PROFESSIONAL EDUCATION

PrEd 128n: - It also reveals how the material will be taught.

Facilitating Learner-Centered Teaching
THREE (3) TYPES OF LESSON PLAN
1. Detailed Lesson Plan
LEARNER-CENTERED TEACHING
A Detailed Lesson Plan (DLP) is a teacher's lesson "roadmap."
Larner-centered teaching is a method of instruction that puts
It includes a comprehensive outline of the steps a teacher will take
the learner at the center of the process. This assumes that the learner or
to teach a specific subject. Objectives, Content, Learning Resources,
student is in charge of his own learning, and the tutor is in charge of
Procedures, Remarks, and Reflection are all aspects of a traditional
promoting it.
DLP.
2. Semi-Detailed Lesson Plan
Learner-Centered Teaching: Definition and Characteristics
Lesson plans that are semi-comprehensive are less
(Weimer, 2012)
comprehensive than detailed lesson plans, but they also concentrate
1. Learner-centered teaching engages students in the hard, messy work
on what you want to cover for that topic on that day. They serve as a
of learning.
general outline for the course of the lesson.
2. Learner-centered teaching includes explicit skill instruction.
3. Understanding by design (UbD)
3. Learner-centered teaching encourages students to reflect on what
Understanding by design is more of a framework. This
they are learning and how they are learning it.
"backward design" focuses on increasing student performance by
4. Learner-centered teaching motivates students by giving them some
looking at outcomes first while creating curriculum units.
control over learning processes.
5. Learner-centered teaching encourages collaboration.
PARTS OF A “LEARNER-CENTERED” LESSON PLAN
The detailed and semi-detailed lesson plans are the only ones that
DIMENSIONS OF LEARNER-CENTERED TEACHING
can be broken down into five sections out of the three kinds of lesson
Learner-centered teaching dimensions are described by
plans.
Blumberg (2009) and Weimer (2013), who compared them with 1. Lesson Objectives
instructor-centered teaching dimensions.
 This is the most critical of the five components of a lesson
Instructor-
Essential Learner-Centered plan; they are the rationale for the lesson and should guide the
Dimensions Definition Centered
Component Approach Approach operations.
 Giving the entire lesson a statement of intention is realistically
The Content Level to Instructor allows Instructor
the first thing a teacher can do.
Function of includes which students to encourages students
Content building a students memorize to transform and  Teachers should begin with objectives that answer what
knowledge engage content. reflect on most the students would be capable of doing by the end of the lesson.
base, how the content. content to make  The "SMART" standards, which ensures that goals are
instructor their own meaning concentrated, is one of the most famous goal-setting methods
and the out of it. for composing lesson objectives.
students use
the content.
 Is the objective specific?
The Role of An essential Instructors Instructor does Instructor Is the objective measurable?
the role of the uses teaching not have specific intentionally uses Is the objective attainable by all students?
Instructor instructor is and learning learning goals various teaching and Is the objective relevant to your class and students?
to assist methods and/or uses learning methods Is the objective time-based to align with your syllabus?
students to appropriate teaching and that are appropriate 2. Subject Matter
learn. for student learning methods for student learning  The specific topic and how it relates to the National
learning that conflict with goals.
goals.
Curriculum are covered in the subject matter.
learning goals.
The Students Responsibilit Instructor Instructor provides
 It may list all sources of information or references, such as
Responsibili should y for learning assumes all increasing blogs, textbooks, or other materials.
ty for assume should rest responsibility for opportunities for  It's also likely to include a list of any items or tools that
Learning greater with the students learning students to assume teachers may use to supplement their lessons.
responsibility students. (provides content responsibility for 3. Procedure
for their own to memorize, does their own learning,  The procedure is the body of the lesson plan; it is a step-by-
learning over not require leading to
students to create
step description of how the lesson will proceed.
time. achievement of
their own stated learning  This covers the planned routines, the tasks that will take place,
meaning of objectives. and the questions and answers for detailed lesson plans.
content, tells  This is more about the practices or steps and the processes that
students exactly professors may use to get there for semi-detailed.
what will be on 4. Evaluation
examinations).
 Teachers use evaluation to see how well students understand
The There are Formative Instructor uses Consistently what they've learned in a lesson; it may be as easy as some
Purposes additional assessment only summative throughout the multiple-choice questions or a formative test.
and purposes and (giving assessment (to learning process,  Teachers would then want to look at the percentage of students
Processes of processes of feedback to make decisions to instructor integrate
Assessment assessment foster assign grades) who correctly answered the questions.
5. Assignment
beyond improvement
Instructor • Formative
A lesson plan's assignment component is made up of questions,
assigning .
provides students assessment
grades. exercises, and a set of practice activities that the instructor specifies,
with no • Constructive including concentrated particular questions.
constructive
feedback
feedback
PARTS OF UNDERSTANDING BY DESIGN (UBD)
The Balance The balance Flexibility of Instructor Instructor is flexible Stage 1: Desired Results
of Power of power course mandates all on most 1. Establish goals
shifts so that policies, policies and 2. Understandings
the instructor assessment deadlines or does • Course policies 3. Essential questions
shares some methods, not mandate any.
decisions learning • Assessment 4. "Students will know"
about the methods, and methods 5. "Students will be able to"
course with deadlines. Stage 2: Assessment Evidence
the students.
• Learning
1. Performance tasks
methods
2. Other evidence
• Deadlines Stage 3: Learning Plan
Instructor always The learning plan composes both the learning activities and
adheres to what WHERETO elements which include:
instructor has
agreed to with
1. Where are we going? What's expected of this lesson?
the students. 2. How will we hook students in?
3. Equip students for expected performances
LESSON PLAN
- A comprehensive description of a lesson that teachers prepare
4. Rethink/revise - what are likely or predictable
before they begin teaching. misunderstandings going to be in this unit?
