Republic of the Philippines

Department of Education
REGION XI
Division of Davao Oriental

REFLECTION ON A LEARNER-CENTERED PHILOSOPHY

Title: Small Group Discussions

I believe that the teacher needs to be the center figure in the classroom, but I
also believe that the students need to be active well in learning too. That’s why learning
is the best when students are not confined with rules and limits. This is what exactly
what I want in my class. I want my students to become confident as they share their
ideas and opinions to their classmates. I want them to speak confidently in front of
many people not just only in the class. I just want them to enjoy and be creative
enough as they want because for me, that is the best learning when they are given a
chance to do what they want to do in the learning process.
The small group discussion helps the students to develop, challenge, acquire,
and check their ideas. The collaborative aspects of small group discussions allow
students to create new knowledge about literature with each other, in ways that may
not be possible in a class lecture or discussion. Yet, we have all had classroom
experiences in which breaking into small groups for discussion of a course text has led
to student silence and even disengagement. I have found that the literature circle
format leads to active small group discussion, greater student participation in group
discussion, and deeper and collaborative student learning. In the literature circle
format, students choose their own course text from a teacher-provided list, read it with
a fixed group of four and facilitate their own small group discussions with short papers
they bring to each class period.
Further, I implemented and used this kind of approach or technique especially I
am teaching 21st century literature and different texts in Filipino as well. Thus, the
students are free to explore with their own ideas and share concepts with one another
in non-traditional ways and engaged in all aspects of learning and works together with
the teacher and their peers to develop a curriculum and evaluation system that allows
for individual interests and abilities.
Moreover, working in small groups gives students a chance to practice the
higher-order thinking skills that the teachers love to teach. Students who do small
group work generally learn more of the material and retain their knowledge longer than
students who don't.

Prepared by:
LENETTE A. MABOOT
Teacher II
 Republic of the Philippines
Department of Education
REGION XI
Division of Davao Oriental

REFLECTION ON A LEARNER-CENTERED PHILOSOPHY

Title: Challenge-based Learning

Today’s challenges call for bold action. No longer can school be a time where the
curriculum is devoid of reality and opportunities for immediate application. Students are
looking to be challenged in an authentic manner. They need to learn how to confidently
ask questions and identify, research, analyze, and solve problems.
The traditional teaching and learning strategies are becoming increasingly
ineffective with a generation of secondary students that have instant access to
information. As the world faces wicked problems that continue to perplex policy makers,
academics and citizens alike. These problems, often at the intersection of
environmental, social, economic and political domains has led thought leaders in all
fields to innovate to help better prepare for the uncertainty riddled future.
The emergence of challenge-based learning as a teaching and learning strategy
is as well an educational response to help better prepare students for challenges, they
are likely to encounter in the workplaces of tomorrow. It has a collaborative learning
experience in which teachers and students work together to learn about compelling
issues, propose solutions to real problems, and take action.
As a research teacher, challenge-based learning can help the students to have a
collaborative and hands-on by asking them to work with other students, their teachers,
and experts in their communities and around the world to develop deeper knowledge of
the subjects that the students are studying, accept and solve challenges, take action,
share their experience, and enter into a global discussion about important issues.
Challenge Based Learning is designed to equip a new generation of students to solve
real problems, develop 21st century skills, and make a difference in their community
and the world. When provided with guidance, students can approach today’s critical
challenges and make a difference.

Prepared by:
LENETTE A. MABOOT
Teacher II