UNIT IV - LEARNER-CENTERED PEDAGOGY

Learner-centered education, broadly encompasses methods of teaching that shift the focus of
instruction from the teacher to the student. In original usage, student-centered learning aims to develop
learner autonomy and independence by putting responsibility for the learning path in the hands of
students. Student-centered instruction focuses on skills and practices that enable lifelong learning and
independent problem-solving. Student-centered learning theory and practice are based on the
constructivist learning theory that emphasizes the learner's critical role in constructing meaning from new
information and prior experience. The learning delivery modalities that schools can adopt may be one or a
combination of the following, depending on the local health conditions, the availability of resources, and
the particular context of the learners in the school or locality.

A. Delivery Modalities

1. Traditional Face-to-Face Learning

This refers to a learning delivery modality where the students and the teacher are both physically
present in the classroom, and there are opportunities for active engagement, immediate feedback, and
socio-emotional development of learners.
During the time of pandemic, there are areas under the Moderate and High-risk severity grading
and this is not possible. However, there are learners with disabilities whose conditions require face-to-face
instruction. This will be the subject of further discussion within DepEd, with partners, and with parents.
Face-to-face option may also be feasible in very low risk areas such as the geographically isolated,
disadvantaged and conflict affected areas (GIDCA) with no history of infection and very low and easily
monitored external contacts, but with teachers and learners living in the vicinity of the school.

2. Distance Learning
This refers to a learning delivery modality where learning takes place between the teacher and the learners
who are geographically remote from each other during instruction. This modality has three types: Modular
Distance Learning (MDL), Online Distance Learning (ODL), and TV/Radio-Based Instruction.

Modular Distance Learning. Involves individualized instruction that allows learners to use self-
learning modules (SLMs) in print or digital format/electronic copy, whichever is applicable in the
context of the learner, and other learning resources like Learner’s Materials, textbooks, activity
sheets, study guides and other study materials. Learners access electronic copies of learning
materials on a computer, tablet PC, or smartphone. CDs, DVDs, USB storage and computer-based
applications can all be used to deliver e-learning materials, including offline E-books. The teacher
takes the responsibility of monitoring the progress of the learners. The learners may ask assistance
from the teacher via e-mail, telephone, text message/instant messaging, etc. Where possible, the
teacher shall do home visits to learners needing remediation or assistance. Any member of the
family or other stakeholder in the community needs to serve as para-teachers.

Type/Modality/Approach/Strategy. Learning is in the form of individualized instruction that allows

learners to use self-learning modules (SLMs) in print or digital format/electronic copy, whichever
is applicable in the context of the learner and other learning resources like Learner’s Materials,
textbooks, activity sheets, study guides and other study materials. Learners access electronic
copies of learning materials on a computer, tablet PC or smartphone. CDs, DVDs, USB storage and
computer-based applications can all be used to deliver e-learning materials, including offline e-
books. The teacher takes the responsibility of monitoring the progress of the learners. The learners
may ask assistance from the teacher via email, telephone, text message/instant messaging, etc.
Where possible, the teacher shall do home visits to learners needing remediation or assistance.
Any member of the family or other stakeholder in the community need to serve as para-teachers.
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Suggested Platforms/Resources/Mechanisms:
The use of Learning Resource Materials/Modules in multimedia (slides, video and audio files)
Digital Packets (Learning Materials)
The use e-learning materials
The use of computer-based learning resources

Online Distance Learning. Features the teacher as facilitator, engaging learners’ active
participation through the use of various technologies accessed through the internet while they are
geographically remote from each other during instruction. The internet is used to facilitate learner-
teacher and peer-to-peer communication. Online learning allows live synchronous instruction. It
requires participants to have good and stable internet connection. It is more interactive than the
other types of distance learning. The responses are real time. The learners may download materials
from the internet, complete and submit assignments online, attend webinars and virtual classes.
This is practiced effectively by using a Learning Management System or related technologies. The
DepEd Commons and LR Portal fall in this category.