- It serves as a detailed daily guide for what students need to learn, 5. Evaluation - how will children self-evaluate and reflect on their
covering the learning trajectory and course of action for each lesson learning?
learned. 6. Tailor learning to varied needs, interests and learning styles
 7. Organize sequence learning  The Kindergarten Curriculum Framework (KCF) draws from
the goals of the K to 12 Philippine Basic Education Curriculum
HOW TO WRITE A LESSON PLAN Framework and adopts the general principles of the National
Even for the most seasoned teachers, lesson planning can be Early Learning Framework (NELF).
difficult. After all, finding the time to plan lessons, even though you've  Kindergarten learners need to have a smooth transition to the
got it down to a science, can be difficult. So, if you're unsure how to write content-based curriculum of Grades 1 to 12.
a lesson plan for your class, consider the following guidelines:  GRADES 1-10
 Identifying what you want to cover in your lesson is the first step in ▪ Students in Grades 1 to 10 will experience an enhanced,
lesson planning. Teachers in state-mandated schools may want to context-based, and spiral progression learning curriculum with
look over the National Curriculum goals or a related scheme of the following subjects:
work.
 After that, you'll try to figure out what your learner’s individual
▪ SUBJECTS:
o Mother Tongue
needs are. This may mean using differentiated activities or
worksheets for students in mixed-ability classes. o Filipino
 Consider how you'll keep your pupils' attention. Using rich media, o English
such as videos, is an excellent way to do this. o Mathematics
 After you've given your students all of the information, give them o Science
plenty of time to practice. o Araling Panlipunan
 At the end of each lesson, take a few minutes to review what you've o Edukasyon sa Pagpapakatao (EsP)
learned o Music
Aside from the aforementioned, it's also critical to spend time o Arts
assessing the efficacy of your teaching. You'll be able to see if you're o Physical Education
doing something incorrectly and take corrective action as a result o Health
o Edukasyong Pantahanan at Pangkabuhayan (EPP)
o Technology and Livelihood Education (TLE)
K TO 12 BASIC EDUCATION PROGRAM  SENIOR HIGH (GRADES 11-12)
K TO 12 PROGRAM ▪ Senior High School is two years of specialized upper
The K to 12 Program covers Kindergarten and 12 years of secondary education; students may choose a specialization
basic education (six years of primary education, four years of Junior based on aptitude, interests, and school capacity.
High School, and two years of Senior High School [SHS]) to provide ▪ The choice of career track will define the content of the
sufficient time for mastery of concepts and skills, develop lifelong subjects a student will take in Grades 11 and 12.
learners, and prepare graduates for tertiary education, middle-level skills
development, employment, and entrepreneurship. ▪ Each student in Senior High School can choose among three
tracks: Academic; Technical-Vocational-Livelihood; and
SALIENT FEATURES Sports and Arts. The Academic track includes three strands:
 Strengthening Early Childhood Education (Universal Kindergarten) Business, Accountancy, Management (BAM); Humanities,
 Making the Curriculum Relevant to Learners (Contextualization and Education, Social Sciences (HESS); and Science, Technology,
Enhancement) Engineering, Mathematics (STEM).
 Ensuring Integrated and Seamless Learning (Spiral Progression)
 Building Proficiency through Language (Mother Tongue-Based CORE CURRICULUM SUBJECTS
Multilingual Education) There are seven Learning Areas under the Core Curriculum:
 Gearing Up for the Future (Senior High School) Languages, Literature, Communication, Mathematics, Philosophy,
Natural Sciences, and Social Sciences.
 Nurturing the Holistically Developed Filipino (College and
Livelihood Readiness, let Century Skills)  Oral communication
 Reading and writing
CORE CURRICULUM  Komunikasyon at pananaliksik sa wika at kulturang Filipino
There are seven Learning Areas under the Core Curriculum. These are:  21st century literature from the Philippines and the world
 Languages,  Contemporary Philippine arts from the regions
 Literature,  Media and information literacy
 Communication,  General mathematics
 Philosophy,  Statistics and probability
 Natural and Social Sciences  Earth and life science
Current content from some General Education subjects are  Physical science
embedded in the SHS curriculum.  Introduction to philosophy of the human person/Pambungad sa
pilosopiya ng tao
TRACKS  Physical education and health
Each student in Senior High School can choose among three  Personal development/pansariling kaunlaran
tracks:  Earth science (instead of Earth and life science for those in the
 Academic; STEM strand)
 Technical-Vocational-Livelihood; and  Disaster readiness and risk reduction (taken instead of Physical
 Sports and Arts. science for those in the STEM strand)
The Academic track includes three strands:
 Accountancy, Business, Management (ABM); APPLIED TRACK SUBJECTS
 Humanities, Education, Social Sciences (HESS); and  English for academic and professional purposes
 Science, Technology, Engineering, Mathematics (STEM).  Practical research 1 & 2
Students undergo immersion, which may include earn-while-you-  Filipino sa piling larangan
learn opportunities, to provide them relevant exposure and actual  Akademik
experience in their chosen track.  Isports
 Sining
NURTURING THE HOLISTICALLY DEVELOPED FILIPINO  Tech-voc
(COLLEGE AND LIVELIHOOD READINESS, 21ST CENTURY  Empowerment technologies (for the strand)
SKILLS)  Entrepreneurship
After going through Kindergarten, the enhanced Elementary  Inquiries, investigatories, and immersion
and Junior High curriculum, and a specialized Senior High program,
every K to 12 graduate will be ready to go into different paths – may it be SPECIALIZED SUBJECTS
further education, employment, or entrepreneurship.  Accountancy, business, and and management strand
Every graduate will be equipped with:  Humanities and social sciences strand
1. Information, media and technology skills,  Science, technology, engineering, and mathematics strand
2. Learning and innovation skills,  General academic strand
3. Effective communication skills, and 4. Life and career skills. IMPLEMENTATION
 Program implementation in public schools is being done in phases
CURRICULUM GUIDE starting SY 2012–2013.
 KINDERGARTEN  Grade 1 entrants in SY 2012–2013 are the first batch to fully
undergo the program, and current 1st year Junior High School
 students (or Grade 7) are the first to undergo the enhanced  DepEd has entered into an agreement with business organizations,
secondary education program. local and foreign chambers of commerce, and industries to ensure
 To facilitate the transition from the existing 10-year basic education that graduates of K to 12 will be considered for employment.
to 12 years, DepEd is also implementing the SHS and SHS  There will be a matching of competency requirements and standards
Modeling. so that 12-year basic education graduates will have the necessary
skills needed to join the workforce and to match the College
Readiness Standards for further education and future employment.
