Weimer (2013) list that represents learners’
resistance towards a learner-centered approach to
PROF ED – 103:
Facilitating Learner-Centered
INTRODUCTION TO LEARNER-CENTERED TEACHING
Teaching evolved in its definition, methodology,
and purpose. In the traditional approach, the learners deal
with context and are trained to become skillful and
knowledgeable. But in contemporary times, the learners
focus on the science and art context to become active in
their knowledge and skills.
McCombs and Whisler (1997) defined learner-
centeredness as the perspective that combines a focus on
individual learners. The definition explicates the
importance of the learner as the key element in the success
of the teaching-learning process.
Learner-centered teaching involves optimizing
learning opportunities for learners. There are aspects of
learner-centered practices for achieving optimizations:
 Engage students in authentic learning - which
requires the teacher to provide experiential and
firsthand experiences as a learning activity.
 Involve students in their choice and control of
learning - sharing the responsibility for learning
with them makes them accountable for their
learning.
 Instill life-long learning skills for the students -
teachers must be trained to teach survival skills
and learning.
 Promote the relevance of learner-centered
teaching (before starting your lesson) -
acquiring new skills and knowledge that will
enable the learners to decide whether it is
worthwhile to engage in learning.
Five Characteristics of Learning-Centered Teaching
(Weimer 2013):
 Learner-centered teaching engages students in
the hard, messy work of learning - the teacher
lets students perform learning tasks.
 Leaner-centered teaching includes explicit
skill instruction - teachers as an expert in their
field of discipline must teach the learners how to
solve problems.
 Learner-centered teaching encourages
students to reflect on what they are learning
and how they are learning it - Learners should
be conscious of what and how they are learning.
 Learner-centered teaching motivates students
by giving them some control over the learning
processes - Contrary to the traditional teacher-
centered approach where classroom decision-
making is the teacher’s sole responsibility.
 Learner-centered teaching encourages
collaboration - It recognizes the importance of
social regard for learning and cooperation as an
attribute for everyone to learn something new.
teaching:
 Learner-centered approaches require more work.
 Learner-centered approaches are threatening.
 Learner-centered approaches involve losses.
 Some students are not ready for specific learner-
centered approaches.
Dimension of Learner-Centered Teaching
1. Balance of Power
 The learner's motivation, confidence, and
enthusiasm for learning are adversely affected
when teachers control the process through and by
which they learn.
2. The Function of Content
 A teacher must select subject matter that is
essential and practical for the students in a society
that is undertaking an influx of changes.
3. The Role of the Teacher
 In learner-centered teaching, the role of the
teacher shifts from being a sage on the stage (the
sole source of information) to being a guide on the
side (facilitator of learning).
4. The Responsibility for Learning
 In learner-centered teaching, the responsibility for
learning is bestowed upon the learners.
5. The Purpose and Processes of Evaluation
 Our policies and practices coupled with a broader
societal interest, place a disproportionate
emphasis on evaluation for grading.
PSYCHOLOGICAL FOUNDATIONS OF LEARNER-
CENTERED TEACHING
The 14 Psychological Learning Principles
The American Psychological Association
developed 14 Learner-Centered Psychological Principles
(LCP) that serve as a framework in the educational system
for instructional reform and redesign. The following 14
psychological principles pertain to the learner and the
learning process. They focus on psychological factors that
are primarily under the control of the learner rather than
conditioned habits or physiological factors.
Domain 1: Cognitive and Metacognitive Factors
LCP 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.
LCP 2: Goals of the Learning Process – The successful
learner, over time and with support and instructional
guidance, can create meaningful, coherent representations
of knowledge.
LCP 3: Construction of Knowledge – The successful
learner can link new information with existing knowledge
in meaningful ways.
LCP 4: Strategic Thinking – The successful learner can
create and use a repertoire of thinking and reasoning
strategies to achieve complex learning goals.
LCP 5: Thinking About Thinking – Higher-order
strategies for selecting and monitoring mental operations
facilitate creative and critical thinking.
LCP 6: Context of Learning – Learning is influenced by
environmental factors, including culture, technology, and
instructional practices.
