Supporting Research of “Paradigm Shift :
From Teacher centered to Learner
centered teaching”
What is Paradigm Shift
➢ a fundamental change in approach
or underlying assumptions.
➢ an important change that happens
when the usual way of thinking
about or doing something is
replaced by a new and different
way.
Paradigm Shift
➢ Old – Instruction Paradigm – An
educational institution exists to
provide instruction.
➢ New – Learning Paradigm – An
educational institution exists to
produce learning.
Instruction paradigm
➢ Faculty as disciplinary
experts who impart
knowledge through
lecture
➢ Most common teaching
method used is LECTURE
➢ takes the means or TEACHER-CENTERED-LEARNING
method, called
➢ traditional or conventional
“instruction” or
approach — the teacher functions
“teaching”, and makes it
in the familiar role of classroom
the end purpose.
lecturer, presenting information to
the students, who are expected to
Lecture Model passively receive the knowledge
being presented
➢ Economical – Able to cover large
amounts of information in a short
period of time STUDENT/LEARNER-CENTERED-LEARNING
➢ Teachers are in the active role and
➢ Learner-centered teaching means
students are in a passive, receptive
inverting the traditional teacher-
role
centered understanding of the
Learning Paradigm learning process and putting
students at the center of the
➢ Uses student
learning process Note: In the
centered/active learning
teacher-centered classroom,
techniques to get students
teachers are the primary source
involved in the learning
for knowledge.
process
➢ Focuses on the student’s
needs, abilities, interests, Philosophical Foundation
and learning styles
➢ While all foundations propose to
➢ Acknowledges student
set goals of curriculum,
voice as central to the
learning experience for
philosophy presents the manner
of thinking from which those
every learner
goals are created
➢ Requires students to be
active, responsible
participants in the learning
process
Philosophical Foundation
➢ Realism
➢ Idealism
➢ Existentialism
➢ Constructivism
➢ Naturalism
From teacher- centered to learner-
centered teaching
1. Teacher-centered philosophies
• Essentialism
• Perennialism
2. Learner-centered philosophies
• Progressivism
• Humanism
• Constructivism
Teacher-centered philosophies
➢ Focus is on instructor
➢ Focus is on language forms and
structures (what the instructor
knows about the language)
➢ Instructor talks; students listen -
Students work alone
➢ Instructor monitors and corrects
every student utterance
Learner-centered philosophies
➢ Focus is on both students and
instructor
➢ Instructor models; students
interact with instructor and one
another
➢ Students work in pairs, in groups,
or alone depending on the
purpose of the activity
➢ Students talk without constant
instructor monitoring; instructor
provides feedback/correction
when questions arise
➢ Students answer each other9s
questions, using instructor as an
information resource
ESSENTIALISM
➢ a philosophy of education that
teaches
➢ the basics of academic knowledge
Progressivism
and character.
➢ Traditional way of teaching
➢ Back to Basic, traditional
academic disciplines.
➢ The teachers impart knowledge
mainly through conducting
lectures, during which students
are expected - to take notes.
➢ Essentialism is the educational
philosophy of teaching basic skills.
Perennialism
➢ a philosophy that stands for the
idea of “learning without
end.”. It promotes lifelong learning
and an education system that is
➢ constantly evolving.
➢ The word itself means,
➢ eternal=, everlasting.
➢ Timeless - Cant Change
➢ Timeless - Classic
➢ Some Ideas in the past are still
relevant today
➢ A teacher-centered educational
philosophy that focuses on
everlasting ideas and universal
truths.
➢ a philosophy of education
that values individuality,
relevance, and change in
learning
➢ In order to meet the needs
of the students 3 growing
child: A Progressivist
should : - Oppose bookish
and Impose methods of
Instructions to learn by
doing things. - Oppose
learning through
memorization.
 ➢ There must be interaction
/ experience.
➢ Oppose the use of fear
as form of discipline
absence of fear of
punishment.
➢ Emphasize Changes