 Entrepreneurship will also be fostered in the enhanced curriculum,
TRANSITION FOR PRIVATE SCHOOLS ensuring graduates can venture into other opportunities beyond
 Private schools craft their transition plans based on: employment.
1. current/previous entry ages for Grade 1 and final year of
Kinder, How will the K to 12 Program help working students (college level)?
 DepEd is in collaboration with the Commission on Higher
2. duration of program , and most importantly, Education (CHED) to provide more opportunities for working
3. content of curriculum offered. students to attend classes.
 DepEd is working with the Department of Labor and Employment
ACHIEVEMENTS AND PLANS (DOLE) to ensure that jobs will be available to K to 12 graduates
and that consideration will be given to working students.
RESOURCE 2010 2010 TO 2014 PLANS FOR 2015
SHORTAGE ACCOMPLISHMENT
How will the K to 12 Program help students intending to pursue
higher education?
Classrooms 66,800 86,478 constructed 41,728 classrooms for The K to 12 Basic Education Curriculum is in accordance with
classrooms as of Kinder to Grade 12 the College Readiness Standards of CHED, which sets the skills and
February 2015 30,000 of which are competencies required of K to 12 graduates who intend to pursue higher
for Senior High
education.
School (Grades 11
and 12)
Where will Senior High School be implemented?
Teacher 145,827 128,105 teachers hired Existing public schools may implement Senior High School.
39,066 additional DepEd will be in partnerships with CHED, TESDA, and private schools
Items as of December 31,
teacher items
2014 to use their facilities, especially for the transition years. In addition, new
standalone Senior High Schools will be built.
Water and 135,847 80,197 completed 13,586 programmed
Sanitation 23,414 ongoing for 2015 How will DepEd recruit enough teachers for SY 2016-2017 onwards?
construction
 With the continuous increase of the DepEd budget, more teachers
43,536 ongoing
procurement as of May
are being hired to fill all necessary gaps in schools.
2014  To aid transition, hiring of
1. graduates of Science, Mathematics, Statistics, Engineering, and
Textbooks 61.7M 1:1 student-textbook 69.5 million other specialists in subjects with a shortage of qualified
ratio since December additional learning Licensure Examination for Teachers (LET) applicants,
2012 materials 2. graduates of Technical-Vocational courses,
3. Higher Education Institution faculty, and
Seats 2,573,212 1:1 student-school seat
1,547,531 additional 4. Practitioners will be allowed
ratio since December
new seats
2012
What are the guidelines for graduates of Science, Mathematics,
Statistics, Engineering, and other specialists in subjects with a
K TO 12 CONCERNS
shortage of qualified Licensure Examination for Teachers (LET)
 Universal Kindergarten began in SY 2011–2012.
applicants?
 The enhanced curriculum for Grade 1 and Grade 7 (1st Year
 These graduates will be permitted to teach in their specialized
Junior High School) was rolled out this SY 2012–2013, and will be
subjects in elementary and secondary education. They must pass the
progressively introduced in the other grade levels in succeeding
LET within five years after their date of hiring to remain employed
school years.
full-time.
 Grade 11 will be introduced in SY 2016–2017 and Grade 12 in SY
 They will no longer be required to pass the LET if these graduates
2017–2018.
are willing to teach on a part-time basis.
 The first batch of high school students to go through K to 12 will
graduate in March 2018. What are the guidelines for hired technical-vocational course
graduates, faculty of Higher Education Institutions, and
Why are we implementing 12 years of basic education and not 11 practitioners?
years?  Graduates of technical-vocational courses must have necessary
 A 12-year program is found to be the adequate period for learning certification issued by TESDA and undergo training to be
under basic education. It is also a standard for recognition of administered by DepEd or a Higher Education Institutions (HEI).
students and/or professionals abroad (i.e., the Bologna Process for  Faculty of colleges and universities must be full-time professors and
the European Union and the Washington Accord for the United
be holders of a relevant Bachelor’s degree. • Faculty of TVIs and
States).
HEIs will be given priority in hiring for the transition period.
 Other countries like Singapore have 11 years of compulsory
 DepEd and Private Education Institutions may also hire practitioners
education, but have 12 to 14 years of pre-university education,
with expertise in the specialized learning areas offered by the K to
depending on the track.
12 Program as part-time teachers.
 The Philippines is the last country in Asia and one of only three
countries worldwide (the other two being Angola and Djibouti) with How will K to 12 affect the college curriculum?
a 10-year pre-university cycle. The college General Education Curriculum is being revised. It
will have fewer units with the removal of unnecessary remediation as K
How will K to 12 help in ensuring employment for our graduates? to 12 graduates adhere to the College Readiness Standards. With K to 12,
 The K to 12 Basic Education Curriculum will be sufficient to the college curriculum will comprise of a year’s worth of General
prepare students for work. Education subjects and at least two years of major subjects.
 The curriculum will enable students to acquire Certificates of
Competency (COCs) and National Certifications (NCs). This will be Will K to 12 change TESDA Technical Vocational Education and
in accordance with TESDA Training Regulations. This will allow Training (TVET) programs?
graduates to have middle-level skills and will offer them better No. TESDA will continue to offer TVET programs. Students
opportunities to be gainfully employed or become entrepreneurs. may also be eligible for NC I and NC II through Junior High School and
 There will be a school–industry partnership for technical–vocational Senior High School, respectively.
courses to allow students to gain work experience while studying
and offer the opportunity to be absorbed by the companies CURRICULUM

TRANSITION MANAGEMENT AND FURTHER EDUCATION Will students choose specializations or will this be determined by
assessment?
What would be the assurance that K to 12 graduates will be  Students will undergo several assessments to determine their
employed? interests and strengths. These will include an aptitude test, a career
 assessment exam, and an occupational interest inventory for high
schools, and should help students decide on their specialization.
 To help guide students in choosing career tracks they intend to
pursue, career advocacy activities will be regularly conducted,
which will be supported by career and employment guidance
counselors.
For Senior High School, what will happen if majority of our students
want to specialize in Agriculture and only one is interested to take
Mathematics or Business? How will this be accommodated?
 This is an extreme situation.
 The areas of specialization will be offered according to the resources
available in a locality and the needs of students.
The Alternative Learning System (ALS) age requirement is only 16
years old for the high school equivalency test. Will this change to 18?