TV/Radio-Based Instruction utilizes SLMs converted to video lessons for Television-Based

Instruction and SLMs converted to radio script for Radio Based Instruction.
Distance learning modality is most viable for independent learners, and learners supported by
periodic supervision of parents or guardians.
The challenge will be in dealing with learners not capable of independent learning. This is the
subject of further discussion within DepEd, and with partners and parents.

Type/Modality/Approach/Strategy
It features the teacher facilitating learning and engaging learners’ active participation using various
technologies accessed through the internet while they are geographically remote from each other
during instruction. The internet is used to facilitate learner-teacher and peer-to-peer
communication. Online learning is a form of live synchronous platform where it requires both
parties to have good and stable internet connection. It is often more interactive than the other
types of distance learning. The responses are real-time. The learners may download materials from
the internet, complete and submit assignments online, attend webinars and virtual classes. This is
practiced effectively by using a Learning Management System or related technologies. The use of
DepEd Commons and LR Portal falls in this category as both requires internet connectivity to have
access.

Suggested Platforms/Resources/Mechanisms:
The use of virtual classrooms e.g. Google Classroom, Edmodo, Schoology
The use of Web-Enhanced Learning Activities
Free access to OERs (Open Educational Resources)
Access to LR Portals
Access to DepEd Commons

3. Blended Learning
This refers to a learning delivery that combines face-to-face with any or a mix of online distance
learning, modular distance learning, and TV/Radio-based Instruction. Blended learning will enable the
schools to limit face-to-face learning, ensure social distancing, and decrease the volume of people outside
the home at any given time.
Critical for implementation will be the production of the needed teacher’s and learner’s learning
materials (LR Portal and DepEd Commons will be maximized), as well as the support of media institutions
like TV and radio stations.
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Suggested Platforms/Resources/Mechanisms:
The use of print/non-print learning materials such as but not limited to the following:
Modules
Worksheets
Activity Sheets
The use of gadgets for K to 3 SpEd learners

4. Homeschooling
This is an Alternative Delivery Mode (ADM) that aims to provide learners with access to quality
basic education through a home-based environment to be facilitated by qualified parents, guardians or
tutors who have undergone relevant training. It allows families to educate according to their personal faith,
philosophy, and values, and to adjust learning schedules around family schedules and circumstances.
However, there remain several issues in its implementation, including the supervision of licensed teachers
and alignments with the curriculum. Thus, this modality will be the subject of a later DepEd issuance before
its expansion.

Suggested Platforms/Resources/Mechanisms:
The use of the print materials/learning resources (modules, worksheets, activity sheets, etc.)
The use of digital packets (learning materials)

What is Distance Learning?

This refers to a learning delivery modality where learning takes place between the teacher and the learners
who are geographically remote from each other during instruction.

What is Modular Distance Learning?

Learning is in the form of individualized instruction that allows learners to use self-learning modules (SLMs)
in print or digital format/electronic copy, whichever is applicable in the context of the learner and other
learning resources like Learner’s Materials, textbooks, activity sheets, study guides and other study
materials.

What is Online Distance Learning?

It features the teacher facilitating learning and engaging learners’ active participation using various
technologies accessed through the internet while they are geographically remote from each other during
instruction.

What is Home Schooling?

It is an alternative delivery mode (ADM) that aims to provide learners with equal access to quality basic
education through a home-based environment to be facilitated by qualified parents, guardians or tutors
who have undergone relevant training.

What is Blended Learning?

This refers to a learning modality that allows for a combination of face to face and online distance learning
(ODL), face-to-face and modular distance learning (MDL), face-to-face and TV/Radio-based Instruction
(RBI), and face-to-face learning and a combination with two or more types of distance learning.

What is Traditional Face-to-Face Learning?

This refers to a learning delivery modality where the students and the teacher are both physically present
in the classroom, and there are opportunities for active engagement, immediate feedback, and socio-
emotional development of learners.
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What is Alternative Delivery Modes (ADM)?

