CA2 - COURSE AUDIT 2

(Professional Education Synthesis)

Facilitating Learner- Centered

Teaching and Learning

Rubelyn Esperon, PhD

Chair of Tertiary Education

ERICA C. PAILAS
BSED 4

March 01, 2024

Facilitating Learner- Centered Teaching and Learning

DISCUSS THE FOLLOWING

1. Concepts and principles of learner-centered teaching based on educational philosophies and research
and their application in actual teaching and learning.
- Learner-centered teaching, is based on educational theories such as constructivism and social learning theory
and places a strong emphasis on social factors, student interests, and active learning. Autonomy, self-control,
metacognition, and feedback are advantageous. Authentic assessment, problem-based learning, inquiry-based
learning, and peer review are some of the strategies.
2. Learning environments that promote fairness, respect and care to encourage learning.
- Learner-centered teaching fosters an inclusive, supportive, and respectful learning environment, valuing
learners' prior knowledge, experiences, and perspectives. It fosters a sense of community, establishes clear
expectations, and shows care and empathy for learners' needs and well-being.
3. Managing classroom structure that engages learners, individually or in groups, in meaningful exploration,
discovery and hands-on activities within the available physical learning environments
- Learner-centered teaching involves designing and organizing classroom structures to engage learners in
meaningful exploration, discovery, and hands-on activities. This involves arranging resources, planning
activities, and allowing learners to control content, pace, and direction. It stimulates curiosity, creativity, and
critical thinking, and promotes collaboration with peers and instructors.
4. Supportive learning environment that nurture and inspire learner participation
- Learner-centered teaching fosters a supportive learning environment, encouraging active participation from
learners. This involves providing constructive feedback, encouraging reflection on learning goals, and
motivating persistence. It encourages learners to share their learning outcomes and celebrate their achievements.
5. Learning environments that motivate learners to work productively by assuming responsibility for their own
Learning
- Learner-centered teaching fosters productive learning environments by setting clear objectives, aligning them
with learners' needs, interests, and aspirations, providing opportunities for real-world application, and fostering
a growth mindset. This approach encourages learners to take ownership of their learning and work towards their
goals.
6. Positive and non-violent discipline in the management of learner behavior
-Learner-centered teaching employs positive and non-violent discipline to manage learner behavior. This
involves fair, consistent rules, promoting safety, resolving conflicts, teaching social and emotional skills, and
rewarding positive behavior. It also fosters trust and caring relationships with learners.
7. Differentiated teaching to suit the learners’ gender, needs, strengths, interests and experiences
-Learner-centered teaching adapts curriculum, instruction, and assessment to meet diverse characteristics and
preferences. It offers multiple learning options, supports different levels of difficulty, and uses culturally
responsive pedagogy. It also addresses the needs of learners with disabilities, giftedness, or special
circumstances.
8. Teaching strategies that are responsive to learners’ linguistic, cultural, socio-economic and religious
backgrounds
-Learner-centered teaching focuses on incorporating learners' diverse linguistic, cultural, socio-economic, and
religious backgrounds into the learning process. It acknowledges and respects their diversity, fostering linguistic
and intercultural competencies, and addressing socio-economic and religious challenges. This approach ensures
equitable access and opportunities for learning.
9. Special educational needs of learners who have been displaced due to urban resettlement, calamities
and armed conflict
-Learner-centered teaching addresses the special educational needs of displaced learners, providing
psychological and emotional support, creating a safe environment, and facilitating their integration into the new
educational system. It ensures their rights, dignity, and well-being are protected and respected, restoring a sense
of normalcy and hope.
10. Laws and policy documents that promote learner-centered teaching.
-Learner-centered teaching is supported by laws and policy documents at national and international levels.
Examples include the Philippine Basic Education Act of 2013, Philippine Professional Standards for Teachers,
the United Nations Convention on the Rights of the Child, and the United Nations Sustainable Development
Goal 4, which aim to ensure inclusive, equitable education and lifelong learning opportunities.
11.1 A. Learner-centered teaching
-Learner-centered teaching recognizes that each student brings unique strengths and interests to the learning
environment. By tailoring instruction to individual needs, educators can create a more engaging and effective
learning experience for all students
1. Description/Characteristics
 -Learner-centered teaching is an approach that prioritizes student engagement and active
participation in the learning process. Here are five key characteristics of learner-centered teaching:
1. Engages Students in Active Learning: Learner-centered teaching involves students in the hard,
messy work of learning. Rather than passively receiving information, students actively explore,
question, and apply knowledge.
2. Provides Explicit Skill Instruction: Teachers explicitly teach students essential skills related to
critical thinking, problem-solving, and analysis. These skills are crucial for mastering subject
material.
3. Encourages Reflection: Learner-centered teaching prompts students to reflect on what they are
