QUIRINO STATE UNIVERSITY

ARA-Instruction

AN OUTCOMES-BASED

COURSE SYLLABUS

in

Eng 14
Facilitating Learner-Centered Teaching

First Semester
Academic Year 2022-2023
College of Teacher Education- Bachelor of Secondary Education

Prepared by:

ANALIZA TUPPAL, MAEd.

Subject Instructor

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Course Number Eng 14

Course Title Facilitating Learner Centered Teaching
Course Description This course deals with both the classic and contemporary theories and research on the cognitive, metacognitive, socio-cultural and
individual difference factors that impact on teaching-learning process. It covers. It emphasizes the metacognitive skills that preservice
teachers need to acquire to become expert learners. It focuses on application of learner-centered principles in the various aspects of the
teaching-learning process. A reflective component is infused in each of the topics to direct the students to think about how their learnings
from the theories and researches can be used to effectively facilitate the learning processes among learners.
Course Credits Three (3) units
Contact Hours Three (3) Hours / Week
Prerequisite None
Educational Mandates VISION: QSU as the leading center for academic and technological excellence and prime catalyst for progressive
and sustainable Quirino Province and Southern Cagayan Valley.

MISSION: Develop competent and morally upright professionals and generate appropriate knowledge and
technologies to meet the needs of Quirino Province and Southern Cagayan Valley.

GOALS: 1. Perform the mandated functions of the university through an effective and efficient
management system;
2. Provide innovative and quality academic programs and produce competent, productive and
committed professionals;
3. Generate relevant knowledge and responsive technologies through quality researches;
4. Develop and implement techno-transfer and efficient training and extension services; and
5. Generate adequate resources to support and enhance institutional development.

CORE VALUES: Quirino State University commits itself to stakeholders to:

Quality and Excellence – Quickly & willingly render excellent, ethical and professional service at all times;
Commitment – Seriously pursue academic excellence to produce globally competitive graduates; and
Unity & Integrity – Unitedly promote a working environment of morally upright government servants.

QUALITY POLICY: Quality Service Upheld: a continuous commitment in improving our endeavors to meet the
satisfaction of our valued stakeholders. Specifically, Quirino State University shall:
Quickly & willing render excellent, ethical & professional service which show strong management involvement
& commitment to produce quality graduates

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Seriously pursue to continually improve the quality management system through the enhancement of faculty
& staff competencies, creativity, empowerment & accountability through relevant development programs; and
Unitedly provide quality services through participatory governance & compliance to legal & other prescribed
requirements.

QUALITY OBJECTIVES:
1. Provide continuous excellent instruction to produce competent, productive and committed professional;
2. Generate relevant knowledge and responsive technologies through advanced research;
3. Develop and implement techno-transfer approaches for sustainable extension activities; and
4. Generate adequate resources to support and enhance institutional development.

GOALS OF THE COLLEGE OF TEACHER EDUCATION:

1. Development of competent teachers in basic education;
2. Preparation of competent teachers supportive to national development goals; and
3. Preservation and promotion of desirable values for a dignified teaching profession.

OBJECTIVES OF THE BACHELOR OF SECONDARY EDUCATION

1. To equip prospective high school teachers with the academic and cultural background for better
understanding of their roles in the society;
2. To provide knowledge, skills and desirable attitudes necessary for efficient and effective teaching in the
secondary high
Schools;
3. To instill moral and social responsibilities in the teaching professions; and
4. To produce patriotic, upright productive, technology driven and globally competitive high school teachers.
Program Educational Program Educational Objectives
Objectives Graduates of the BSED are professionals who:
1. have a deep and principled understanding of a wide range of ranging process (including curriculum
development, lesson planning, materials development, educational assessment and teaching
approaches) and the role of the teacher in facilitating these processes in their students (COGNITIVE)

2. have creativity and innovation in applying alternative teaching approaches, while demonstrating
basic and higher literacy, communication, numeracy, critical thinking, and learning skills needed for
higher learning in diverse types of learning environment; (PSYCHOMOTOR/SKILLS)

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3. can demonstrate and practice the professional and ethical requirements of the teaching profession
(AFFECTIVE/VALUES)

Learning Outcomes 1. Possess broad knowledge of language and literature for effective learning.
(For major in English 2. Use English as a global language in a multilingual context as applies in applies to the teaching of language
and literature.
3. Acquire extensive background in the field of language, literature, and other allied services.
4. Demonstrate proficiency in oral and written communication.
5. Show competence in employing innovative language and literature teaching approaches, methodologies, and
strategies.
6. Use technology in facilitating language learning and teaching.
7. Inspire students and colleagues to lead relevant and transformative changes to improve learning and
teaching language and literature.
8. Display skills and abilities to be a reflective and research-oriented language and literature teacher.