Alternative Delivery Modes (ADM) are tried and tested alternative modalities of education delivery within
the confines of the formal system that allow schools to deliver quality education to marginalized students
and those at risk of dropping out in order to help them overcome personal, social and economic constraints
in their schooling.

B. Structures for Facilitating Learner-Centered Teaching

1. Formal (Traditional)
Formal learning is learning that is delivered “in a systematic intentional way”. It’s planned and
guided by an instructor and it usually occurs in a face-to-face setting or through an online learning platform,
like an LMS. It occurs essentially when a student attends to class in a formal institution. And is the one we
use for most of our student life as it may confer a formal recognition in the form of a certificate or diploma.
It occurs essentially when a student attends to class in a formal institution. And is the one we use
for most of our student life as it may confer a formal recognition in the form of a certificate or diploma.
Learning is organized, and may take the form of a single program, course, or event, and involve
institutionalized learning processes and activities that employees participate in to develop their
competencies for current and future work requirements.

2. Alternative Learning System (ALS)

It is a parallel learning system in the Philippines that provides a practical option to the existing
formal instruction. When one does not have or cannot access formal education in schools, ALS is an
alternate or substitute. ALS includes both the non-formal and informal sources of knowledge and skills.
There are two major programs on ALS that are being implemented by the Department of
Education, through the Bureau of Alternative Learning System (BALS). One is the Basic Literacy Program
and the other is the Continuing Education Program – Accreditation and Equivalency (A&E). Both programs
are modular and flexible. This means that learning can take place anytime and any place, depending on the
convenience and availability of the learners.
The Governance Act for Basic Education otherwise known as the Republic Act 9155 stipulates the
establishment of the Alternative Learning System (ALS) to provide out-of-school children, youth and adults
population with basic education.
Formal Education system is classroom-based, managed by trained formal school teachers.
ALS Non-formal Education happens outside the classroom, community-based, usually conducted at
community learning centers, barangay multi-purpose hall, libraries or at home, managed by ALS learning
facilitators, such as mobile teachers, district ALS Coordinators, instructional managers at an agreed
schedule and venue between the learners and facilitators.

Non-Formal Education
Non-formal learning takes place outside formal learning environments but within some kind of
organizational framework. It arises from the learner’s conscious decision to master a particular activity, skill
or area of knowledge and is thus the result of intentional effort. But it need not follow a formal syllabus or
be governed by external accreditation and assessment. Non-formal learning typically takes place in
community settings: swimming classes for small children, sports clubs of various kinds for all ages, reading
groups, debating societies, amateur choirs and orchestras, and so on. Some non-formal learning
arrangements become increasingly formal as learners become more proficient; one thinks, for example, of
graded exams in music and other performing arts.

Informal Education
Informal learning takes place outside schools and colleges and arises from the learner’s
involvement in activities that are not undertaken with a learning purpose in mind. Informal learning is
involuntary and an inescapable part of daily life; for that reason, it is sometimes called experiential learning.
Learning that is formal or non-formal is partly intentional and partly incidental: when we consciously
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pursue any learning target we cannot help learning things that are not part of that target. Informal learning,
however, is exclusively incidental.

Mobile Teacher Program

Mobile Teachers are “specialized” teachers who live among the people in remote barangays of the
country conduct the BLP for illiterate out-of-school youth and adults who are willing to learn basic literacy
skills and Accreditation and Equivalency (a continuing education) for those who left formal school system
or have no access to schools.
The District ALS Coordinators are primarily designated to harmonize ALS initiatives in a district.
However, just like the Mobile Teachers, they also serve as facilitators in the delivery of the Basic Literacy
Program and the Accreditation and Equivalency Program.

3. Alternative Delivery Modes

ADM is a substitute approach for the DepEd to address the challenges of formal education of
special children and families in need of special protection. ADM is an alternative modality and is being done
within the confines of the formal system that allows schools to deliver education to marginalized students
and those at risk of dropping out in order to help them overcome personal, social and economic constraints
in schooling. ADM subjects are based on the eight (8) learning areas: Math, Sciences, English, Filipino,
Araling Panlipunan, Computer, Computer, Music and Sining Pantahanan.