learning and how they are learning it. They challenge assumptions and take responsibility for
their learning decisions.
4. Empowers Student Control: By giving students some control over learning processes, learner-
centered teaching motivates them. Ethical power-sharing strategies are used to engage students
in decision-making.
5. Promotes Collaboration: Learner-centered teachers create structures that foster collaboration
among students. Shared commitments to learning enhance the overall educational experience.
B. Paradigm shift: From teacher-centered to learner-centered teaching
1. Philosophical perspectives
-Philosophical perspectives are ways of thinking about the nature of reality, knowledge, and values.
They often influence how we understand ourselves and the world around us.
- Teacher-centered philosophies
o Essentialism
-Essentialism emphasizes a core set of essential skills for all students, preparing them for the real
world through instruction in reading, writing, math, science, history, and citizenship.
o Perennialism
-Perennialism promotes universal truths and principles, fostering intellectual and moral virtues
through liberal arts education, critical thinking, reasoning, and creativity.
- Learner-centered philosophies
o Progressivism
-Progressivism advocates for education tailored to learners' needs and interests, promoting active
inquiry, collaboration, and problem-solving skills, with teachers acting as facilitators rather than
instructors.
o Humanism
-Humanism emphasizes education's role in fostering individual potential and well-being, promoting
personal growth and self-discovery through empathy, respect, and trust among teachers.
o Constructivism
-Constructivism posits that learning is a process of constructing meaning from experience,
emphasized by teachers who facilitate cognitive conflict to encourage deeper thinking and
questioning.
2. Supporting research
-There are many studies that have shown the benefits of learner-centered teaching for student
learning outcomes, motivation, engagement, and satisfaction. For example, a meta-analysis by Hattie
(2009) found that learner-centered teaching strategies, such as feedback, self-regulated learning, and
cooperative learning, had large positive effects on student achievement. Another study by Umbach
and Wawrzynski (2005) found that learner-centered teaching practices, such as active learning,
higher-order thinking, and personal interaction, were associated with higher levels of student
learning and development.
3. Resistance to change: Managing the shift
-Transitioning from teacher-centered to learner-centered teaching can be challenging for both
teachers and students, as it requires a change in mindset, roles, and expectations.
C. Dimensions of learner-centered teaching
1. The function of content
-Content conveys information, meaning, and value to the audience through various forms like words,
images, sounds, and actions, and can be categorized into factual, creative, persuasive, or entertaining
types.
2. The role of the instructor
-Learner-centered teaching involves instructors as facilitators, guides, coaches, or mentors,
supporting students in their learning process. They help students construct meaning from
experiences, model essential lifelong learning skills, and foster curiosity, creativity, critical thinking,
self-regulation, and collaboration.
3. The responsibility for learning
 -Learner-centered teaching involves a shared responsibility between the instructor and students,
encouraging active participation and self-regulation, rather than relying on external factors like
grades or rewards.
4. The purposes and processes of assessment
-Learner-centered teaching aligns assessment with learning outcomes, enhancing learning through
ongoing feedback, rather than assigning grades or scores.
5. The balance of power
-Learner-centered teaching shifts power from instructor to students, allowing students more control
over learning and environment, while respecting their input. This fosters mutual trust, respect, and
partnership in learning.
11.2 A. Cognitive and Metacognitive Factors
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. Successful learners are active, goal-oriented,
self-regulating, and assume personal responsibility for contributing to their own learning.
2. Goals of the learning process
-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. Students must generate and pursue personally relevant goals.
3. Construction of knowledge
-The successful learner can link new information with existing knowledge in meaningful ways.
Knowledge widens and deepens as student continues to build links between new information and
experiences and their existing knowledge base. Unless new knowledge become 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.
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.
5. Thinking about thinking
-Higher order strategies for selecting and monitoring mental operations facilitate creative and critical
thinking. 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 towards these goals.
6. Context of learning
-Learning is influenced by environmental factor, including culture, technology, and instructional
practices. Learning does not occur in a vacuum. Cultural or group influences on students impact
many educationally relevant variables: 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.
B. Motivational and Affective Factors
1. Motivational and emotional influences
-What and how much is learned is influenced by the learner’s motivation. Motivation to learn, in
turn, is influenced by the individual’s emotional states, beliefs, interests and goals, and habits of
thinking. Students ‘belief about themselves as learners and the nature of learning has a marked
influence on motivation. Positive emotions generally enhance motivation and facilitate learning and
performance. Mid anxiety can also enhance learning and performance by focusing the learner ‘s
attention on a particular task.
2. 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.