Domain 2: Motivational and Affective Factors
LCP 7: Motivational and Emotional Influences on
Learning – What and how much is learned is influenced by
motivation. Motivation to learn, in turn, is influenced by
the individual's emotional states, beliefs, interests and
goals, and habits of thinking.
LCP 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.
LCP 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.
Domain 3: Developmental and Social Factors
LCP 10: Developmental Influence 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.
LCP 11: Social Influences on Learning – Learning is
influenced by social interactions, interpersonal relations,
and communication with others. Learning can be enhanced
when the learner has an opportunity to interact and
collaborate with others on instructional tasks.
Domain 4: Individual Differences Factors
LCP 12: Individual Differences in Learning – Learners
have different strategies, approaches, and capabilities for
learning that are a function of prior experience and
heredity.
LCP 13: Learning and Diversity – Learning is most
effective when differences in learners' linguistic, cultural,
and social backgrounds are taken into account.
LCP 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.
INTRODUCTION TO CLASSROOM MANAGEMENT:
PRINCIPLES AND MODELS
Classroom Management
Brophy (2006) describes classroom management
as all the actions teachers take to create and maintain an
environment conducive to learning. Classroom
management as a process consists of five key areas:
organizing the physical design of the classroom,
establishing rules and routines, developing caring
relationships, implementing engaging and effective
instruction, and addressing discipline issues.
1. Physical Design of the Classroom
 The physical design lies in how the classroom is
laid out, where the students’ desks are, where the
teacher’s desk is, where learning centers and
materials are located, where heavily used items
such as pencil sharpeners are, and so on.
2. Rules and Routines
 Teachers establish class rules and routines (such
as handing back papers and taking attendance) to
keep the class activities running smoothly with as
little disruption and loss of time as possible.
3. Relationships
 Effective classroom managers develop caring,
supportive relationships with students and
parents and promote supportive relations among
students.
4. Engaging and Motivating Instruction
 Effective managers develop instruction that
engages learners and they carefully plan their
instruction so that each learning activity is well
organized and runs smoothly.
5. Discipline
 Discipline revolves around teachers’ actions
focused on preventing and responding to students’
misbehavior. Discipline does not only mean
punishment nor does it only mean the actions that
teachers take after misbehavior occurs. Discipline
also includes teacher actions that prevent
misbehavior.
Guiding Principles in Classroom Management
1. Successful classroom management fosters self-
discipline and personal responsibility.
2. Disorder in classrooms can be avoided if
teachers foster positive student–teacher
relationships, implement engaging instruction,
and use good preventive management
strategies.
3. The need for order must not supersede the
need for meaningful instruction.
4. Managing today’s diverse classrooms requires
the knowledge, skills, and predispositions to
work with students from diverse racial, ethnic,
language, and social class backgrounds.
 5. Becoming an effective classroom manager
requires reflection, hard work, and time.
Models
(Lee and Marlene) Canter’s Assertive Discipline Model
– Realize that the student has the right to choose how to
behave in your class with an understanding of the
consequences that will follow his or her choice.
(Rudolf) Dreikur’s Logical Consequences Model
– Realize that the student wants status, recognition, and a
feeling of belonging. Misbehavior is associated with
mistaken goals of getting attention, seeking power, getting
revenge, and wanting to be left alone.
(Haim) Ginott’s Congruent Communication Model
– Communicate with the student to find out their feelings
about a situation and themselves.
(William) Glasser’s Reality Therapy Model
– Realize that the student is a rational being; they can
control their behavior.
The (Jacob) Kounin Preventine Discipline Model
– Develop withitness, a skill enabling you to see what is
happening in all parts of the classroom at all times.
(Burrhus Frederici) Skinner’s Behavior Modification
Model
– Realize the value of nonverbal interaction (i.e. smiles,
pats, and handshakes) to communicate to students that
you know what is going on.
ORGANIZING THE PHYSICAL STRUCTURE,
ESTABLISHING RULES AND ROUTINES, and
IMPLEMENTING AND MANAGING ENGAGING
INSTRUCTIONS IN A LEARNER-CENTERED CLASSROOM
Room Structuring
The first component of the process of classroom
management is the physical design of the classroom.
According to Doyle (2006), one of the main factors
determining how much time teachers spend organizing
and directing students and dealing with inappropriate and
disruptive behavior is the physical arrangement of the
classroom. To provide students with the necessary space
to learn, you will need to make thoughtful and purposeful
decisions about how to arrange the students’ desks as well
as other important classroom furniture and materials.
Traditional Rows
1. Theory – This arrangement conveys a message
that the teacher is the authority, standing in front
of the room and “transmitting” knowledge to the
class.
2. Advantages
 A. It is easy for the teacher to move around to any
desk in the room.
 B. It is easy for students to look at the teacher
when he or she is talking.
 C. Students may be less distracted by peers
because they are not sitting next to them.
 D. Teachers can readily monitor whether students
are paying attention and understanding the
material because they can see all the students’
faces.
3. Disadvantage
 A. Students cannot easily work in groups and have
to move desks around to work together, which
means that short group tasks cannot be easily
accomplished (i.e., five minutes to discuss a topic).
 B. Students cannot see each other during group
discussions.
 C. Students in the back often cannot hear students
in the front row who are facing toward the
teacher.
Clusters
1. Theory – This arrangement emphasizes the
importance of students working together to
construct knowledge.
2. Advantages
 A. It is easy for the teacher to move around and
talk with individuals or with groups.
 B. Students can readily work in small groups.
 C. Students can see each other more easily, which
encourages students to talk to one another during
discussion.
3. Disadvantages
 A. Maintaining attention may be more difficult
when the teacher is talking since not all students
are facing the teacher.
 B. Teachers cannot easily monitor behavior or
student understanding as readily as when all
students are facing them.
Pairs
1. Theory – This arrangement emphasizes the
importance of students working together to
construct knowledge.
2. Advantages
 A. It is easy for the teacher to move around and
talk with individuals or with pairs.
 B. Teachers can expect that all students will look
at them when teachers are talking.
 C. Since the teacher can see all the students’ faces,
he or she can more readily monitor behavior and
understanding.
 D. Students can readily work in groups of two, and
by having one pair turn their chairs around to join
the group behind them, students can quickly form
groups of four.
3. Disadvantages
 A. When students are doing individual work at
their seats, a partner may distract them.
 B. Students cannot see each other during a group
discussion.
 C. Students in the back often cannot hear students
in the front, who are facing toward the teacher.
U-Shaped
1. Theory – This arrangement emphasizes the
importance of students’ talking directly to each
 other, and it also allows for collaborative
knowledge construction by pairs of students.
2. Advantages
 A. All students can see the center of the room,
which makes it easy for the teacher to maintain
attention when talking.
 B. The teacher can see all the students’ faces and
can readily monitor students’ behavior and
understanding.
 C. Adjacent students can work in pairs, usually
without moving their desks much, as desks are
usually close together.
 D. Most students can look at a person who is
speaking, which encourages students to talk
directly with each other during discussions.
3. Disadvantages
 A. The arrangement can often be crowded.
 B. When students are doing individual work at
their seats, someone sitting on either side of them
may distract them.
 C. Working in small groups is difficult.
Arranging Other Furniture, Equipment, Supplies, and
Décor
The arrangement of students’ desks is not the only
important component of the classroom’s physical layout.
You will also need to decide where to place (1) your desk;
(2) any additional tables or other furniture; (3) computers
or other equipment; (4) materials and supplies that
students use regularly, such as art supplies, materials for
science experiments, and pencil sharpeners; and (5)
special centers that you might create, such as a library
corner.
1. Create Adequate Space for Interaction
 Students need adequate space in which to learn,
individually and collaboratively. They need
enough desk space and space to put their personal
belongings so that they do not feel cramped.
2. Minimize Traffic Problems
 It is important to create an aesthetically pleasing
classroom environment. Placing posters, pictures,
and student work on the wall helps students feel
that the room is a welcoming, comfortable place to
be. This can include posters that express values
and class norms, pictures that you and the
students like, or notable quotations from books
the students are reading.
3. Showcase Students Diversity
 Students’ diversity provides a rich resource for
decorating the classroom and helps make students
feel accepted.
4. Adapt the Room to the Instructional Purpose
and Activities
 You will want to match the physical layout of your
classroom to your preferred instructional
activities and purposes.
5. Consider Students’ Perceptions
 Your students’ ideas about their surroundings
may be different from what you expect and
understanding what they are thinking will help
you design an environment that meets their needs.
Establishing Classroom Rules and Routines
Teachers struggle with classroom management for
one of two primary reasons: (1) They do not establish
rules and routines in their classroom or (2) they do not
understand the difference between the two.
Classroom Rules
You have the freedom and flexibility to develop a
wide variety of rules for your classrooms as well as the
process used to develop them. There are some general
guidelines or “best practices” to guide you in the
development of effective classroom rules.
1. Develop a Reasonable Number of Rules.
 It is best to develop approximately four to six
rules. If you have too many rules, your classroom
will seem overly rigid, and students may have a
hard time remembering them all. If there are too
few rules, critical aspects of behavior that should
be covered by class rules will probably be
neglected.
2. Decide on How to Word the Rules.
 Remember to write rules using positive language,
which means avoiding negative words such as no
or not.
3. Consider Students’ Cultural Backgrounds.
 It is important to remember to take students’
cultural backgrounds into account when
developing rules. Some rules that might make
sense within one cultural group will not make
sense within another group.
4. Teach and Demonstrate Each Rule.
 You will also need to explicitly teach the students
what the rules are and how to interpret them.
5. Post the Rules in a Prominent Spot.
 Effective classroom managers make sure that
students understand and remember the rules. One
way to help students remember the rules is to
post the rules in a conspicuous place where
everyone in the classroom can see them easily.
6. Decide Whether to Give Students a Voice.
 An important decision that you need to make is
whether to involve the students in developing the
rules. On the one hand, you may determine what
the rules are. On the other, you may have the
students help generate them.
Implementing and Managing Engaging Instruction
One of the components of classroom management
is engaging instruction, which involves using instructional
techniques that increase students’ motivation and interest
in learning. Teachers must understand that there is a
reciprocal relationship between engaging, motivating
instruction and effective classroom management.

Before the Lesson
Consider the Physical Design.
Although we have already discussed the idea of
creating a thoughtful and purposeful physical design of the
classroom, those strategies were general strategies to
incorporate to help with the overall classroom
environment.
Plan for the Necessary Materials.
Most successful lessons draw on a variety of
materials throughout the lesson. Materials can include
items that are standard in classrooms, such as
chalkboards, chart paper, markers, rulers, scissors, and
glue.
Consider the Number of Students.
There are many times when the number of
students participating in a lesson or activity is an
important factor in the design and implementation of the
lesson.
Decide How to Group Students.
Many teachers like to incorporate cooperative or
collaborative work into their lessons, which requires
students to work with other students. For the group work
to go more smoothly, you need to think about how you will
group students.
During the Lesson
Incorporate Relevant Content.
It is essential that students feel that the content
they are learning is relevant to their lives. If students see a
purpose for what they are learning, they will be more
willing to invest their time and effort and will remain
engaged in the lesson.
Provide Clear Instructions.
One of the more challenging aspects of
implementing a lesson is providing clear directions for
different aspects of the lesson. Be sure to supply explicit
step-by-step directions and model the first few steps of the
process.
Teach Collaborative Work Skills.
Many teachers incorporate collaborative or
cooperative work into their lessons. There are many
benefits and pitfalls to having students work in small
groups or with a partner.
Plan for Transitions.
A transition is a change in activity.
Monitor Progress and Provide Feedback.
Monitoring students’ work and providing
feedback will help students stay engaged in the task at
hand. One of the most effective ways to accomplish
consistent student engagement is to circulate and check in
with all students.
Monitor Students’ Behavior.
It is important to keenly observe students to see
how they are doing, including whether they are on task
and if they are achieving the key learning goals. It is a good
idea to have a plan for what you will do if a student clearly
cannot handle the lesson and is extremely disruptive.
After the Lesson
Organize and Assess Student Work.
For students to stay engaged in the learning
process, they need timely and helpful feedback about their
progress. To supply this, you can develop a system to
efficiently collect, assess, and record student work.
Engage in Reflection.
Reflecting on a lesson after the fact is one of the
most effective strategies for improving your teaching.
DEVELOPING RELATIONSHIPS AND RESPONDING TO
BEHAVIOR PROBLEMS IN A LEARNER-CENTERED
CLASSROOM
Developing Relationships
All learning takes risks. Whether a teacher asks a
student to write an answer on the board, shoot a
basketball into the hoop, or spell a word in front of the
class, there is an element of risk involved. The degree of
risk will depend on the individual student’s personality; an
extroverted student will be more likely to take a risk more
quickly than an introverted student. Students will not take
risks if they do not feel safe and cared for by their teacher
and their classmates.
Teacher-Student Relationships
Students respond better to caring teachers. It is
hoped that people who choose to enter the teaching
profession bring with them a caring disposition.
1. Maintain a Sense of Humor.
 Humor plays an integral role in creating a
comfortable learning environment, and it is vital
to be able to laugh at yourself when you make
mistakes.
2. Be a Real Person.
 Students of all ages have trouble understanding
that their teacher is a “real person” with a life
outside the school building, which is why they love
to learn personal information about them.
3. Be Welcoming.
 Your students will spend many hours in your
classroom, and you will want to be sure that they
feel welcome and comfortable in that
environment. There are many simple but effective
ways to help accomplish this goal.
4. Provide Extra Help.
  Students need to know that you are available to
provide extra help when they need it.
5. Provide Ongoing Feedback.
 For students to be successful, they need to receive
ongoing feedback about how they are doing in
each subject.
6. Encourage Students to Regulate Their
Learning.
 When students receive ongoing and consistent
feedback about their progress, they are more
aware of how they are doing and what they need
to do to improve.
7. Be Available for a Talk.
 It seems that students are coming to school with
more and more problems that interfere with their
learning. There are many times when students are
just looking for a sympathetic ear and need
someone to listen to them for a few minutes.
8. Be Sensitive to Students’ Concerns.
 Sometimes students are sensitive to or
preoccupied with certain situations or
circumstances in their life that are also interfering
with their learning.
9. Learn About Students’ Cultural Backgrounds.
 In a multicultural classroom, another critical point
in developing effective interpersonal relationships
with your students is that you must understand
and appreciate the cultural backgrounds of your
students and their families.
10. Take a Personal Interest in Students.
 Getting to know students outside the classroom
goes a long way toward helping them know that
we care about them as people, not just as students.
Relationship Among Students
The key to developing positive interpersonal
relationships among students is to provide them with
opportunities to form connections with their classmates. If
students feel personal connections with each other, they
are less likely to engage in bullying and other disruptive
behaviors.
Teacher-Parent Relationship
Another type of relationship that affects your
ability to effectively manage your classroom is the one that
you develop with the student’s parents. Parental
involvement means that parents stay abreast of what their
children’s assignments are and what they are doing in
school and that parents attend school functions such as
athletic events or concerts and back-to-school nights.
Responding to Behavior Problems
Even when teachers are extremely proficient at
employing teaching strategies that prevent misbehavior,
students will still sometimes misbehave. Behavior
problems that require a teacher’s response will arise even
in the best-managed classrooms. These misbehaviors can
be classified into two categories—minor or more serious.
These three guidelines are the following:
 Preserve the dignity of the students — All
students want the respect of their teacher and
peers. In many cases, students will attempt to
“save face” with their peers at any cost.
 Keep the instructional program going with as
minimal disruption as possible — It is vital to
remember that one of the goals of classroom
management is to maximize learning time.
 Use culturally consistent language — It is
important to understand that different cultures
have different ways of giving instructions and
directions.
Responding to Minor Misbehavior
Most behavior problems that arise in the
classroom are minor and can be dealt with quickly and
efficiently using a nonverbal or verbal intervention. A good
rule of thumb when dealing with minor misbehavior is to
think about beginning with a nonverbal intervention and
moving to a verbal intervention, if necessary.
Intervention
Proximity – The teacher moves closer to the misbehaving
student. Most students will not continue to engage in
misbehavior if the teacher is standing right next to them,
which makes this a straightforward and effective strategy.
“The Look” – The teacher makes a stern face that
communicates disapproval to misbehaving students.
Hand Signals – The teacher uses hand signals or gestures
to communicate with misbehaving students.
Confiscating Forbidden Items – When a teacher sees
students using forbidden items (checking cell phones,
passing notes), he or she quietly takes the item, directing
the students to meet to discuss this after class.
Facial Expression – A teacher uses a large repertoire of
facial expressions to communicate dissatisfaction to
misbehaving students.
Calling on the Students – If the teacher suspects that a
student is not behaving appropriately, he or she calls on
the student or uses the student’s name in a lesson. This
subtly communicates to the student that the teacher is
aware of the misbehavior.
Praising Good Behavior by Other Students – This is a
technique that works primarily with elementary school
students. When some students are misbehaving, the
teacher praises other students for being well-behaved.
Private Reminder – The teacher privately reminds a
student of a rule or privately reprimands the student.
Reminder in a Soft Voice – The teacher warns students in
a soft rather than a louder voice.
Public Rule Reminder – A teacher directly reminds
students that they are breaking one of the classroom rules.
Warning of Consequences – The teacher warns students
of the consequences of continuing to misbehave.
Responding to More Serious Misbehavior
Some behaviors that arise in the classroom will
fall into the category of more serious misbehavior and will
require more than a nonverbal or verbal intervention.
Rather, this is the time to impose a consequence. There is a
significant difference between interventions and
consequences. When developing and selecting a
consequence, a general guideline is to be sure that the
consequences are logically related to the misbehavior.
 Related – The consequence should be directly
related to the student’s misbehavior. Having a
student stay after school to write a summary of
lecture material missed while talking is directly
related to the misbehavior of talking; staying after
school to erase the chalkboards is not.
 Respectful – The consequence is respectful of the
student and the classroom. Being respectful
entails giving students input into possible
consequences and including some choices about
the specifics of the consequences. The
consequence is not intended to hurt or humiliate.
 Reasonable – Reasonable consequences should
help children correct their mistakes and know
what to do next time, not make them feel bad.
Reasonable consequences are also not excessively
severe given the nature of the misbehavior.
Addressing Chronic Behavior
A large percentage of misbehavior will respond to
nonverbal and verbal interventions or logical
consequences. However, many times there will be one or
two students who do not respond to these strategies, and
their behavior becomes chronic. One of the most effective
ways to deal with chronic misbehavior is through behavior
modification, which is the systematic use of reinforcement
to strengthen a desired behavior. Many different behavior
modification systems can be effective. However, any well-
designed classroom behavior modification plan will have
three common elements: a contract, a tracking system, and
the use of reinforcement.
 A contract should state the specific behavioral
goals and consequences that will result if the
student fails to change his or her behavior.
 This system should allow students to track their
progress toward the identified goal. It is helpful to
choose a visible, tangible way to track a student’s
progress.
 An effective behavior modification system is the
use of positive reinforcement. Positive
reinforcement is the act of receiving something
(praise, a reward, a privilege, etc.) that increases
the likelihood of repeating the desired behavior.
LEARNING DELIVERY MODALITIES
Types of Learning Delivery Modalities
Face-to-Face
Face-to-face learning is an instructional method
where course content and learning material are taught in
person to a group of students. This allows for a live
interaction between a learner and a teacher. It is the most
traditional type of learning instruction.
Blended Learning
Blended learning is the use of traditional
classroom teaching methods together with the use of
online learning for the same students studying the same
content in the same course.
Models of Blended Learning
Model 1 – Blended Presentation and Interaction
Activity-focused face-to-face sessions blended with online
resources.
For example, the flipped curriculum model combines:
 Short lecture podcast, online resource.
 Face-to-face tutorials/seminars for interaction
and presentation of group work.
Model 2 – Blended Block
Combination of:
 Intensive face-to-face sessions as one day or half
days.
 Weekly online tutorials/seminars for activities
and interaction.
 Online content and resources.
Models 3 – Fully Online
Combination of:
 Short lecture podcasts with online resources and
learning activities.
 Online tutorials (synchronous).
 Interaction via online collaboration, discussion
forums, and/or group work.
E-Learning
Intentional use of electronic media and
Information and Communication Technologies (ICT) in the
teaching and learning process (Naidu 2006) is referred to
as e-learning, where “e” denotes “electronic”. It can also be
described by many other terms including online learning,
virtual learning, distributed learning, network, and web-
based learning.
Distance Learning
According to National Reporting System (NRS)
Implementation Guidelines, “Distance education is formal
learning activity where students and instructors are
separated by geography, time or both for the majority of
the instructional period. Distance learning materials are
delivered through a variety of media including, but not
limited to, print, audio recording, videotape, broadcasts,
computer software, web-based programs, and other online
technology.
Elements of Distance Education/Learning
 1. The quasi-permanent separation of teacher and
learner throughout the length of the learning
process: This distinguishes it from conventional
face-to-face instruction.
2. The influence of an educational organization both
in the planning and preparation of learning
materials and in the provision of student support
services. This distinguishes it from private study
and teach-yourself programs.
3. The use of technical media, print, audio, video, or
computer, to unite teacher and learner and carry
the content of the course.
4. The provision of two-way communication so that
many benefit from or even initiate dialogue. This
distinguishes it from other uses of technology in
education.
5. The quasi-permanent separation of the learning
group so that people are usually taught as
individuals and not in groups, with the possibility
of occasional meetings for both didactic and
socialization purposes.
Structures of Facilitating Learner-Centered Teaching
Formal Education
environment. Authorized parents, guardians, or
tutors take the place of the teachers as learning
facilitators.
b) Modified In-School Off-School Approach
(MISOSA)
 To address limitations in classrooms, teachers,
and learning materials, DepEd schools may offer
the Modified In-School Off-School Approach
(MISOSA). This delivery mode specifically caters
to Grades 4,5, and 6 classes with at least 50
learners.
c) Enhanced Instructional Management by
Parents, Community, and Teachers (e-IMPACT)
 To address these problems in education in the
public school system, the Southeast Asian
Ministers of Education Organization (SEAMEO)
Innotech designed the Enhanced Instructional
Management for Parents, Community and
Teachers (E-IMPACT), a technology-enhanced
alternative delivery mode of learning wherein a
peer-led approach is the main process that allows
pupils to learn, interact with each other and
develop to their fullest potential.

This refers to education which normally takes
place within the four walls of the classroom with the
presence of teachers, guided by a set of organized activities
that are intended to transmit skills, knowledge, and values
as well as to develop mental abilities.
Alternative Learning System (ALS)
This refers to a learning system, which can be a
practical option for those who do not want to be trained
under formal schooling, due to various impeding
circumstances in life.
d) Open High School Program (OHSP)
 The Open High School Program (OHSP) is an
alternative mode of delivering secondary
education that puts a premium on independent,
self-paced, and flexible study to reach learners
who are unable to start or complete secondary
education due to limited time, geographical
inaccessibility of schools, physical impairment,
financial difficulties, and/or social or family
problems.

A. Nonformal Education
 This refers to organized instruction that takes
place outside school settings (e.g. girl scouts,
music lessons, sports), such as workplaces,
factories, shops, and similar venues meant to
upgrade the skills of workers or provide new skills
to Out-Of-School Youths (OSYs) and adult
illiterates.

B. Informal Education
 This refers to incidental learning derived from
home, church, mass media, peers, the Internet,
other educative agencies, and social institutions
that are not organized, specified, anticipated, or
predicted.

C. The Mobile Teacher

 Mobile Teachers are “specialized” teachers who
live among the people in remote barangays of the
country to conduct the BLP for illiterate out-of-
school children, youth, and adults who are willing
to learn basic literacy skills and proceed to the
Continuing Education program.

Alternative Delivery Modes

a) Home Schooling
 Homeschooling provides learners with access to
formal education while staying in an out-of-school