Modified In-School Off-School Approach (MIMOSA)

Classes under MIMOSA are divided into two groups—the in-school group and the off-school group,
wherein the in-school group learns in a typical classroom set-up, while the off-school group is given the
flexibility to learn and do activities independently, or with a learning facilitator. Then, the in-school group
will exchange with and experience the learning intervention of those in the off-school group, and vice versa.
Moreover, both groups will report to school at the same time for enrichment and assessment of learning.
The off-school group utilizes self-instructional modules, while those inside the classroom use the learner’s
materials and textbooks provided by the DepEd.

Enhanced Instructional Management by Parents, Community and Teachers (e-IMPACT)

In the e-IMPACT system, every single pupil has access to modules and Instructional Materials to
guide them in their education. More than being trained on how to become facilitators of the learning
process, the school faculty learns new perspectives about children and child education. Parents and
members of the community become actively engaged in sustaining the system and making it work. Their
support is crucial in ensuring that the learning process continues in their homes.

Open High School Program (OHSP)

It is an alternative mode of formal secondary education program run by the Bureau of
Secondary Education (BSE) of the Department of Education (DepED) of the Republic of the Philippines. The
program provides an opportunity for elementary school graduates, high school drop-outs and successful
examinees of the Philippine Education Placement Test (PEPT) to complete secondary education in a purely
distance learning mode. The program provides printed self-learning modules for students to use for their
lessons and classroom activities.
OHSP is intended for students who would otherwise be unable to pursue formal secondary
education due the rigid requirement of regular class schedules. It is an alternative to attending regular
classes but is not designed to be beneficial to all students. Most students may still learn best by attending
the regular formal secondary education.
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C. METHODS AND STRATEGIES

1. Methods
a. Active Learning Activities
Active learning is based on constructivism, a learning theory that asserts that learners construct
their own understanding of a topic by building upon their prior knowledge. Implementing active learning
therefore means shifting the focus of instruction away from knowledge transmission to learners'
knowledge construction through the creation of guided tasks, interactions, assignments, and environments
that cultivate deep, meaningful learning. A closely related theory—social constructivism—holds that active
learning best takes place when the construction of knowledge occurs in collaboration with others.
So what counts as active learning? According to Bonwell and Eison (1991), active learning is
"anything that involves students in doing things and thinking about the things they are doing", and Felder
and Brent (2009) define active learning as "anything course-related that all students in a class session are
called upon to do other than simply watching, listening, and taking notes”.
Active learning is related to other instructional methods that closely involve students in the
knowledge constructions process, including:
• Student-centered learning, where the diverse learning needs of students, rather than the need to
push through content, are at the center of the learning process.
• Problem-based learning, where students are given a problem or scenario that requires students to
formulate questions, analyze evidence, connect evidence to pre-existing theories, derive
conclusions, and reflect on their learning.
• Experiential learning, where students learn by engaging in authentic learning activities, that is,
ones that replicate situations or problems they might encounter in real life or in a work situation.

Active learning fosters understanding rather than memorization of facts; it encourages students to
apply learning to different problems and contexts; it gives students more autonomy over their learning;
and it helps students learn how to learn.

b. Cooperative Learning
Cooperative learning is a generic term for various small group interactive instructional procedures.
Students work together on academic tasks in small groups to help themselves and their teammates learn
together. In general, cooperative learning methods share the following five characteristics.
• Student work together on common tasks or learning activities that are best handled through group
work.
• Students work together in small groups containing two to five members.
• Students use cooperative, pro-social behavior to accomplish their common tasks or learning
activities.
• Students are positively interdependent. Activities are structured so that students need each other
to accomplish their common tasks or learning activities.
• Students are individually accountable or responsible for their work or learning.