HUMANISM
➢ the student is the authority for
how they learn
➢ and all their needs should be met
for them to learn well.
➢ Its educational aims to get the
most possible out of life (Live life
to the fullest)
➢ Individual Freedom
➢ Characterized by freedoms of
thought in to guide action for
resolving, problematic situations.
Constructivism
➢ Constructivism's central idea is
that human learning is
constructed, that learners build
new knowledge upon the
foundation of previous learning.
➢ This prior knowledge influences
what new or modified knowledge
an individual will construct from Begin with informal cooperative learning
new learning experiences (Phillips, approaches:
1995).
➢ think-pair-share
➢ Process of adjusting our mental
➢ round tables
modes to accommodate new
➢ minute papers
experiences - Knowledge is not a
thing that can be simply Consider a more involved activity
deposited by the teachers, into
empty mind of the learners. ➢ jigsaw
Rather, knowledge is constructed ➢ team projects
by learners through an active
mental process and
development. Dimensions of Learner-Centered Teaching
Learner-centered teaching is an
approach to education that prioritizes
Resistance to change: Managing the shift
the needs, interests, and abilities of
➢ Lack of confidence in trying new
students in the learning process.
method
➢ Fear loss of content coverage
➢ Loss of control over the class.
➢ Lack of prepared materials for use There are 5 Dimensions of Learner-
in the class. Centered Teaching :
Moving to a student-centered approach in ➢ The Function of Content
stages ➢ The Role of the Instructor
➢ The Responsibility For Learning
➢ Slow
➢ The Purpose And Process of
➢ Thoughtful
Assessment
➢ Reflective
➢ Balance of Power
Teaching Methods in Several Ways
Differentiate:
➢ Content Difficulty
➢ Learning Process
➢ Assessment
➢ Learning Environment
The Role of the Instructor:
the role of the instructor is to act
as a facilitator or guide rather than
a lecturer or authority figure.
The Responsibility For Learning:
the responsibility for learning is
shared between the teacher and
the student.
Cognitive and Metacognitive Factors
What is Cognition?
➢ Refers to the mental action or
process of acquiring knowledge,
and understanding
➢ through thoughts, experience ,
and the senses.
➢ This process includes, thinking,
attention,
➢ language, learning, memory and
perception.
Nature of learning process
➢ Thinking, knowing, remembering,
judging, and problem solving.
What is Meta Cognition?
➢ Came from the root word ‘meta’
meaning beyond.
➢ The ability to control our own
cognition.
➢ Refers to the higher order thinking
which
➢ involves active control a cognitive
process
➢ engaged in learning
COGNITIVE AND METACOGNITIVE
FACTORS
➢ Cognitive factors refers to the
mental processes the learners
undergo as they process the
information.
➢ The way learners think about their
thinking as they
engage in mental tasks is the
concern of the metacognitive
factors.
6 FACTORS OF COGNITIVE AND
METACOGNITIVE
➢ The learning of complex subject
matter is most effective when it is
an intentional process of
constructing meaning from
information an experience.
Goal of the learning process
➢ The successful learner, over time
and with support and instructional
guidance, can create meaningful,
coherent representations of
knowledge.
Construction of knowledge
➢ Knowledge widens and deepens as
student continue to build links
between new information and
experiences and their existing
knowledge base.
➢ Educators can assist learners in
acquiring and integrating
knowledge.
 Strategic thinking
➢ The successful learner can create
and use 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.
Thinking About Thinking
➢ Planning
➢ Monitoring
➢ Evaluation
➢ Reflection
MOTIVATIONAL AND EMOTIONAL
INFLUENCES ON LEARNING.
➢ What and how much is learned
is influenced by the motivation.
Motivation to learn, in turn, is
influenced by the individual's
EFFECTS OF MOTIVATION ON EFFORT.
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.
is in large part a function of
meeting basic needs to be
competent and to exercise
personal control.
➢ 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