3. 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. Acquisition of complex knowledge and skills demands the investment of considerable
learner energy and strategic effort, along with persistence over time.
C. Developmental and Social Factors
1. 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.
2. Social influences on learning
-Learning is influenced by social interactions, interpersonal relations, and communication with
others. Setting that allow for social interactions, and that respect diversity, encourage flexible
thinking, and social competence can enhance learning.
D. Individual Differences
1. 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.
2. Learning and diversity
-Learning is most effective when differences in learners’ linguistic, cultural, and social backgrounds
are taken into account. Language, ethnicity, race, beliefs, and socioeconomic status all influence
learning.
3. 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. Ongoing assessment of the learner ‘s understanding of curricular material can provide
valuable feedback to both learners and teachers about progress towards the learning goals.
E. Legal and Policy Frameworks and Learner-centered Teaching
1. RA 10533
-RA 10533 is the Enhanced Basic Education Act of 2013, which aims to establish, maintain and
support a complete, adequate, and integrated system of education relevant to the needs of the people,
the country and society-at-large1. It also mandates the implementation of the K-to-12 program,
which encompasses at least one year of kindergarten education, six years of elementary education,
and six years of secondary education, in that sequence.
2. K-to-12 Framework
-The K-to-12 framework is based on the principles of learner-centeredness, developmental
appropriateness, culture-sensitivity, relevance, gender-responsiveness, and contextualization23. It
also incorporates the four pillars of education by UNESCO, which are learning to know, learning to
do, learning to be, and learning to live together. The framework aims to develop productive and
responsible citizens who are equipped with the essential competencies, skills and values for both
life-long learning and employment.
11.3 A. Forms of learner-centered classroom organization, procedures and physical structure
1. Room structuring
- For individualized learning
-You can provide students with choices and options for how they want to learn, such as self-paced
modules, online courses, independent projects, or personalized learning plans. You can also
differentiate instruction and assessment based on students’ readiness, preferences, and goals. You
can arrange the desks in rows or clusters, depending on the activity, and create a quiet area for
students who need to focus or work alone.
- For group learning
-You can use cooperative learning strategies, such as jigsaw, think-pair-share, or reciprocal teaching,
to encourage students to work together, share ideas, and support each other. You can also assign
students to heterogeneous groups based on their skills, interests, or backgrounds, and give them roles
and responsibilities within the group. You can arrange the desks in circles or small groups, and
provide materials and resources for each group to access.
- Activity-oriented classroom
-You can design learning activities that are hands-on, inquiry-based, problem-solving, or project-
based, to engage students in authentic and meaningful learning. You can also integrate multiple
subjects and disciplines, such as science, math, art, and language, to create interdisciplinary themes
and connections. You can arrange the classroom into different stations or centers, each with a
specific task or challenge, and allow students to rotate or choose among them.
2. Classroom routines and procedures
-Classroom routines and procedures are the actions and expectations that teachers and students
follow in the classroom to create a positive and effective learning environment.
3. The social environment: Fairness, respect, care and encouraging learning
 -The social environment refers to how the classroom influences or supports the interactions among
students, teachers, and family members. A well-designed social environment fosters positive peer
relationships, creates positive interactions between adults and children, and provides opportunities
for adults to support children to achieve their social goals.
4. Creating motivating learning environment
-To create a classroom environment that supports positive social interactions
B. Learner-centered classroom: Roles and responsibilities
1. Of teachers
-In a learner-centered classroom, teachers guide students by designing course content based on their
needs, interests, and goals. They create authentic learning experiences, encourage collaboration, and
use assessment methods to monitor progress. Technology is leveraged to personalize learning,
enhance access to information, and develop digital literacy and citizenship skills.
2. Of learners
-In a learner-centered classroom, learners are active constructors of knowledge and skills, identifying
their needs, interests, and goals, and participating in course content design. They engage in real-
world experiences, collaborate, and reflect on their learning. They use assessment methods, self-