Cooperative Learning enhances student learning by:

• providing a shared cognitive set of information between students,
• motivating students to learn the material,
• ensuring that students construct their own knowledge,
• providing formative feedback,
• developing social and group skills necessary for success outside the classroom, and
• promoting positive interaction between members of different cultural and socioeconomic groups.
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c. Inquiry-based Learning
Developed in the 1960s, many teachers see inquiry-based learning as a new pedagogy -- meaning
they have questions about how to use it and if it’s worthwhile. Like problem-based learning, proponents
state that letting students investigate solutions to open questions has a range of advantages. But the
pedagogy must be shaped by research-backed approaches to reap these advantages.
For the many educators who aren’t, it is a learning and teaching method that prioritizes student
questions, ideas and analyses. To highlight the pedagogy's nuances, it is important to define inquiry-based
learning from both a learner and teacher perspective.
From a student point-of-view, inquiry-based learning focuses on investigating an open question or
problem. They must use evidence-based reasoning and creative problem-solving to reach a conclusion,
which they must defend or present.
From a teacher point-of-view, inquiry-based teaching focuses on moving students beyond general
curiosity into the realms of critical thinking and understanding. You must encourage students to ask
questions and support them through the investigation process, understanding when to begin and how to
structure an inquiry activity. Using methods such as guided research, document analysis and question-and-
answer sessions, you can run inquiry activities in the form of:
• Case studies
• Group projects
• Research projects
• Field work, especially for science lessons
• Unique exercises tailored to your students
Whichever kind of activity the teacher uses, it should allow students to develop unique strategies for
solving open questions.

d. Inductive Learning
Inductive learning, also known as discovery learning, is a process where the learner discovers rules
by observing examples. This is different from deductive learning, where students are given rules that they
then need to apply.
A better way to motivate students is inductive teaching, in which the instructor begins by
presenting students with a specific challenge, such as experimental data to interpret, a case study to
analyze, or a complex real-world problem to solve. Students grappling with these challenges quickly
recognize the need for facts, skills, and conceptual understanding, at which point the teacher provides
instruction or helps students learn on their own. Bransford, Brown, and Cocking (2000) survey extensive
neurological and psychological research that provides strong support for inductive teaching methods. The
literature also demonstrates that inductive methods encourage students to adopt a deep approach to
learning (Ramsden 2003; Norman and Schmidt 1992; Coles 1985) and that the challenges provided by
inductive methods serve as precursors to intellectual development (Felder and Brent 2004).
Inductive teaching methods come in many forms, including discovery learning, inquiry-based
learning, problem-based learning, project-based learning, case-based teaching, and just-in-time teaching.
Few studies have examined these methods as a group. Prince and Felder (2006) provide an extensive
analysis of the conceptual frameworks and research bases for inductive teaching, review applications of
inductive methods in engineering education, and state the roles of other student-centered approaches,
such as active and cooperative learning, in inductive teaching.
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2. Learner-Centered Instructional Strategies

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D. Flexible Learning
Flexible learning is a method of learning where students are given freedom in how, what, when
and where they learn. Flexible learning environments address how physical space is used, how students
are grouped during learning and how time is used throughout teaching. With space, students may be given
dedicated breakout rooms to work collaboratively. Schools may restructure traditional schedules to provide
students with time for collaboration and other activities such as guest speakers or performances to assist
their understanding of a topic.
Flexible learning refers to the ability to customize one’s pace, place and mode of learning. With
pace, for example, students may take accelerated programs or engage in part-time learning to ensure they
have time to work on the side. Learning can take place in a variety of settings, including in the classroom,
at home via the Internet, while commuting or as part of a work-study program. Mode refers to the way
that content is delivered by technology, typically through blended learning, fully online courses or
technology-enhanced experiences.

E. Differentiated Teaching
Differentiating instruction may mean teaching the same material to all students using a variety of
instructional strategies, or it may require the teacher to deliver lessons at varying levels of difficulty based
on the ability of each student.
Teachers who practice differentiation in the classroom may:
• Design lessons based on students’ learning styles.
• Group students by shared interest, topic, or ability for assignments.
• Assess students’ learning using formative assessment.
• Manage the classroom to create a safe and supportive environment.
• Continually assess and adjust lesson content to meet students’ needs.