Students might want to turn to ALS if they can save two years
of formal school education costs. The ALS is based on the existing 10-
year basic education curriculum. When the new 12-year curriculum will
be in place, ALS will likewise be revised.
Will K to 12 enhance programs targeted to indigenous people,
Muslim learners, and people with special needs?
Yes, the K to 12 curriculum was designed to address diverse
learner needs, and may be adapted to fit specific learner groups.
Is Kindergarten a pre-requisite for entering Grade 1?
Yes. Republic Act No. 10157, or the Kindergarten Education
Act, institutionalizes Kindergarten as part of the basic education system
and is a pre-requisite for admission to Grade 1. Public schools will
continue to admit children who have not taken Kindergarten into Grade 1
until SY 2013-2014.
Is there an overlap between the daycare program of the LGUs and
DepEd Kindergarten?
There is no overlap. Daycare centers of the LGUs take care of
children aged 4 and below, whereas the DepEd Kindergarten program is
for five-year-old children.
Should schools now prepare permanent records for Kindergarten
students?
Yes. Although the assessment of readiness skills of students in
Kindergarten is not academically driven, a good measure of the child’s
ability to cope with formal schooling is needed for future learning
interventions.
Who is in charge of Kindergarten teacher compensation? The LGU
or DepEd?
 DepEd is the main agency that employs and pays Kindergarten
teachers.
 There are LGUs that assist the Kindergarten program and provide
honoraria for Kindergarten teachers.
Will MTB-MLE include other languages in the future?
For SY 2012-2013, 12 Mother Tongue languages are being
used for MTB-MLE. More languages, such as Ivatan, will be added in
succeeding years.
Which mother tongue will be used in multi-cultural areas?
 The common language in the area, or lingua franca, shall be used as
the medium of instruction.
 The principle of MTB-MLE is to use the language that learners are
most comfortable and familiar with.
TEACHERS AND DEPED NONTEACHING STAFF
Will teachers be burdened by additional teaching load due to the K to
12 Program?
There will be no additional workload due to the K to 12
Program. The Magna Carta for Public School Teachers provides that
teachers should only teach up to six hours a day.
Will teacher salary increase as a result of the K to 12 Program?
 The K to 12 Program will not result in a teacher salary increase
because there will be no additional teaching load or additional
teaching hours.
 Salary increases for other reasons, such as the Salary
Standardization Law, inflation, promotion, and Performance-Based
Bonuses (PBB), may apply.
How will teachers be prepared for the K to 12 Program?
 Teachers will be given sufficient in-service training on content and
pedagogy to implement this program. Current DepEd teachers shall
be retrained to meet the content and performance standards of the
enhanced K to 12 curriculum. The pre-service education training for
aspiring teachers will also be modified to conform to the
requirements of the program. DepEd, in coordination with CHED,
shall ensure that the Teacher Education curriculum offered in
Teacher Education Institutions will meet the necessary quality
standards for new teachers.
 Training of teachers will follow the phased-in introduction of the
enhanced curriculum.
How will DepEd prepare its non-teaching staff and officials for
smooth transition and implementation of the K to 12 Program?
 With the broader reform agenda, DepEd is ensuring the
preparedness of the organization by introducing organizational
development interventions to continuously improve its service
delivery to the Filipino people.
 School Leadership and DepEd officials shall undergo workshops
and training to enhance skills on their role as academic,
administrative, and community leaders
BUDGET
DepEd lacks resources to address its current input shortages. With K
to 12 and its added resource needs, how will this be addressed?
 All input shortages will be wiped out before the end of 2013. A 1:1
ratio for student-totextbook and student-to-seat will be achieved
within SY 2012-2013. Shortages in classrooms, teachers, and toilets
will be fully addressed next year.
 The DepEd budget received a 23% increase in 2013 and budgetary
requirements for K to 12 will be included in succeeding
appropriations for full implementation.
 We also have the support of local government units and private
partners to build the needed infrastructure.
How can different sectors and individual citizens collectively
collaborate to improve the basic education sector?
 Private partners can donate through our Adopt-A-School program,
which provides them a 150 percent tax rebate for their contribution.
 Individuals and institutions can take part in the TEN Moves!
Campaign to build 10,000 classrooms by donating P10 per day for
ten months.
 LGUs can follow the front-loading scheme using their Special
Education Fund as collateral and the allocation as amortization.
 For teacher items, LGUs also help by hiring qualified teachers for
our public schools and paying honoraria for them.
 We have enough time to provide the additional classrooms, teachers,
and instructional materials since they will be needed beginning SY
2016–2017.
ENSURING SUSTAINABILITY OF THE PROGRAM
I like this program but I’m worried about additional cost to families.
How will government respond to this difficulty?
 Kindergarten and 12 years of basic education is offered for free in
public schools.
 There are additional indirect costs, but government agencies are
collaborating to provide programs that will enable everyone access
to quality education, especially to those with lesser means.
 Proposals such as the expansion of the Education Service
Contracting (ESC) scheme under the Government Assistance to
Students and Teachers in Private Education (GASTPE) and other
cost-sharing arrangements are being developed by DepEd.
 K to 12 graduates should have higher earning potential as they will
be more competent and skilled.
 As a result of the K to 12 Program, particularly the more specialized
education in Senior High School, CHED is exploring the possibility
of decreasing the number of years of certain degree programs in
college.
 K to 12 graduates can obtain national certification from TESDA,
which will enable them to have more employment opportunities.
What about the dropout problem? Will this be addressed by the K to
12 curriculum?
 DepEd prefers the term “school leavers” rather than “dropout,”
recognizing that most students who discontinue schooling were
pushed out of the system due to factors beyond their and their
parents’ control.
 Keeping students in school is a responsibility of the entire
community. To respond to this, DepEd and other government
agencies are collaborating to make sure that all children stay in
school through programs like the Pantawid Pamilyang Pilipino
Program (4Ps) of the Department of Social Welfare and
Development (DSWD).
 The curriculum will be learner-centered, enriched, and responsive to
local needs. It will also allow students to choose electives and
specializations that suit their interest. This should partly address
those who stop attending school because of the perceived lack of
relevance of the curriculum.