At the end of the semester, the students should be able to:

Learning Outcomes
(For the subject) 1. observe and reflect on how the various learning theories and principles apply to the learners in the
Philippine context;
2. relate the various theories and research findings to different Learner-centered teaching approaches,
methods and techniques;
3. demonstrate appreciation and respect of the uniqueness of the individual learners and individual
learning process, and the unique dynamics that occur in the learning process within a group of learners;
4. apply learner-centered principles in the teaching-learning process;
5. demonstrate a deep understanding of research and theories related to the factors affecting learning;
6. demonstrate a deep understanding of the basic approaches to studying learning and knowledge in
complex domains;
7. apply strategies to become at expert learner;
8. apply knowledge of learning styles, multiple intelligences and learners’ needs to plan differentiated
learning;
9. describe the processes involved in acquiring, storing and retrieving knowledge;
10. explain how spiral curriculum works in eclectic education;
11. determine effective ways to foster effective transfer of learning as future educators;
12. apply questioning techniques based on Bloom’s taxonomy;

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13. describe the social and factors that affect student motivation;
14. identify the purposes of assessment; and
15. deliver demonstration teaching that facilitates learner centered teaching.

Grading System
LECTURE % Allocation
Prelim/Midterm/Final
40%
Exams
Quizzes 30% Final Grade =Prelim Grade + Midterm Grade + Semi-Final Grade
Requirements 10% 3
Recitation/Participation 10%
Attendance and
10%
Assignment
Total 100%
Transmutation of Grades
Point System Percentage System Point System Percentage System
1.00 98-100 2.50 80-82
1.25 95-97 2.75 77-79
1.50 92-94 3.00 75-76
1.75 89-91 4.00 71-74
2.00 86-88 5.00 70-below
2.25 83-85
Y
Course Requirements Written and Performance Outputs, Demonstration Teaching
LCD Projector, slides, laptop computer, research guides, sample literary pieces, case study sample, books, and
Materials/Equipment
other related materials.
Crowther, Ingrid (2007) Creating Effective Learning Environments 2nd Edition. Thomson Nelson.
Lucas, Ma. Rita and Corpuz, Brenda (2011) Facilitating Learning: Metacognitive Process. Published: Lorimar Publishing, Inc.
Mayer, Richard E. (2011) Applying the science of learning. Boston: Pearson Education.
Learning Resources McDevitt, Teresa M. (2013) Child development and education. 5th ed. Boston: Pearson.
Schunk, Dale H. (2012) Learning Theories: An Educational Perspective. 6th Ed. Boston: Pearson Education.
Vega, Violeta A. (c2012) Facilitating learning. Revised ed. Mandaluyong City: Books Atbp.
Syllabus of Maria Rita D. Lucas, Ph.D. Centro Escolar University

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Modality Face to Face

Classroom Policies 1. Prayer. Each class begins and ends with a prayer.
2. Greeting. Students greet the teacher “Good Morning”, Sir/Ma’am/Sister. Praised be Jesus and Mary!”
before the beginning of the class.
3. Attendance. Only for valid reasons can students be excused from class.
4. Identification Card. A validated student identification card must always be worn by all students.
5. Promptness. Students are expected to come to class on time. More than 15 minutes is considered absent.
6. Participation. As much as possible students are to participate in class discussions and activities.
7. Intellectual integrity. Cheating is strictly prohibited. Any form of dishonesty shall be dealt with
accordingly. Honesty is the best policy.
8. Use of Cellular Phones. All cellular phones are put in silent mode inside the classroom. Texting and
answering calls are to be done at designated areas in the campus.
9. Energy Conservation. Lights and fans are put off by the one nearest the switch after every class.
10.Submission of Requirements. Haste makes waste. Class requirements are to be submitted on time.
11.Courtesy. Respect for others is practiced at all times and in all places.

Faculty Information Name of Faculty: ANALIZA TUPPAL

Academic Rank: INSTRUCTOR-COS
Designation: COLLEGE / PROGRAM SECRETARY, BATCH ADVISER
Contact Number: 09656689950
Email Address: analizatuppal@gmail.com
Consultation Time: MWF 1:00-2:00

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LEARNING PLAN

LEARNING
TOPICS MODALITY ASSESSMENT
OUTCOMES METHODOLOGY RESOURCES REMARKS

Familiarize with the Orientation Face to face Open discusssion Student’s Oral recitation
University’s VMGO. A. VMGO Handbook
Discuss the B. Class Rules and
requirements of the Regulations QSU Manual
course, grading C. Class
system and requirements Videos/ Songs
expectations.
a. explain the process Introduction Face to face Interactive Lecture Hand Out/ Individual Activity:
of metacognition 1.1 Metacognition Module Individual Recitation
b. apply the Peer Sharing
metacognitive Powerpoint Self Assessment
strategies in one’s Presentation
learning process
c. apply strategies to Differetiated
become at expert Activities
learner
a. determine Review of theories
the Face to face Interactive Hand Out/ Graphic Organizer
views of the different relevant Discussion Module Making
authors on learners’ to the Learners’
development development Group Powerpoint
b. draw implications I.1.1 Piaget Presentation Presentation
of developmental I.1.2 Erikson
theories Differetiated
I.1.3 Vygotsky
on the teaching Activities
learning process
I.1.4 Kohlberg
I.1.5 Bronfenbrenner
a. apply knowledge of Student Diversity Face to face Interactive Hand Out/ Performance Task
learning styles, a. Individual Discussion Module

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multiple Differences Quiz

intelligences and b. Learning Styles and Reporting Powerpoint
learners’ needs to Multiple Intelligences Presentation Activity varies on the
plan c. Learners with Lesson Planning demonstrator
differentiated exceptionalities Differetiated
learning Demonstration Activities
b. Use people first Teaching
language in special
education
c. accomplish a
compilation of
teaching strategies
based on the different
thinking/learning
styles and multiple
intelligences
a. apply behaviorist Behaviorist Perspective Face to face Interactive Hand Out/ Individual Activity
principles in giving 3.1.1 Pavlov Discussion Module
feedback and 3.1.2 Skinner Group Activity
reinforcement 3.1.3 Watson Reporting Powerpoint
b. cite examples of 3.1.4 Neobehaviorism Presentation Activity varies on the
how the laws if Tolman and Bandura Lesson Planning demonstrator
learning are Differetiated
used in learning Demonstration Activities
situations Teaching

PRELIMINARY EXAMINATION
a. describe the Information Processing Face to face Interactive Lecture Hand Out/ Individual Activity
processes involved in Theory and Discussion Module
acquiring, storing Group Activity
and retrieving Bruner’s Group Discussion Powerpoint
knowledge Constructivist Presentation Activity varies on the
b. cite the Theory Lesson Planning Differetiated demonstrator
educational Activities

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implication of the Demonstration

information Teaching
processing theory
c. describe the
development of the
child’s
ability to represent
knowledge
d. explain how the
spiral curriculum
works
e.demonstrate
appreciation of
discovery
learning as a
teaching strategy

a. explain Gagne’ Ausubel’s Meaningful Face to face Interactive Lecture Hand Out/ Individual Activity
conditions of learning Learning and Discussion Module
b. make a teaching Group Activity
sequence using Gagne’s Events of Group Discussion Powerpoint
Gagne’s Learning Presentation Activity varies on the
instructional events Lesson Planning demonstrator
c. articulate the Cognitive Processes Differetiated
benefits of using Demonstration Activities
Gagne’s Constructivism: Teaching
principles in teaching Knowledge
d. explain the role of Construction
constructivism in
facilitating learning
e. describe strategies
that promote
knowledge
construction

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f. describe strategies
that promote concept
learning
a. Determine effective Transfer of learning Interactive Lecture Hand Out/ Individual Activity
ways to foster Positive transfer and Discussion Module
effective Negative transfer Group Activity
transfer of learning Near transfer Group Discussion Powerpoint
Far transfer Presentation Activity varies on the
Lesson Planning demonstrator
Differetiated
Demonstration Activities
Teaching
MIDTERM EXAM
a. formulate SMART Bloom’s Taxonomy and Face to face Interactive Lecture Hand Out/ Individual Activity
objectives based on Facilitating Learning and Discussion Module
Bloom’s taxonomy Group Activity
b. apply questioning Problem Solving and Group Discussion Powerpoint
techniques based on Creativity Presentation Activity varies on the
Bloom’s taxonomy Lesson Planning demonstrator
c. explain the four Differentiated
criteria of creativity Demonstration Activities
d. practice creative Teaching
thinking
e. apply problem
solving skills
a. describe the social and Motivation Face to face Interactive Lecture Hand Out/ Module Individual Activity
factors that affect and Discussion
student motivation Assessment of Powerpoint Group Activity
b. cite examples of Learning Group Discussion Presentation
extrinsic and intrinsic Activity varies on the
motivation Lesson Planning Differetiated demonstrator
Activities
Demonstration
Teaching

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a. describe the social and Motivation Face to face Interactive Lecture Hand Out/ Module Individual Activity
factors that affect and Discussion
student motivation Assessment of Powerpoint Group Activity
b. cite examples of Learning Group Discussion Presentation
extrinsic and intrinsic Activity varies on the
motivation Lesson Planning Differetiated demonstrator
c. identify the purposes of Activities
assessment Demonstration
d. explain the researched- Teaching
based principles of
assessment for learning
e. demonstrate
appreciation of
assessment as
a process to both evaluate
and facilitate learning
FINAL EXAM

COURSE MAP

Learning Outcomes (for BSEd Program) Indicator

Possess broad knowledge of language and literature for effective learning. I
Use English as a global language in a multilingual context as applied to the teaching of language and D
literature.
Acquire extensive background in the field of language, literature, and other allied services. I
Demonstrate proficiency in oral and written communication. D
Show competence in employing innovative language and literature teaching approaches, methodologies, and P
strategies.

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Use technology in facilitating language learning and teaching. I

Inspire students and colleagues to lead relevant and transformative changes to improve learning and teaching D
language and literature.
Display skills and abilities to be a reflective and research-oriented language and literature teacher D

Legend: I- Introduction: basic concepts are merely introduced; P- Practice: the concepts and principles are presented with applications;
D- Demonstrate: I + P + with skills acquisition
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REVISION HISTORY

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Revision Number Date of Revision Date of Implementation Highlights of Revision

1 July 24, 2023 August 7,2023 Improve learning competencies

Prepared by:

ANALIZA TUPPAL, MaEd

Subject Instructor

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