INTRINSIC MOTIVATION TO LEARN

Contextual Learning
➢ The learner's creativity, higher
➢ context based learning.
➢ utilizes real life examples in
➢ teaching environments.
➢ WHY?
➢ outside the classroom.
➢ Curiosity, flexible and insightful
What Is Extrinsic Motivation?
order thinking, and natural
➢ Extrinsic motivation is
curiosity all contribute to
➢ a motivation that is driven by
motivation to learn. Intrinsic
external rewards.
motivation is stimulated by tasks
➢ Competing for a trophy or prize,
of optimal novelty and difficulty,
such as in a sporting event
relevant to personal interests,
➢ Doing schoolwork to earn a good
and providing for personal choice
grade
and control.
➢ Performing tasks at work that you
dislike in order to keep getting a
thinking, and creativity are
steady paycheck
major indicators of the learners8
intrinsic motivation to learn, which
Developmental and Social Factors
➢ Parental attitudes, peer
interactions, and learning
experiences are examples of
developmental influences.
➢ The social factors, on the other
hand, are concerned with social
statuses such as family
background, wealth, income, and
education. It has an impact on
students by stimulating their
minds to flourish
➢ As individuals develop, there are
different opportunities and
constraints for learning.
➢ Learning is the most effective
when physical, emotional,
intellectual and social
domain is taken in account.
Developmental factors that can influence
children’s learning:
1.Individual factor
2. Community factor
3. Parental involvement
4. Development Differences
Social factors that can influence children’s
learning:
1. Social interactions
2. Quality personal relationships
3. Family influences
4. Positive learning climates
Definition of Individual Differences
➢ "Variation or deviations from the
average of the group, concerning
the mental or physical
characteristics, occurring in the
individual member of the group
are individual differences." Drever
James.
➢ "Today we think of individual
differences as including any
measurable aspect of the total
personality." Skinner, C.E.
➢ "Individual differences are found in
all psychological characteristics
physical & mental abilities,
knowledge, habit, personality, and
character traits."
➢ Woodworth, R.S. and Marquis, D.G
Causes of Individual Differences
➢ Heredity - Heretical traits
determine the structure of the
body, such as height, size,
shape, and color of hair, face,
nose, hands, and legs. These traits
are determined by an
individual's heretical qualities.
➢ Environment - Environment is a
combination of physical
surroundings, people, culture,
customs, traditions, social
heritage, ideas, and ideals. It
affects behavior, activities,
attitude, style of life, personality,
etc.
➢ Race and Nationality - The one
cause of the individual difference.
➢ Sex - It is due to sex variation one
individual differs from other.
➢ Age - Another factor that is
responsible for bringing individual
differences.
➢ Education - Education is a key
factor in determining individual
differences, as it affects all
traits of human beings, such as
social, emotional, and intellectual.
What is Leaning styles
"The way that he or she
concentrates
on, processes, internalizes, and
remembers new and difficult
information or skills." - Dr. Rita
Dunn, St. John's University
➢ Psychological- Physiological
elements are primarily biologically
based and vary depending on the
learner's reaction to the physical
environment.
➢ Cognitive -The information
processing habits of an individual
➢ Affective - Affective elements are
the motivational forces within a
learner typically viewed as
stimulating and guiding behavior
Learning
Adjusting the learning environment
according to the individual needs of the
student and preparing the curriculum by
considering these individual differences
will help the development of individuals.
Types of Learning
➢ Visual learning
➢ Auditory learning
➢ Kinesthetic learning
➢ Collaborative learning
➢ Independent learning
➢ Experiential learning
➢ Inquiry-based learning
Diversity
Understanding that each individual is
unique, and recognizing our individual
differences. These can be along the
dimensions of race, ethnicity, gender,
sexual orientation, socio-economic status,
age, physical abilities, religious beliefs,
political beliefs, or other ideologies.
Learning and Diversity
are two interconnected concepts that are
becoming increasingly important in today's
world. Overall, learning and diversity are
intertwined concepts that can bring many
benefits to individuals and society. By
embracing diversity and creating inclusive
learning environments, we can help
prepare the next generation for a world
that is increasingly complex and
interconnected.
Standard
➢ is a statement or description of
what students are expected to
know and be able to do at a
certain grade level or in a
particular subject area.
➢ Standards serve as a guide for
teachers and curriculum
developers to design learning
experience that will help students
achieve those expectations. They
can be developed at the national,
state, or local level and can vary in
scope and depth depending on the
intended audience.
Assessment
refers to the process of gathering and
analyzing information about students'
knowledge, skills, and abilities. Assessment
can take many forms, including tests,