 DepEd will also continue to offer programs such as home schooling
for elementary students and the school leavers reduction program
for high schools. These programs address the learning needs of
 marginalized students and learners at risk of leaving the school
system.
How will the government ensure the effectiveness of the K to 12
Program?
 A Joint Oversight Committee from the Senate and the House of
Representatives shall be formed to oversee, monitor, and evaluate
implementation.
 By the end of SY 2014-2015, DepEd will conduct a review of the
implementation of the K to 12 Program and submit a midterm report
to Congress.
Won’t this be another avenue for corruption? How can you ensure
that funds will be released and used properly?
 DepEd fully supports the Aquino administration’s drive against
corruption.
 We will regularly package and disseminate information on agency
budgets, bidding and procurement documents, and SALNs
(Statements of Assets, Liabilities, and Net Worth) of senior
government officials, to ensure transparency and accountability.
 It is also in our best interest to ensure that funds and resources are
not lost to corruption.
FORMS OF LEARNER-CENTERED ORGANIZATION,
PROCEDURES, AND PHYSICAL STRUCTURES
1. Room Structuring
 Conveniently arranged furniture
 Flexible seating arrangement
 Clean, well-lighted, well-ventilated, noise-free, and fresh
classroom
2. Classroom Routines and Procedures
 Explain the routine to your class.
 Model your expectations.
 Have students practice the routine.
 Implement the routine in your day.
 Review your routine as necessary.
3. The Social Environment:
 Fairness,
 Respect,
 Care and
 Encouraging learning
ROLES AND RESPONSIBILITIES AND THE ROLE OF
DISCIPLINE IN LEARNER-CENTERED CLASSROOMS
TEACHER
Learner-centered teachers must:
A. Act as Facilitators and Guides
 In a learner-centered model, teachers get to act more as
facilitators and guides.
 Teachers find this shift motivating, empowering and validating
of their professionalism.
 “The role of a teacher to create an atmosphere that generates
autonomous student learning. When this happens students are
happy, parents are happy and administrators are happy.”
B. Provide Anytime, Anywhere and On-Demand Support
 When learning is anytime, anywhere; so is teaching.
o In other words, expectations aren’t high just for students
in a learner-centered model; expectations are high for
teachers too.
 True commitment to high-achievement for all learners requires
a strong system of on-demand support and diverse
opportunities for connection.
C. Embody Core Values That Support Deeper Learning
 It takes staff commitment to core values to ensure that a
positive, learner-centered school culture is built and
maintained.
 For students to achieve deeper learning outcomes like critical
thinking, problem solving, collaboration, communication, self-
directed learning, an “academic mindset,” and mastery of core
content, adults in the system have to develop and strengthen
the same knowledge, skills and dispositions.
D. Truly Encourage Students Drive Their Own Learning
 Learner-centered teachers “hand over” many traditional
responsibilities.
o For example, students at Harmony often set the agenda
for their own meetings and teacher conferences using
their own goals, concerns and achievement data.
 For teachers, learner-centered models require flexibility.
o While there are of course goals and standards and
frameworks to guide instruction, teachers do not follow a
lock-step progression based on the school calendar.
E. Create Real-World and Authentic Learning Experiences
 It’s no surprise that motivating learners also comes down to
real- world and authentic learner experiences.
F. Leverage Technology to Personalize Learning
 Learner-centered teachers leverage technology to boost access
and outcomes by customizing student experiences based on
powerful student data.
 Teachers in learner-centered environments don’t just use
“technology for the sake of technology,” and teachers certainly
aren’t replaced by programs and devices. In fact, teachers in
these blended learning environments are more important than
ever.
 They use data from online programs and assessments to get a
clear sense of student learning and then differentiate instruction
accordingly.
 Teachers use student data to form intervention and enrichment
groups, and for flexible grouping for dynamic small-group
instruction.
G. Commit to Professional and Personal Growth
 While all of the traits outlined above are important to teaching
in a learner-centered school, committing to professional and
personal growth is probably the most important.
 No two days look the same. There’s always a new tool to learn
or a new student interest to research.
 Ultimately, learner-centered teachers must commit
wholeheartedly to being learners themselves. This means
setting personal and professional goals and seeking out
opportunities to build new knowledge and skills.
LEARNER
The learners’ roles and responsibilities are:
1. They are expected to construct knowledge and meaning out from
what they are taught by connecting them to prior experiences.
2. They have an active-role in the teaching-learning process.
3. They talk more than the teacher.
4. They can work collaboratively.
5. They can explore or discover their own learning.
The Role of Discipline in Learner-centered classrooms:
A. Collaborative Class Norms
 Schoolwide and classroom norms are the foundation for
respectful behavior among all in the school community.
 Norms that simply hang on a poster in the classroom or
teacher's room will not create a positive school culture; they
need to be discussed and used daily to guide interactions and
behavior.
 Students and teachers must understand and own the norms and
hold themselves and their peers accountable for the specific
behaviors that define those norms.
 This takes dedicated time, every day.
B. Logical Consequences
 Logical consequences are ways in which adults structure
learning opportunities for children.
 The goal of logical consequences is to stop children's
misbehavior and help them make more constructive choices.
 Three Kinds of Logical Consequences
o You Break It --You Fix It
Children take some responsibility for fixing, as best
they can, any problem or mess they have created
o Loss of Privilege
In classrooms in which children help generate and
construct the rules together, a sense of shared
responsibility and trust exists. When students do not "take
care of the rules," the logical consequence might be to
lose a privilege.
o Time-Out or Take A Break
A student who is on the verge of losing control and
beginning to disrupt and disturb their own and others'
ability to learn is asked to leave the scene and "take a
break." The student may return when he or she appears to
have regained controls and is ready to participate in a
positive way.
C. Consistent Application
 The responsibility for good student discipline rests primarily
with the classroom teacher.
 Most authorities agree that without a comfortable disciplinary
situation, the teacher's job becomes frustrating and often
unbearable, and as a result, little teaching or learning takes
place.
 It is very important that you establish clearly and immediately
the behavior pattern to be followed by the students in your
classes.
 Actually, students welcome reasonable discipline and have
respect for teachers who follow a consistent policy.
D. Student-specific
 As a teacher, you need to know the nature of your discipline
before imposing disciplinary measures.
 You need to consider the physical, emotional, and
psychological status of your student.
  That’s why be preventive in your approach: prevent the
misbehavior of your student before it escalates.
E. Time for resolution
 An example of this one is a private one-on-one brief
conference.
 This method will lead to a better understanding of mistakes
that need to be remedied or improved.
 It is discourage to be sarcastic which could lead to the
embarrassment of the student
F. Calm Spaces
 A calm down corner is a designated space in a classroom
where students can go to take a break and regulate their
emotions.
 Our students come to us with all different backgrounds and
home life situations. Kids (and teachers) just need a break
sometimes. We have big emotions and need a safe place to
regulate those emotions
TEACHING MODALITIES AND STRUCTURES FOR
FACILITATING LEARNER-CENTERED TEACHING
DELIVERY MODALITIES
1. Face-to-Face
 Teachers teach students in person
 The whole learning session takes place between the facilitator
and the learner/s in one place in real time, in a group learning
session or individualized tutorial.
 It provides one-on-one instructional support and direct
instructional supervision and feedback.
2. Distance
 remote learning
 distance learning is when students are separated from teachers
and peers. This means that students learn remotely and do not
have face-to-face learning with instructors or other students.
3. Online/E-learning
 method of education wherein student learn in fully virtual
environment
 e.g. open university, courser, LMS
 Synchronous
o Online chat at real time.
 Asynchronous
o Questions or task are posted and course participants
answer the question or post their reply at any time most
convenient to them.
4. Blended Learning
 a combination of a learning activities wherein a part of the
lesson is delivered online while the other part is handled in
actual physical setting of a classroom.
 combination of face to face and online learning
STRUCTURES FOR FACILITATING LEARNER-CENTERED
TEACHING
FORMAL EDUCATION
Formal education or formal learning usually takes place in the
premises of the school, where a person may learn basic, academic, or
trade skills. Small children often attend a nursery or kindergarten but
often formal education begins in elementary school and continues with
secondary school.
Example:
 Learning in a classroom
 School grading/certification, college, and university degrees
 Planned education of different subjects having a proper syllabus
acquired by attending the institution
Characteristics of formal education:
 Formal education is structured hierarchically.
 It is planned and deliberate.
 Scheduled fees are paid regularly.
 It has a chronological grading system.
 It has a syllabus and subject-oriented. The syllabus has to be
covered within a specific time period.
 The child is taught by the teachers
Advantages of Formal education:
 An organized educational model and up to date course contents.
 Students acquire knowledge from trained and professional teachers.
 Structured and systematic learning process.
 Intermediate and final assessments are ensured to advance students
to the next learning phase.
 Institutions are managerially and physically organized.
 Leads to a formally recognized certificate.
 Easy access to jobs.
Disadvantages of Formal education:
 Sometimes, brilliant students are bored due to the long wait for the
expiry of the academic session to promote to the next stage
 Chance of bad habits’ adoption may be alarming due to the presence
of both good and bad students in the classroom
 Wastage of time as some lazy students may fail to learn properly in
spite of motivation by the professional trainers.
 Some unprofessional and non-standard education system may cause
the wastage of time and money of the students which leads to the
disappointment from formal education and argue them to go for
non-formal education.
 Costly and rigid education as compare to other forms of learning
ALTERNATIVE LEARNING SYSTEM (ALS)
What is alternative learning system or 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.
Why is there a need for alternative learning system in the
Philippines?
Many Filipinos do not have a chance to attend and finish formal
basic education (Grades 1-6 and Year 1-4) due to many reasons. Some
drop out from schools while some do not have schools in their
communities. Since every Filipino has a right to free basic education, the
Government establishes ALS to provide all Filipinos the chance to have
access to and complete basic education in a mode that fits their distinct
situations and needs.
What is the basis of ALS implementation in the Philippines?
 The 1987 Philippine Constitution provides for the recognition and
promotion of other forms of education other than formal education.
Article XIV, Section 2, Paragraph (1) declares that the State shall
establish, maintain and support a complete, adequate and integrated
system of education relevant to the needs of the people and society;
and paragraph (4) concisely encourages non-formal, informal and
indigenous learning systems as well as self-learning, independent
and out-of-school study programs particularly those that respond to
community needs.
 The Governance Act for Basic Education otherwise known as the
Republic Act 9155 stipulates the establishment of the Alternative
Learning System (ALS) to provide outof-school children, youth and
adults population with basic education.
How does ALS work?
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 anyplace, depending on the
convenience and availability of the learners
What is the difference between the formal education system and the
alternative learning system (ALS) non-formal education?
Formal Education system is classroom-based, managed by trained
formal school teachers. ALS Non-formal Education happens outside the
classroom, communitybased, 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 (NFE)
 Non-formal education includes adult basic education, adult literacy
education or school equivalency preparation.
 Home education, individualized instruction (such as programmed
learning), distance learning and computer-assisted instruction are
other possibilities.
 Non-formal education is imparted consciously and deliberately and
systematically implemented. It should be organized for a
homogeneous group. Non-formal, education should be programmed
to serve the needs of the identified group. This will necessitate
flexibility in the design of the curriculum and the scheme of
evaluation.
Examples of Non-formal Education
 Boy Scouts and Girls Guides develop some sports program
such as swimming comes under nonformal education.
 Fitness programs.
 Community-based adult education courses.
 Free courses for adult education developed by some
organization.
Characteristics of Non-formal Education
 The non-formal education is planned and takes place apart
from the school system.
 The timetable and syllabus can be adjustable.
 Unlike theoretical formal education, it is practical and
vocational education.
 Nonformal education has no age limit.
 Fees or certificates may or may not be necessary.
 It may be full time or part-time learning and one can earn and
learn together.
 It involves learning of professional skills.
Advantages of Non-formal Education
 Practiced and vocational training.
 Naturally growing minds that do not wait for the system to
amend.
 Literacy with skillfulness growth in which self-learning is
appreciated.
  Flexibility in age, curriculum and time.
 Open-ended educational system in which both the public and
private sector are involved in the process.
 No need to conduct regular exams.
 Diploma, certificates, and award are not essential to be
awarded.
Disadvantages of Non-formal Education
 Attendance of participants is unsteady.
 Sometimes, it’s just wastage of time as there is no need to
conduct the exam on regular basis and no degree/diploma is
awarded at the end of the training session.
 Basic reading and writing skills are crucial to learn.
 No professional and trained teachers.
 Students may not enjoy full confidence as the regular students
enjoy.
 Some institutes provide fake certification through online
courses just for the sake of learning.
INFORMAL EDUCATION
 Informal education may be a parent teaching a child how to prepare
a meal or ride a bicycle.
 People can also get an informal education by reading many books
from a library educational websites.
 Informal education is when you are not studying in a school and do
not use any particular learning method. In this type of education,
conscious efforts are not involved. It is neither pre-planned nor
deliberate. It may be learned at some marketplace, hotel or at home.
 There is no set curriculum required. Informal education consists of
experiences and actually living in the family or community
Examples of Informal Education
 Teaching the child some basics such as numeric characters.
 Someone learning his/her mother tongue
 A spontaneous type of learning, “if a person standing in a bank
learns about opening and maintaining the account at the bank
from someone.”
Characteristics of Informal Education
 It is independent of boundary walls.
 It has no definite syllabus.
 It is not pre-planned and has no timetable.
 No fees are required as we get informal education through
daily experience and by learning new things.
 It is a lifelong process in a natural way.
 The certificates/degrees are not involved and one has no stress
for learning the new things.
 You can get from any source such as media, life experiences,
friends, family etc.
Advantages of Informal Education
 More naturally learning process as you can learn at anywhere
and at any time from your daily experience.
 It involves activities like individual and personal research on a
topic of interest for themselves by utilizing books, libraries,
social media, internet or getting assistance from informal
trainers.
 Utilizes a variety of techniques.
 No specific time span.
 Less costly and time-efficient learning process.
 No need to hire experts as most of the professionals may be
willing to share their precious knowledge with students/public
through social media and the internet.
 Learners can be picked up the requisite information from
books, TV, radio or conversations with their friends/family
members.
Disadvantages of Informal Education
 Information acquired from the internet, social media, TV, radio
or conversations with friends/family members may lead to the
disinformation.
 Utilized techniques may not be appropriate.
 No proper schedule/time span.
 Unpredictable results which simply the wastage of time.
 Lack of confidence in the learner.
 Absence of discipline, attitude and good habits
THE MOBILE TEACHER
 The ALS Programs are carried out by ALS Mobile Teachers
and District ALS Coordinators in the 17 regions of the country.
Both are DepED employed and hold regular teacher items.
o 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.
o 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.
ALTERNATIVE DELIVERY MODE (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.
Alternative Delivery Modes:
 Modified In-School Off-School Approach (MISOSA)
o an alternative delivery mode of education meant to address the
problem of congestion-overcrowding due to classrooms and
teacher’s shortage resulting to big class size, less contract time
with pupils, absenteeism and insufficient learning materials.
The problem if left unaddressed results to poor school
performance in terms of learning achievement, participation
and completion rates.
o This approach makes use of Self-Instructional Materials
(SIMs) in the different learning areas which learners can work
on independently in a venue other than the regular classroom
under the supervision of a Teacher-Facilitator (TF).
o MIMOSA aims to:
- Solve congestion in schools with big enrolment, and
- Address the needs of children (children who are enrolled
but are habitual/ seasonal absentees, living in conflict
disaster areas, chronically-ill, indigenous children and
those engaged in earning a living to augment family
income for adequate learning materials.
o Benefits of Implementing MISOSA Aside from addressing
the issue of congestion, MISOSA implementation may also
contribute to the following:
- Resolving the issue of shortage of instructional materials;
- Improving classroom management;
- Promoting equal access and opportunity for learning;
- Institutionalizing systematic monitoring;
- Developing pupils’ study habits, love for learning and
self-esteem; and
- Attending to the unique needs of individual pupils
Enhance Instructional Management by Parents, Community
and Teachers (e-IMPACT)
A learning system in Philippines that was designed in
2010 by the (SEAMEO) Innotech, 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
Open High School Program
An alternative mode of delivering secondary education
for both public and private schools. It puts premium on independent,
self-pacing and flexible study to reach learners who are unable to
start or complete secondary education due to problems of time,
distance, physical impairment, and financial difficulties, social or
family problems
METHODS AND STRATEGIES IN LEARNER-CENTERED
TEACHING
Clarifying Concepts
Several concepts need to be clarified before you get to know
the learner-centered methods and strategies of teaching. These concepts
are approach of teaching, method of teaching, strategy of teaching, and
technique of teaching. At first glance, all four terms appear synonymous,
but upon a closer look at each of them, there is actually a subtle
difference among them.
Approach
 A set of correlative assumptions about the nature of teaching and
learning.
 The assumptions come from your own personal philosophy of
teaching and theories of learning.
 Learning approaches can be divided into two approaches are
student-centered approach and teacher-centered approach.
Method
 A a plan for presenting the lesson to be learned and should be based
upon a selected approach.
 A method is a set of procedures that describe how to teach a lesson.
 There are many methods of learning:
 lecture,
 discussion,
 simulation,
 laboratory,
 field experience,
 brainstorming,
 debates,
 symposium, and so forth.
 It includes decisions that pertain to the:
  particular skills to be taught,
 the roles of the teacher and the learner in learning,
 the appropriate procedures and techniques,
 the content to be taught, and
 the order in which the content will be presented.
Strategy of Teaching
 The science of developing a plan to attain goal and to guard against
undesirable results.
 It means the art of using psychological plan in order to increase the
probabilities and favorable consequences of success and to lessen
the chances of failure.
 Viewed from the side of the strategy, strategy can be grouped into
two general categories:
 exposition-discovery learning, and
 group-individual learning.
Technique
 The personalized style of carrying out a particular step of a given
method.
 Technique is a very specific, concrete stratagem or trick designed to
accomplish an immediate objective.
 It includes little sneaky tricks we all know and use to get the job
done in the classroom.
INDUCTIVE METHODS OF TEACHING
 The teacher begins by presenting with a specific challenge, such as
experimental data to interpret, a case study to analyze, or a complex
real-world problem to solve.
 The methods differ in the nature and scope of the challenge and in
the amount of guidance learners receive from their teacher as they
attempt to meet the challenge.
