature, Communication, Mathematics, Philosophy, Natural
Sciences and Social Sciences; while the three-track subjects are Academic; Technical-Vocational-Livelihood; and
Sports and Arts. The Academic track includes 3 strands: Business, Accountancy and Management; Humanities,
Education and Social Sciences; and Science, Technology, Engineering and Mathematics. Students can obtain
Certificates of Competency or National Certificate Level I and II, after finishing Grade 10 and 12, respectively.
This new certification system aims to improve the chances for employment of graduates and will allow them to
have middle-level skills or become entrepreneurs after graduating from high school.
In the development of the Basic Education Curriculum, the DepEd shall be guided by standards and
principles (Sec. 10) that are basically promoting learner-centered teaching, and these are the following:
a. The curriculum shall be learner-centered, inclusive and developmentally appropriate;

b. The curriculum shall be relevant, responsive and research-based;
c. The curriculum shall be gender- and culture-sensitive;
d. The curriculum shall be contextualized and global;
e. The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective,
collaborative and integrative;
f. The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual
Education (MTB-MLE) which starts from where the learners are and from what they already know
proceeding from the known to the unknown; instructional materials and capable teachers to
implement the MTB-MLE curriculum shall be available. For this purpose, MTB-MLE refers to formal or
non-formal education in which the learner’s mother tongue and additional languages are used in the
classroom;
g. The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills
after each level; and
h. The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance
the same based on their respective educational and social contexts.
2. K-to-12 Framework
The K to 12 Conceptual Framework

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The K to 12 graduate is equipped with the following 21 st century skills: 1) information, media and technology
skills, learning and innovation skills, 3) communication skills, and 4) life and career skills. These skills are embedded in
the curriculum, and gradually developed through the learning competencies and performance standards.
UNIT I
References
Barr, R. B. & Tagg, J. (1995). From teaching to learning - a new paradigm for undergraduate education. Change,
27(6), 12-26.
Blumberg, P. (2009). Developing Learner-Centered Teaching: A Practical Guide for Faculty. San Francisco:
Jossey-Bass.
Weimer, M. (2013). Learner-Centered Teaching: Five Keys to Practice 2nd ed. San Francisco: Jossey-Bass
Webliography
https://infonomics-society.org/wp-content/uploads/ijcdse/published-papers/volume-5-2014/The-Impact-of-
Learner-Centered-Teaching-on-Students-Learning-Skills-and-Strategies.pdf
https://www.igi-global.com/dictionary/creating-collaboration-in-global-online-learning/40896
https//knowledgeworks.org/resources/learner-centered-learning/#:~:text=Although%20a%20foundational
%20shift%20from,way%20for%20students%20to%20learn.&text=It%27s%20the%20student%20that
%20chooses,that%20way%20and%20with%20who.
https //thisisgraeme.me/2017/03/06/approaches-what-is-learner-centred/
https //oregonstate.edu/instruct/ed416/PP1.html
https //www.siue.edu/~ptheodo/foundations/perennialism.html
https //www.siue.edu/~ptheodo/foundations/essentialism.html
https:// //graduatefoundationsmoduleela.wordpress.com/perennialism/
https://oregonstate.edu/instruct/ed416/PP3.html
https //pbea.agron.iastate.edu/plc/learner-centered-methods/learner-centered-teaching-techniques
https https://www.funderstanding.com/theory/constructivism/
https://www.researchgate.net/publication/325989545_HUMANISTIC_APPROACH_TO_EDUCATION_A_LOOK_INTO_THE_
HUMANE_PERSPECTIVE_OF_TEACHING_AND_LEARNING
https://ddceutkal.ac.in/Syllabus/MA_Education/Paper_1.pdf
UNIT II
References
Lucas, M.R.D. and Corpuz, B.B. (2014) Facilitating Learning: A metacognitive process, 4th ed. Lorimar
Publishing, Inc., Quezon City, Philippines.
Webliography
http://www.verywellmind.com/what-is-educational-psychology-2795157