assess, and seek feedback to improve their learning. They use technology to
personalize their learning, develop digital literacy, and use technology ethically.
C. The role of discipline in learner- centered classrooms.
1. Collaborative class norms
-Are the rules or expectations that are developed together by the teacher and the students, and are
positively phrased. This helps students see the rationale behind the norms and buy-in to how they are
enforced
2. Logical consequences
-Logical consequences are the actions that follow when a student breaks a class norm, and are
directly related to the behavior. For example, if a student pushes in line, a logical consequence
would be to have them practice walking in line properly.
3. Consistent application
-Consistent application means that the teacher applies the class norms and the logical consequences
in a fair and predictable way, without showing favoritism or bias. This helps students feel safe and
respected in the learning environment.
4. Student-specific
 Student-specific means that the teacher considers the individual needs, strengths, and challenges
of each student, and adapts the discipline strategies accordingly. For example, some students
may need more reminders, scaffolds, or supports than others.
5. Time for resolution
 Time for resolution means that the teacher provides opportunities for students to reflect on their
behavior, understand its impact, and repair any harm they may have caused. This can be done
through restorative practices, such as circles, conferences, or dialogues
6. Calm spaces
 Calm spaces are designated areas in the classroom where students can go to regulate their
emotions, practice coping skills, or take a break when they feel overwhelmed or frustrated.
11.4 A. Delivery Modalities
1. Face-to-face
 Face-to-face learning is the traditional method of teaching and learning where the teacher and the
students are physically present in the same location, such as a classroom or a lab. This mode of
learning allows for direct interaction, feedback, and collaboration between the teacher and the
students.
2. Blended learning
 Blended learning is a learning approach that combines face-to-face and online-based instructions.
This mode of learning aims to provide the best of both worlds: the benefits of social and
emotional support, guidance, and motivation from face-to-face interactions, and the advantages
of convenience, accessibility, and individualization from online learning.
3. Technology-based, Online/ e- Learning
 Technology-based, Online/ e- Learning is a learning approach that uses various technologies,
such as computers, tablets, smartphones, and the Internet, to deliver and facilitate teaching and
learning. This mode of learning offers a high degree of flexibility, convenience, and
personalization, as learners can access the learning materials anytime, anywhere, and at their
own pace.
4. Distance learning
 Distance learning is a learning approach that allows learners to study remotely without being in
regular face-to-face contact with a teacher. This mode of learning can use different technologies,
 such as print, radio, television, or online, to deliver the learning materials and support the
learners. This mode of learning can also provide flexibility, accessibility, and affordability,
especially for learners who live in remote areas, have work or family commitments, or have
special needs.
B. Structures for Facilitating Learner-centered Teaching
1. Formal (Traditional)
 Formal education is the conventional system of schooling that follows a prescribed curriculum
and is delivered by trained teachers in classrooms. It covers basic education (grades 1-12) and
higher education (college and university).
2. Alternative Learning System (ALS)
 Alternative Learning System (ALS) is a parallel system of education that provides a flexible and
accessible option for out-of-school children, youth, and adults who want to complete basic
education. It includes two programs: Basic Literacy Program (BLP) and Accreditation and
Equivalency (A&E) Program
- Non-formal education (NFE)
 Non-formal education (NFE) is a component of ALS that is institutionalized, intentional, and
planned by an education provider. It aims to develop the basic literacy and life skills of learners
through modular and self-paced learning materials, facilitated by ALS learning coordinators,
such as mobile teachers, district ALS coordinators, and instructional managers
- Informal education (InfEd)
 Informal education (InfEd) is another component of ALS that is a lifelong learning process
acquired outside the formal school system but complements learning acquired in both NFE and
formal education. It creates opportunities for self-development, community development,
entrepreneurship, and skills development in response to the individual’s learning interest-
- The Mobile Teacher
 The Mobile Teacher is a type of ALS learning coordinator who travels to remote and
underserved areas to deliver basic literacy and A&E programs to out-of-school learners. They
use various strategies, such as home visits, community meetings, radio broadcasts, and mobile
libraries, to reach and motivate learners.