quizzes, essays, projects, and observations.
The purpose of assessment is to determine
whether students have met the standards
that have been set for them.
Legal and Policy Frameworks and
Learner-centered Teaching
• Republic Act No. 10533, entitled
“An Act Enhancing the Philippine
Basic Education System by
Strengthening its Curriculum and
Increasing the Number of Years for
Basic Education, Appropriating
Funds Therefore and for Other
purposes”, otherwise known as
the “Enhanced Basic Education Act
of 2013. Approved on May 15,
2013, and which took effect on
July 8, 2013, the Department of
Education(DepEd), the
Commission on Higher Skills
Development Authority (TESDA),
hereby issue the followingrules
and regulations to implement the
provisions on the Act Legal and
Policy Frameworks.
SECTION 1 Short Title – This Act shall be
known as the: “ Enhanced Basic
Education Act of 2013”.
SECTION 2 Declaration of Policy – the State
shall create a functional basic education
system that will develop productive and
responsible citizens
equipped with the essential competencies,
skill & values for both life- long
learning and employment .
SECTION. 5. Curriculum Development - The
DepED shall formulate the
design & details of the enhances basic
education curriculum. It shall work with
the Commission on Higher Education
(CHED) to craft harmonized basic
teriary curricula for the global
competitiveness of Filipino graduates.
SECTION. 6. Curriculum Consultative
Commintte –Three shall be created a
curriculum consultative committee chaired
by DepED Secretary or his/her
duly authorized representative & with
members composed of, but not limited
to, a representative The consultative shall
oversee the review & evaluation on
the Implementation of the basic
SECTION. 7. Teacher Education and
Training – To ensure that the
enhanced basic education program meets
the demand for quality teachers
and school leaders, the DepED & the
CHED, in collaboration with relevant
partners in government, academe,
industry, & nongovernmental.
SECTION. 8. Inclusiveness of Enhanced
Basic Education. In furtherance of
Section 3 of the Act, inclusiveness of
enhanced Basic education shall mean
the Implementation of programs designed
to address the physical intellectual,
psychological, &cultural needs of learners,
which shall include, but shall not
be limited
SECTION. 9. Career Guidance and
Counselling Advocacy. To properly guide
the students in choosing the career tracks
that they intend to pursue, the DepED, in
coordination with the DOLE, the TESDA
and the CHED, shall regularly
conduct career advocacy activities for
secondary level students.
Republic Act No. 10533
SECTION 10 Expansion of E-GASTPE
Beneficiaries.
The benefits accorded by Republic Act No.
8545, or the
➢ “Expanded Government Assistance
to Students and Teachers in
Private Education Act”, shall be
extended to qualified students
enrolled under the enhanced basic
education.
➢ The DepED shall engage the
services of private education
institutions and non-DepED
schools offering senior high school
through the programs under
Republic Act No. 8545, and other
financial arrangements formulated
by the DepED and the Department
of Budget and Management (DBM)
based on the
principles of public-private
partnership.
SECTION 11 Appropriations.
➢ The Secretary of Education shall
include in the Department’s
program the operationalization of
the enhanced basic education
program, the initial funding of
which shall be charged against the
current appropriations of the
DepED. Thereafter, the amount
necessary for the continued
implementation of the enhanced
basic education program shall be
included in the annual General
Appropriations Act.
SECTION 12 Transitory Provisions.
The DepED, the CHED and the TESDA shall
formulate the appropriate strategies and
mechanisms needed to ensure
smooth transition from the existing ten
(10) years basic education cycle to the
enhanced basic education (K to 12) cycle.
The strategies may cover changes in
physical infrastructure, manpower,
organizational and structural concerns,
bridging models linking grade 10
competencies and the entry
requirements of new tertiary curricula,
and partnerships between the government
and other entities. Modeling for senior
high school may be implemented in
selected schools to simulate the transition
process and provide concrete data for the
transition plan.
SECTION 13 Joint Congressional Oversight
Committee on the
Enhanced Basic Educational Program (K to
12 Program)— There is hereby created a
Joint Oversight Committee to
oversee, monitor and evaluate the
implementation of this Act.
The Oversight Committee shall be
composed of five (5)
members each from the Senate and from
the House of Representatives, including
Chairs of the Committees on
Education, Arts and Culture, and Finance
of both Houses. The
membership of the Committee for every
House shall have at least two (2)
opposition or minority members.
SECTION 14 Mandatory Evaluation and
Review.
— By the end of School Year 2014-2015,
the DepED shall conduct
a mandatory review and submit a midterm
report to Congress as
to the status of implementation of the K to
12 program in terms of
closing the following current shortages: (a)
teachers; (b) classrooms; (c) textbooks; (d)
seats; (e) toilets; and (f) other
shortages that should be addressed.

The DepED shall include among others, in
this midterm report,
the following key metrics of access to and
quality of basic
education: (a) participation rate; (b)
retention rate; (c) National
Achievement Test results; (d) completion
rate; (e) teachers’
welfare and training profiles; (f) adequacy
of funding
requirements; and (g) other learning
facilities including, but not
limited to, computer and science
laboratories, libraries and
library hubs, and sports, music and arts.
SECTION 15 Commitment to International
Benchmarks.
— The DepED shall endeavor to increase
the per capita spending
on education towards the immediate
attainment of international benchmarks.
SECTION 16 Implementing Rules and
Regulations.
— Within ninety (90) days after the
effectivity of this Act, the
DepED Secretary, the CHED Chairperson
and the TESDA
Director-General shall promulgate the
rules and regulations
needed for the implementation of this Act.
SECTION 17 Separability Clause.
— If any provision of this Act is held invalid
or unconstitutional,
the same shall not affect the validity and
effectivity of the other
provisions hereof.
SECTION 18
Repealing Clause.
— Pertinent provisions of Batas Pambansa
Blg. 232 or the “Education Act of 1982”,
Republic Act No. 9155 or the “Governance
of Basic Education.
SECTION 19 Effectivity Clause.
— This Act shall take effect fifteen (15)
days after its publication in
the Official Gazette or in two (2)
newspapers of general
circulation.
K TO 12 FRAMEWORK
The k to 12 program covers Kindergarten
and 12 years Of basic education. 6 years
Of primary education, 4 Years of junior
high School, and 2 years of
Senior high school.
President benigno aquino Iii approved
republic act (ra) 10533, signing into
Law the k to 12 program
On may 15, 2013.
THE PURPOSE OF K TO 12
CURRICULUM IN THE PHILIPPINES.
The k to 12 system aims to Improve filipino
students’ Mathematical, scientific, And
linguistic Competence.
THE K TO 12 PROGRAM
CURRICULUM
Section 5 of enhanced basic Education act
of 2013 Stipulates the following Curricular
standards which The curriculum
developers Adhered to on crafting like The
k to 12 curriculum.
THE CURRICULUM SHALL BE:
➢ Learner-centered, inclusive, And
developmentally Appropriate.
➢ Relevant, responsive research
based.
➢ Contextualized and Global.
➢ Flexible Enough.
➢ Use spiral Progression Approach.
➢ Use pedagogical Approaches.
ATTRIBUTES OF THE K TO 12 TEACHER: SUMMARY:

➢ MULTI-LITERATE THE K- 12 PROGRAM IN THE

PHILIPPINES AIMS TO PROVIDE
➢ MULTI-SPECIALIST STUDENTS WITH A QUALITY BASIC
EDUCATION THAT WILL PREPARE
➢ MULTI-SKILLED THEM FOR THE CHALLENGES OF THE
21ST CENTURY AND HELP THEM
➢ SELF-DIRECTED BECOME PRODUCTIVE AND
RESPONSIBLE MEMBERS OF
➢ FLEXIBLE SOCIETY.

➢ CREATIVE

➢ PROBLEM SOLVER

➢ CRITICAL THINKER

➢ HAS PASSION FOR

EXCELLENT TEACHING

➢ HIGH EMOTIONAL

➢ QUOTIENT (EQ)