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https://www.apa.org/ed/governance/bea/learner-centered.pdf
https://www.bworldonline.com/content.php?section=Opinion&title=From-10-to-%C2%91K-to-
12%E2%80%99&id=72018
https://www.deped.gov.ph/wp-content/uploads/2019/08/DO_s2019_021.pdf
Assessing Learning

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Activity 6
Name _______________________________________________ Score: ________________

Answer the following questions:
1. Why is it important for beginning teachers to be aware of the learner-centered psychological principles?
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2. With your knowledge on the salient features of RA 10533, what is the importance of applying the learner-
centered psychological principles in teaching?
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Activity 7
Name _______________________________________________ Score: ________________

DIRECTION: Complete the graphic organizer by filling in with classroom practices that address the
psychological principles of learner-centered learning.
Giving group
activities
Maintain
Have brain- Cognitive and proper
storming. Metacognitive behavior.
Factors
Students have
freedom of
sharing their
thoughts.

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Activity 8
Name _______________________________________________ Score: ________________

DIRECTION: Make a similar graphic organizer to address the same task, this time for motivational and
affective factors.

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Activity 9
Name _______________________________________________ Score: ________________

Direction: This activity is called “Thinking About Thinking”, this is an example of a metacognitive strategy
that can help you improve your learning. Fill-out the table and answer the question under it.
Topics What I Know What I Want to What I have

Know Learned
Principles of
Learning
Metacognition
Is the activity helpful in understanding more about the lesson? Yes/No? Explain your answer.
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Create your own metacognitive strategy that you think is helpful for student. Discuss the process.
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Prof Ed 3
Facilitating
Learner-Centered
Teaching

Prof Ed 3 Unit 1 Learner Centered Teaching Its Foundations and Characteristics

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PROF ED 3 UNIT 1 - Learner-centered Teaching: Its

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UNIT I: Learner-centered Teaching: Its Foundations and

Intended Learning Outcomes

At the end of the lesson, I am able to:

1. differentiate learner-centered teaching from other teaching approaches (e.g. teacher

2. discuss the need to shift from teacher-centered teaching to learner-centered

What is Learner-Centered Teaching

In a learner-centered teaching environment, learners...

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How is Learner – Centered Different from Teacher Centered Approach?

Philosophical Perspectives in Understanding Education

From Teacher-Centered to Learner-Centered Teaching Philosophies in Education

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Dimensions of Learner-Centered Teaching

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Name _______________________________ Score: ________________

1. Why might the study of philosophy be particularly important to educators?

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Name _______________________________________________ Score: ________________

Direction: Choose the letter of the correct answer.

______ 1. Which practice applies progressivism?

a. humanism b. perennialism c. essentialism d. constructivism

a. humanism b. perennialism c. essentialism d. constructivism

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a) Developing students into thinking individuals

a. Perennialism b. essentialism c. constructivim d. humanism

Which educational philosophy is most compatible with your beliefs? Why?

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Name _______________________________________________ Score: ________________

Learner-Centered Teaching An Approach for 21st Century Learners

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Name _______________________________________________ Score: ________________

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Name _______________________________ Score: ________________

DIRECTION : : Complete the matrix below.

Philosophy Aims of Education Roles of Teachers Roles of Learners

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UNIT II: Learner-Centered Psychological

Intended Learning Outcomes

At the end of the lesson, I am able to:

Examine the clip art below.

1. What two words do you see?

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A. Cognitive and Metacognitive Factors

Principle 1. Nature of the learning process.

Nature of the Learning Process According to Major Psychological Perspectives

Principle 2. Goals of the learning process.

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Principle 3. Construction of knowledge.

Helping Learners to Construct Knowledge Through Scaffolding

Instructional scaffolding, also known as "Vygotsky scaffolding" or just "scaffolding," is a a

Crucial to successful scaffolding is an understanding of the student’s prior knowledge and

Principle 4. Strategic thinking.

Principle 5. Thinking about thinking.

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How to Help Learners Develop Metacognitive Strategies

Principle 6. Context of learning.

Learning is influenced by environmental factors, including culture, technology, and instructional

B. Motivational and Affective Factors

Name _______________ Score:

Name _______________________________ Score:

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Name _______________________________ Score: