Facilitating Learner Centered Teaching

Republic of the Philippines
COTABATO FOUNDATION COLLEGE OF SCIENCE AND TECHNOLOGY

Doroluman, Arakan, Cotabato
Email Address: cfcstedu@gmail.com Telefax: (064) 577-1343
COURSE SYLLABUS
Second Semester, SY: 2021-2022
Vision: CFCST: haven of intellectuals in 2023
Mission: CFCST shall endeavor to be a potent vehicle in uplifting the socio-economic status of its clientele and neighboring communities through the provision of custodial care services,
access to education and relevant training in science and technology.
Core Values:
C- Culture-Sensitive
A- Adherent to Laws
R- Relevant and Responsive
E- Efficient and Effective and
S- Spiritually-oriented
Course Name FACILITATING LEARNER-CENTERED TEACHING

Course Number ProfEd 222
Course Credit 3 units
Course Description This course explains the fundamental principles, processes and practices anchored on learner centeredness and other education psychologist
as these apply to facilitate various teaching-learning delivery modes to enhance learning.
Contact Hours/Week 3 hours
Prerequisite None
Program Educational Objectives (PEO) After 3-5 years of completing all the academic requirements, the BSA major in Agricultural Education graduates could:
 Become pedagogically and technologically advance teachers.
 Demonstrate commendable content knowledge teachers in their respective field of specialization.
 Pursue higher/post graduate education
 Become culture-sensitive and spiritually-oriented teachers in the practice of the teaching profession.
 Become research oriented in their field of specialization.
Program Outcome Code

PO1 1. Articulate and discuss latest development in agriculture
PO2 2. Effectively communicate orally and in writing
PO3 3. Work effectively and independently in multi-disciplinary and multi-cultural teams
Form No: FM-DPM-CFCST-PRS-01

Issue Status: 01
Revision No: 00
Date Effective: 30 September 2017
Approved by: President
PO4 4. Act in recognition of professional, social, and ethical responsibility

PO5 5. Preserve and promote “Filipino historical and cultural heritage” (RA 7722)
PO6 6. Create, generate and share knowledge as it applies to specific problems in the discipline
PO7 7. Formulate sustainable and productive agricultural development plans
PO8 8. Apply scientific method in the conduct of research activities
PO9 9. Understand and apply the concepts of agriculture productivity and sustainability in the context of national, regional and global
development.
PO10 10. Engage in agriculture production and post-production activities
PO11 11. Promote sound agriculture technologies to various clients and in the manpower development for agriculture
PO12 12. Employ relevant tools in information technology in solving agriculture-related problems
Course Outcome
At the end of the semester, the students must:
1. Create a physical and psychological environment that facilitates learning for all kinds of learners
2. Demonstrate understanding of:
a) Various learning and development motivation theories
b) The 14 learner-centered psychological principles
3. Apply the various theories of learning and motivation to help students become highly motivated and self-directed learners.
4. Demonstrate learning skills that facilitate and maximize self-directed learning.
FINAL TERM EXAM (1 hour, week 18)

Course Outline and Time Frame
Time Frame Course Content
Week 1 Orientation
(2hour) 1. VMGO
2. PEO, PO
3. Classroom policies
4. Course requirements
5. Grading system
Week 2-4 I. CHAPTER 1: INTRODUCTION TO FACILITATING LEARNER-CENTERED EDUCATION
(3 hours)
a. Metacognition
b. Learner-centered Psychological Principles
 Cognitive and Metacognitive Factors
 Motivational and Affective Factors
Issue Status: 01
Revision No: 00
 Developmental and Social factors

 Individual Differences Factors
Week 5-7 II. CHAPTER 2: FOCUS ON THE LEARNER
a. Review of the development theories

(9 hours)  Review of the theories related to the learner’s development
b. Student diversity
 Individual Differences
 Learning/Thinking styles and Multip0le Intelegences
 Learners With Exceptionalities
Week 8-11 III. CHAPTER 3: FOCUS ON LEARNING
a. Behaviorist Perspective
(9 hours)  Behaviorism: Pavlov, Thorndike, Skinner
 Neo-Behaviorism: Tolman & Bandura
b. Cognitive Perspective
 Gestalt Psychology
 Information Processing
 Gagne’s Conditions of learning
 Ausubel’s Meaningful Verbal Learning/ Assumption Theory
 Bruner’s Constructivist Theory
c. Cognitive Processes
 Constructivism
 Transfer of Learning
 Bloom’s Taxonomy of Educational Objectives-Revised
Midterm Exam
Week 12-15 IV. CHAPTER 4: FOCUS ON CLASSROOM PROCESSES
(12 hours)
a. Motivation
 Meaning and types of Motivation

Issue Status: 01
Revision No: 00
 Theories on Factors Affecting Motivation

 Students Diversity in Motivation
b. Motivation in the Classroom

 Human Environmental Factors Affecting motivation
 The Classroom Climate
 The Physical Learning Environment
 Assessment Strategies that can increase in Motivation
Week 16 and 17 V. CHAPTER 5: INTEGRATION

(6 hours)
a. Revisiting the 14Th learner - Centered Psychological Principles
Final Exam
One week (or an equivalent of Three Allotted for the Midterm and the Final Exams
Hours)
Curriculum Mapping
Course Outcome
At the end of the semester, the students must have: PO1 PO2 PO3 PO4 PO5 P06 PO7 PO8 PO9 PO10 PO11 PO12
1. CO1 Create a physical and psychological environment that facilitates I I I I I I
learning for all kinds of learners
CO2 Demonstrate understanding of: I I I I I I
c) Various learning and development motivation theories
d) The 14 learner-centered psychological principles
CO3 Apply the various theories of learning and motivation to help I I I I I I
students become highly motivated and self-directed learners.
CO4 Demonstrate learning skills that facilitate and maximize self-directed I I I I I I
learning.
Legend:I – Introductory E – Enabling/ P-Practice D – Demonstrate

Issue Status: 01
Revision No: 00
Learning Plan
Desired Learning Course Content/ Textbooks/ Teaching and Assessment Task Resource Time
Outcomes(DLO) Subject matter References Learning Activities (ATs) Materials Table
(TLAs)
At the end of the unit, the Theory-Based Practice-Based Assessment
students must have: Schedule
Unit 0. Vision, Mission, Core College Code College Code Week 1
Been oriented on the CFCST’s Values, Institutional Student’s Handbook Student’s 2 hrs.
vision, mission, goal, and Outcomes Handbook
objectives
CO1, CO2
II. INTRODUCTION Quiz Week 2-
1. Explained TO 3
metacognition in your FACILITATING Online Laptop
own words. LEARNER- Lucas, Maria Rita D., Lecture through Interview After the 6 hrs
2. Applied metacognitive CENTERED Corpuz, Brenda (2014). Google Meet lesson Power Point
strategies in your own EDUCATION FACILITATING Reporting Presentation
quest for learning as a LEARNING. Lorimar Group Sharing
novice or an expert c. Metacognition Publishing, Inc. Module
learner d. Learner-centered
3. Used of 14 principles Psychological Interactive online
in the teaching- Principles discussion
learning process.  Cognitive and
4. Metacognitive
Factors
 Motivational and
Affective Factors
 Developmental
and Social
factors
 Individual
Differences
Issue Status: 01
Revision No: 00
Factors
CO 1, C02 III. CHAPTER 2:

FOCUS ON THE After the Week
1. Explained the salient LEARNER Online lecture Quiz through lesson Power Point 4-6
concepts and Lucas, Maria Rita D., though google meet Edmodo Presentation
principles of the major a. Review of the Corpuz, Brenda (2014). Online Sharing
developmental theories development theories FACILITATING 9 hours
2. Applied these theories  Review of the LEARNING. Lorimar Values Integration
to teaching-learning theories related to Publishing, Inc.
situations. the learner’s
3. Identified the different development
factors that bring about b. Student diversity
diversity in the  Individual
classroom. Differences
4. Described the different  Learning/Thinking
learning/thinking styles and Multiple
styles and multiple Intelligences
intelligences  Learners with
5. Pinpointed one’s own Excelptionalities
learning/thinking
styles
6. Described the basic
categories of
exceptional learners
CO1, CO2
IV. CHAPTER 3: After the Laptop Week
1. Explained the basic FOCUS ON Interactive online Quiz Play lesson Power Point 7-9
principles of LEARNING discussion Presentation
behaviorism Book 9 hours
2. Created a play a. Behaviorist Values integration

Issue Status: 01
Revision No: 00
incorporating the use Perspective

of reinforcement and  Behaviorism: Lucas, Maria Rita D.,
punishment Pavlov, Thorndike, Corpuz, Brenda (2014). Self- instructed
3. Made a simple plan Skinner FACILITATING module
applying the laws of  Neo-Behaviorism: LEARNING. Lorimar
learning Tolman & Publishing, Inc.
4. Explained Tolman’s Bandura
Purposive b. Cognitive
Behaviorism and Perspective
Bandura’s social  Gestalt
learning theory Psychology
5. Listed ways of  Information
applying gestalt Processing
psychology in the  Gagne’s
teaching-learning Conditions of
process. learning
6. Described the  Ausubel’s
processes involved in Meaningful Verbal
acquiring, storing and Learning/
retrieving knowledge Assumption
7. Described the Theory
development of the  Bruner’s
child’s ability to Constructivist
represent knowledge Theory
8. Explained how spiral c. Cognitive Processes
curriculum works
 Constructivism
9. Explained the role of
 Transfer of
constructivism in
Learning
facilitating learning
10. Explained how  Bloom’s
transfer of learning Taxonomy of
occurs Educational
11. Formulated learning Objectives-
outcomes reflecting Revised
the different levels of

Issue Status: 01
Revision No: 00
the revised taxonomy
Taken Midterm examination Chapter 1-3 Schedule of TOS, TQ

Midterm
Exam
CO1 VI. CHAPTER 4: Comparing
FOCUS ON Brainstorming using types of During and KWL Chart Week 10
1. Distinguished between CLASSROOM the KWL Approach learning using After the Power Point and 11
intrinsic and extrinsic PROCESSES (Knowledge, Want, Quiz comparison lesson Presentation (6 hours)
motivation Learn) matrix Group Report
2. Justified the role of a. Motivation Online Sharing and Reflective Writing
extrinsic motivation in  Meaning and types of Discussion
view of the Motivation Lucas, Maria Rita D., Power Point
development of  Theories on Factors Corpuz, Brenda (2014). Presentation
intrinsic motivation Affecting Motivation FACILITATING Memorization and Rubric
3. Explained the  Students Diversity in LEARNING. Lorimar Identification
following theories on Motivation Publishing, Inc.
the sources of intrinsic
motivation b. Motivation in the
 Attribution theory Classroom
 Self-efficacy  Human
theory Environmental
 Self- Factors Affecting
determination and motivation
self-regulation  The Classroom
theory Climate
 Goal theory  The Physical Learning
 Choice theory Environment
 Maslow’s  Assessment Strategies
Hierarchy of that can increase in
needs Motivation
 Explained two
principles on the
social and cultural
influences on
Issue Status: 01
Revision No: 00
motivation
CO1
VI. CHAPTER 5:
1. Aligned insights INTEGRATION After the
gained to the 14 lesson Week 12
principles a. Revisiting the 14 Memorization and and 14
2. Demonstrated learner - Centered Identification Online Quiz Power Point
appreciation of the 14 Psychological through Edmodo Presentation 9 hours
principles as a sound Principles Lucas, Maria Rita D., Interactive Online Book
framework for Corpuz, Brenda (2014). Discussion Samples of
effective facilitating of FACILITATING tests
learning LEARNING. Lorimar Online lecture
Publishing, Inc. through google meet
Taken Final exam Chapter 4-6 Schedule of TOS, TQ

Final Exam
Suggested Readings and Reference

Aligada-Halil, Cristina, Yuzon, Marie Rose, Padilla, Cristina, Mariano-Ligon, Clarissa (2021). Foundations of Special and Inclusive Education. Rex Publishing,
Inc.
Course Requirements Video Presentation

Grading System Following the Quality Policy Manual of the College of Agriculture, the grading system below shall be used:
LECTURE
Quizzes – 30%
Class Recitation/Participation – 30%
Attendance – 10%
Mid-Term/Final Term Exam – 30%
Total = 100%

Issue Status: 01
Revision No: 00
Final Rating = (Final Term Grade x 2) plus Mid-Term Grade divided by 3 or FR = FT (2) + MT
3
Classroom Policies 1. Students who are enrolled in ProfEd 222 and under my class shall be part of a messenger group chat created, hence, all updates will be posted in the said GC.
2. Only topic-related queries and information shall be posted in the said group chat. NOTHING ELSE
3. During an online class, avoid chitchatting unrelated topics.
4. Learn to respect everyone. If someone is talking, wait for your turn.
5. Self-instructed modules shall be passed neatly and on time.
6. When passing the requirements, always use faceshield and facemask. Moreover, practice proper social distancing.
Prepared by:
RAJI-UN A. PEDTAMANAN
Course Instructor
Checked by: Noted by: Concurred by:
KASIM E. SALUDO, RA, MS Prof. JOEFREY F. HABIBUN MARIA VANISSA P. AKMAD, RL

Supervisor Dean, College of Agriculture Librarian
Recommending Approval: Approved:
BAINORIE A. MANTAWIL, EdD HARRIS M. SINOLINDING, PhD

Issue Status: 01
Revision No: 00
Director for Instruction Vice President for Academic Affairs

Issue Status: 01
Revision No: 00

Facilitating Learner Centered Teaching

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Republic of the Philippines

COTABATO FOUNDATION COLLEGE OF SCIENCE AND TECHNOLOGY

Second Semester, SY: 2021-2022

Vision: CFCST: haven of intellectuals in 2023

Course Name FACILITATING LEARNER-CENTERED TEACHING

Program Outcome Code

Form No: FM-DPM-CFCST-PRS-01

PO4 4. Act in recognition of professional, social, and ethical responsibility

FINAL TERM EXAM (1 hour, week 18)

 Developmental and Social factors

Week 5-7 II. CHAPTER 2: FOCUS ON THE LEARNER

a. Review of the development theories

Form No: FM-DPM-CFCST-PRS-01

 Theories on Factors Affecting Motivation

b. Motivation in the Classroom

Week 16 and 17 V. CHAPTER 5: INTEGRATION

Form No: FM-DPM-CFCST-PRS-01

CO 1, C02 III. CHAPTER 2:

Form No: FM-DPM-CFCST-PRS-01

incorporating the use Perspective

Form No: FM-DPM-CFCST-PRS-01

the revised taxonomy

Taken Midterm examination Chapter 1-3 Schedule of TOS, TQ

Taken Final exam Chapter 4-6 Schedule of TOS, TQ

Suggested Readings and Reference

Course Requirements Video Presentation

Form No: FM-DPM-CFCST-PRS-01

Checked by: Noted by: Concurred by:

KASIM E. SALUDO, RA, MS Prof. JOEFREY F. HABIBUN MARIA VANISSA P. AKMAD, RL

Recommending Approval: Approved:

BAINORIE A. MANTAWIL, EdD HARRIS M. SINOLINDING, PhD

Form No: FM-DPM-CFCST-PRS-01

Director for Instruction Vice President for Academic Affairs

Form No: FM-DPM-CFCST-PRS-01

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