3. Alternative Delivery Modes (ADM)

- Modified In-School Off-School Approach (MIMOSA)
 MIMOSA is an ADM that aims to reduce class size and improve learning outcomes by dividing
large classes into two groups: an in-school group and an off-school group. The in-school group
attends regular classes with subject teachers, while the off-school group studies at home or in the
community with the guidance of para-teachers or volunteers.
- Enhanced Instructional Management by Parents, Community and Teachers (e-IMPACT)
 e-IMPACT is an ADM that uses technology-enhanced self-study modules to cater to learners
who face challenges in accessing or completing formal education. The modules are based on the
DepEd curriculum and are supplemented by audio and video materials. The learners can study at
their own pace and place, with the support of their parents, community, and teachers.
- Open High School Program (OHSP)
-OHSP is an ADM that provides secondary education to learners who are unable to attend regular
school due to various reasons. The learners enroll in an accredited open high school and receive
printed or digital modules that cover the required subjects. They can also access online tutorials and
other learning resources. They take periodic assessments and examinations at the school or
designated testing centers
C. Methods and Strategies
1. Methods
- Active learning activities
-Active learning activities are instructional activities that involve students in doing things and
thinking about what they are doing. They require students to use higher-order thinking skills, such as
analysis, synthesis, and evaluation, and often involve collaboration and communication. Some
examples of active learning activities are jigsaw reading, think-pair-share, group presentations,
roundtable discussions, and peer tutoring
- Cooperative learning activities
-Cooperative learning activities are a subset of active learning activities that involve students
working together in small groups to achieve a common goal. They promote positive
interdependence, individual accountability, group processing, social skills, and face-to-face
interaction. Some examples of cooperative learning activities are gallery walks, debate teams, role
play, group research projects, and collaborative writing
- Inquiry and inductive learning activities
 -Inquiry and inductive learning activities are another subset of active learning activities that involve
students generating knowledge and understanding through inquiry, reasoning, observation, or
experience, rather than receiving it through direct instruction. They foster curiosity, creativity, and
critical thinking, and often involve problem-solving, discovery, exploration, and reflection. Some
examples of inquiry and inductive learning activities are problem-based learning, simulation games,
case studies, cooperative learning circles, and Socratic seminars.
2. Learner-centered Instructional Strategies

Presentations
 A learning strategy where students prepare and deliver oral or visual presentations on a topic to
an audience.
Panels/Experts
 A learning strategy where students form a panel of experts on a topic and answer questions from
the audience or the instructor.
KWL (or KWHLAQ):
 A learning strategy where students use a graphic organizer to record what they Know, want to
know, learned (and sometimes How, Ask, and Quality) about a topic before, during, and after
learning.
Brainstorming:
 A learning strategy where students generate as many ideas as possible on a topic or problem in a
short time, without judging or evaluating them.
Learner-created media
 A learning strategy where students create digital media products such as videos, podcasts, blogs,
wikis, etc. to demonstrate their learning or share their perspectives.
Discussion:
 A learning strategy where students engage in verbal or written exchanges of ideas, opinions, or
information on a topic or issue.
Small group
 A learning strategy where students work together in small groups to achieve a common goal,
such as completing a task, solving a problem, or producing a product.
Case studies:
 A learning strategy where students analyze real or fictional scenarios that involve a problem,
decision, or challenge related to the course content.
Jigsaw:
 A learning strategy where students are divided into groups and each group is assigned a different
part of a topic to learn and teach to the other groups.
Learning centers:
 A learning strategy where students rotate through different stations or areas in the classroom that
offer different activities or resources related to the course content.
Experiments:
 A learning strategy where students conduct scientific investigations to test a hypothesis, observe
a phenomenon, or explore a concept.
Role play:
 A learning strategy where students act out a situation or scenario by assuming different roles or
characters.
Simulation:
 A learning strategy where students participate in a realistic or simplified imitation of a system,
process, or event.
Laboratory:
 A learning strategy where students perform hands-on activities or experiments using specialized
equipment or materials in a controlled environment.
Workshop:
 A learning strategy where students engage in practical or creative work on a topic or skill, often
with guidance or feedback from an instructor or a peer.
Demonstration:
 A learning strategy where students observe or perform a procedure or technique to show how
something works or is done.
Index card:
 A learning strategy where students use small cards to write down key information, such as terms,
definitions, facts, or questions, and use them for self-testing or review.
Inquiry-based:
  A learning strategy where students pose questions, investigate, and draw conclusions about a
topic or phenomenon.
Mental models:
 A learning strategy where students construct and use internal representations of how something
works or is organized.
Project-based learning:
 A learning strategy where students work on a complex, authentic, and meaningful project that
requires them to apply their knowledge and skills to create a product or solution.
Problem-based learning:
 A learning strategy where students work on a real-world or ill-structured problem that requires
them to use critical thinking, research, and collaboration skills to find a solution.
Discovery learning:
 A learning strategy where students explore and experiment with the learning material and
discover the underlying principles or concepts by themselves.
Q & A session:
 A learning strategy where students ask and answer questions on a topic or issue, either orally or
in writing.
Social media:
 A learning strategy where students use online platforms or applications to communicate,
collaborate, or share information or content with others.
Games or gamification:
 A learning strategy where students play games or engage in game-like elements (such as points,
badges, levels, etc.) to enhance their motivation, engagement, or learning outcomes.
Competitions:
 A learning strategy where students participate in contests or challenges that involve a set of rules,
criteria, and rewards.
Debate:
 A learning strategy where students argue for or against a position or claim on a topic or issue,
using evidence and reasoning.
D. Flexible Learning and Teaching
 Flexible learning and teaching are an approach that allows students to choose when, where, and
how they learn. It also allows teachers to adapt their instruction to the needs, preferences, and
goals of their students. Flexible learning and teaching can involve different modes of delivery,
such as online, blended, or face-to-face; different learning activities, such as lectures,
discussions, or projects; and different assessment methods, such as tests, portfolios, or self-
evaluation
E. Differentiated Teaching
 Differentiated teaching is a specific strategy that involves tailoring instruction to the individual
differences of students, such as their readiness, interests, and learning profiles. It can be applied
within any mode of delivery, learning activity, or assessment method. Differentiated teaching
aims to provide optimal learning opportunities for all students by using a variety of instructional
methods, materials, and resources. Differentiated teaching can involve modifying the content,
process, product, or learning environment of a lesson
F. Education in Emergencies
1. Foundational standards
 The foundational standards domain details standards for community participation, coordination,
and analysis, which are critical for an effective education response. The standards described here
are the basis for the application of the standards for the other domains
2. The teaching and learning domain
 The teaching and learning domain focuses on critical elements that promote effective teaching
and learning, including curricula, training, professional development and support, instruction and
learning processes, and assessment of learning outcomes
- Curricula
 The courses of study offered by an educational institution or a specific area of specialization
- Training, professional development and support
 The activities and opportunities that help teachers and other education personnel improve their
knowledge, skills and performance- Instruction and learning processes.
- Assessment of learning outcomes
 The methods and tools used to measure and report the progress and achievement of learners in
relation to the curricula and the learning objectives.
11.5 A. The Learner-centered Lesson Plan
1. Detailed lesson vs. daily lesson log
 A detailed lesson plan (DLP) is a thorough description of a teacher’s instructions for a particular
class. It usually covers a single lesson or topic and includes the learning objectives, activities,
materials, assessment methods, and time allocation. A DLP is more suitable for teachers who are
new or need more guidance in planning their lessons.
 A daily lesson log (DLL) is a template that teachers use to log parts of their daily lessons. It
covers a days or a week’s worth of lessons. It includes the learning competencies, objectives,
content, learning resources, procedures, remarks, and reflections. A DLL is more suitable for
teachers who have at least one year of teaching experience and can adjust their lessons based on
the learners’ needs and feedback.
2. Parts of the learner-centered lesson plan
B. Instructional Learning Processes
1. Learning objectives: These are the specific and measurable statements of what the learners will be able to do
by the end of the lesson. They should be aligned with the curriculum standards and the learners’ needs and
interests.
2. Teaching content: This is the information, skills, and ideas that the teacher wants to convey to the learners. It
should be relevant, accurate, and appropriate for the learners’ level and background.
3. Lesson planning
1. Pre-planning: This is where the teacher gathers and prepares the materials, resources, and teaching aids that
will be used in the lesson. The teacher also considers the learners’ characteristics, the classroom environment,
and the potential challenges and solutions.
2. Lesson planning: This is where the teacher outlines the sequence and duration of the activities, the grouping
and interaction patterns, the instructions and questions, and the assessment and feedback methods.
3. Implementation: This is where the teacher delivers the lesson, following the plan and adjusting it as needed,
based on the learners’ responses and the classroom situation.
Evaluation: This is where the teacher reflects on the effectiveness of the lesson, the learners’ achievements and
difficulties, and the areas for improvement.