Four ways to differentiate instruction

According to Tomlinson, teachers can differentiate instruction through four ways: 1) content, 2) process, 3)
product, and 4) learning environment.
1. Content
Fundamental lesson content should cover the standards of learning set by the school
district or state educational standards. But some students in your class may be completely
unfamiliar with the concepts in a lesson, some students may have partial mastery, and some
students may already be familiar with the content before the lesson begins.
Differentiate the content by designing activities for groups of students that cover various
levels of Bloom’s Taxonomy (a classification of levels of intellectual behavior going from lower-
order thinking skills to higher-order thinking skills). The six levels are: remembering,
understanding, applying, analyzing, evaluating, and creating.
Students who are unfamiliar with a lesson could be required to complete tasks on the
lower levels: remembering and understanding. Students with some mastery could be asked to
apply and analyze the content, and students who have high levels of mastery could be asked to
complete tasks in the areas of evaluating and creating.
Examples of differentiating activities:
• Match vocabulary words to definitions.
• Read a passage of text and answer related questions.
• Think of a situation that happened to a character in the story and a different outcome.
• Differentiate fact from opinion in the story.
• Identify an author’s position and provide evidence to support this viewpoint.
• Create a PowerPoint presentation summarizing the lesson.
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2. Process
Each student has a preferred learning style, and successful differentiation includes delivering the
material to each style: visual, auditory and kinesthetic, and through words. This process-related
method also addresses the fact that not all students require the same amount of support from the
teacher, and students could choose to work in pairs, small groups, or individually. And while some
students may benefit from one-on-one interaction with you or the classroom aide, others may be
able to progress by themselves. Teachers can enhance student learning by offering support based
on individual needs.
Examples of differentiating the process:
• Provide textbooks for visual and word learners.
• Allow auditory learners to listen to audio books.
• Give kinesthetic learners the opportunity to complete an interactive assignment online.

3. Product
The product is what the student creates at the end of the lesson to demonstrate the mastery of
the content. This can be in the form of tests, projects, reports, or other activities. You could assign
students to complete activities that show mastery of an educational concept in a way the student
prefers, based on learning style.
Examples of differentiating the end product:
• Read and write learners write a book report.
• Visual learners create a graphic organizer of the story.
• Auditory learners give an oral report.
• Kinesthetic learners build a diorama illustrating the story.

4. Learning environment
The conditions for optimal learning include both physical and psychological elements. A flexible
classroom layout is key, incorporating various types of furniture and arrangements to support both
individual and group work. Psychologically speaking, teachers should use classroom management
techniques that support a safe and supportive learning environment.
Examples of differentiating the environment:
• Break some students into reading groups to discuss the assignment.
• Allow students to read individually if preferred.
• Create quiet spaces where there are no distractions.

Pros and cons of differentiated instruction

The benefits of differentiation in the classroom are often accompanied by the drawback of an ever-
increasing workload. Here are a few factors to keep in mind:
Pros
• Research shows differentiated instruction is effective for high-ability students as well as students
with mild to severe disabilities.
• When students are given more options on how they can learn material, they take on more
responsibility for their own learning.
• Students appear to be more engaged in learning, and there are reportedly fewer discipline
problems in classrooms where teachers provide differentiated lessons.
Cons
• Differentiated instruction requires more work during lesson planning, and many teachers struggle
to find the extra time in their schedule.
• The learning curve can be steep and some schools lack professional development resources.
• Critics argue there isn’t enough research to support the benefits of differentiated instruction
outweighing the added prep time.
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Homework:
Provide specific classroom activities where the strategies discussed may be applied. There are 21 strategies,
you will provide 21 specific classroom activities. This will be submitted online (through our Gdrive) in PDF
format. Please Don’t forget to write your name.