C. Lesson chunking and Microteaching Basics

 Lesson chunking is a strategy of breaking down a long or complex lesson into smaller and
manageable segments, or chunks. Each chunk has its own mini-objective, content, activity, and
assessment. Lesson chunking helps the learners to process and retain the information better, and
also allows the teacher to monitor and adjust the pace and difficulty of the lesson.
 Microteaching is a technique of practicing and improving one’s teaching skills by teaching a
short lesson to a small group of peers or students, and receiving feedback from them.
Microteaching helps the teacher to focus on specific aspects of teaching, such as questioning,
explaining, or managing the class, and to refine them through repeated trials and feedback.

SUMMARY/CONCLUSION
Facilitating learner-centered teaching and learning is an approach that puts the students at the center of
the learning process, empowering them to take charge of their own learning journey. It involves personalizing
learning experiences, encouraging active and collaborative learning, developing lifelong learning skills,
providing regular and constructive feedback, and creating flexible and culturally responsive learning
environments. Some of the benefits of this approach are enhanced engagement and motivation, improved
academic performance, increased self-confidence and autonomy, and better preparation for the real-world
challenges.
To facilitate learner-centered teaching and learning, teachers need to shift their role from being the
primary source of knowledge to being a guide, facilitator, and coach for the students. They also need to use
various instructional methods and technologies that support and enhance the learner-centered approach.
Furthermore, they need to assess the students’ learning outcomes and processes, not just the products, and
provide opportunities for reflection and improvement.

In conclusion, facilitating learner-centered teaching and learning is a pedagogical strategy that aims to
create a more engaging, effective, and inclusive learning environment that prepares students for the
complexities of the modern world. It is a holistic approach that considers the learner’s cognitive, emotional, and
social needs. It is not one specific teaching method, but rather a philosophy that can be applied to various
educational contexts and disciplines.
INDIVIDUAL REFLECTION
 As a teacher, I believe that facilitating learner-centered teaching and learning is essential for the success
of my students. I want to create a learning environment that is engaging, collaborative, and supportive for all
learners. I also want to help my students develop the skills and attitudes that they need to become independent
and critical thinkers.
To facilitate learner-centered teaching and learning, I use various strategies and methods in my
classroom. For example, I use cooperative learning groups, project-based learning, problem-based learning, and
inquiry-based learning to promote active learning and peer interaction. I also use formative and summative
assessments that are aligned with the learning objectives and outcomes, and that allow students to demonstrate
their understanding and application of the content. I provide constructive and timely feedback to my students,
and encourage them to reflect on their own learning process and progress.
One of the challenges that I face in facilitating learner-centered teaching and learning is managing the
diversity of learners in my classroom. I have students with different backgrounds, abilities, interests, and needs.
To address this challenge, I use differentiated instruction and universal design for learning principles to provide
multiple means of representation, engagement, and expression for my students. I also use scaffolding and
modeling techniques to support my students' learning and development.
Another challenge that I face is balancing the power and responsibility in the classroom. I want to give
my students more autonomy and choice in their learning, but I also want to maintain some structure and
guidance. To address this challenge, I use a gradual release of responsibility model, where I gradually shift the
responsibility for learning from myself to the students. I also use a contract or a rubric to clarify the
expectations and criteria for the learning tasks and activities.
Facilitating learner-centered teaching and learning is a rewarding and fulfilling experience for me as a
teacher. I enjoy seeing my students become more engaged, motivated, and confident in their learning. I also
learn from my students, as they share their perspectives, experiences, and insights with me and their peers. I
believe that facilitating learner-centered teaching and learning is a continuous process of improvement and
innovation, and I look forward to learning more and applying more strategies and methods in my future
teaching practice.

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