 Inquiry-Based Learning (IBL)
 also known as inquiry-guided learning or guided inquiry,
learners are presented with a challenge (such as a question to
be answered, an observation or data set to be interpreted, or a
hypothesis to be tested) and accomplish the desired learning in
the process of responding to that challenge.
 Five steps in conducting lessons using the inquiry learning:
o Step One: Pose Your Question.
o Step Two: Conduct Research.
o Step Three: Interpret the Information.
o Step Four: Share Information.
o Step Five: Assess Learning.
 Discovery Learning (DL)
 learners are confronted with a challenge and left to work out
the solution on their own (French, 2006).
 The teacher may provide feedback in response to student
efforts but offers little or no direction before or during those
efforts.
 The lack of structure and guidance provided by the teacher and
the trial and error consequently required of learners are the
defining features of discovery learning relative to other
inductive methods.
 Problem-based learning (PBL)
o Learners —usually working in teams —are confronted
with an ill-structured open-ended real-world problem to
solve, and take the lead in defining the problem precisely,
figuring out what they know and what they need to
determine, and how to proceed to determine it.
 Project-based learning and hybrid (problem/project-based)
methods
o Involves assignments that call for learners to produce
something, such as a process or product design, a
computer code or simulation, or the design of an
experiment and the analysis and interpretation of the data.
 Case-based teaching
o Learners study historical or hypothetical cases involving
scenarios likely to be encountered in professional
practice.
o Learners are challenged to explore their existing
preconceptions and modify them to accommodate the
realities of the cases (Lundeberg, Levin, and Harrington
1999).
 Active Learning (AL)
 Active learning (AL), anchored on constructivism, is 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.
 Active learning is an approach to instruction that involves
actively engaging students with the course material through
discussions, problem solving, case studies, role plays and other
methods.
 Active learning approaches place a greater degree of
responsibility on the learner than passive approaches such as
lectures, but instructor guidance is still crucial in the active
learning classroom
 Active Learning Activities
o Lecture/open-ended questioning
o Class discussion led by teacher/students
o Graphic organizers
o Case studies
o Literature review
o Debate
o Misconception check
 Cooperative Learning (CL)
 Cooperative learning is the process of breaking a classroom of
students into small groups so they can discover a new concept
together and help each other learn.
 CL strategies have been developed to help children overcome
educational barriers by improving skills in their social-
emotional learning (Mitchell, 2008).
 CL which includes play and activities, are a best practice
intervention strategy to improve engagement and accessibility
to academic goals to benefit them later in life (Mitchell,
2008).’
 Key components of cooperative learning.
o Positive interdependence.
o Individual accountability.
o Face-to-face promotive interaction.
o Appropriate use of collaborative skills.
o Group processing.
 Cooperative learning structures.
o Think-Pair-Share - Also called turn & talk.
o Jigsaw
o Numbered Heads Together
o Tea Party
o Round Robin
o Write Around
o Carousel
DIFFERENTIATED LEARNER-CENTERED TEACHING
Differentiated Teaching
Differentiating instruction may mean teaching the same material to
all learners 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 learner. Teachers who practice differentiation in the
classroom may:
 Design lessons based on learners’ learning styles.
 Group learners by shared interest, topic, or ability for assignments.
 Assess learners’ learning using formative assessment.
 Manage the classroom to create a safe and supportive environment.
 Continually assess and adjust lesson content to meet learners’ needs.
The Goals of Differentiated Instruction
Differentiated instruction enhances learning for all learners by engaging
them in activities that better respond to their particular learning needs,
strengths, and preferences. The goals of differentiated instruction
(Heacox, 2014) are:
 To develop challenging and engaging tasks for each learner.
 To develop instructional activities based on essential topics and
concepts, significant processes and skills, and multiple ways to
display learning.
 To provide flexible approaches to content, instruction, and products.
 To respond to learners’ readiness, instructional needs, interests, and
learning preferences.
 To provide opportunities for learners to work in varied instructional
formats.
 To meet DepEd performance standards for each learner.
 To establish learner-responsive, teacher-facilitated classrooms
Pros and Cons of Differentiated Instruction
The benefits of differentiation in the classroom are often accompanied by
the drawback of an ever-increasing workload (Weselby, 2020). Here are a
few factors to keep in mind:
 Pros
 Research shows differentiated instruction is effective for high
ability learners as well as learners with mild to severe
disabilities.
 When learners are given more options on how they can learn
material, they take on more responsibility for their own
learning.
 Learners 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.
Four Ways to Differentiated Instruction
 Content
 what the learner needs to learn or how the learner will get
access to the information.
 Scaffolding, or building steps of gradually diminishing support
into instruction, is a helpful way to ensure that all learners have
access to your classroom content.
 Process
 activities in which the learner engages in order to make sense
of or master the content.
 Product
 culminating projects that ask the learner to rehearse, apply, and Two Main Ways in which it occurs
extend what he or she has learned in a unit. a. Decay - information is not attended
 Learning Environment b. Interference - new or old information blocks access to the
 the way the classroom works and feels. information.

Methods for Increasing Retrieval of Information

Rehearsal
 verbatim
 mentally or aloud making
Meaningful Learning
 making connections between new information and prior
knowledge
Organization
 making connections among various pieces of information.
Elaboration
 adding additional ideas to new informa- tion based on what the
already knows.
Visual Imagery
 porming a picture of the information.

People - First Language METHODS AND STRATEGIES OF TEACHING

 Disabled Person  Person w/ Disability
Teaching methods and strategies vary depending on the subject
 Mentally Retarded  Person with Mental Retardation
matter, the age group of students, and the learning objectives. Here are some
 Wheelchair  People uses wheelchair commonly used methods and strategies:
 Autistic  People with Autism 1. Lecture:
 Had Polio  Polio Victim  The teacher presents information to the students orally, often
supported by visual aids such as slides or whiteboards. This
Information Processing method is effective for delivering large amounts of content but
Cognitive theoretical framework that focuses on how may not engage all learners equally.
knowledge enters and is stored and retrieved from our memory. 2. Discussion:
 Students actively participate in conversations with the teacher
and their peers. This fosters critical thinking, communication
Cognitive Psychologist
skills, and deeper understanding of the material.
 cognitive processes influenced the nature of what is learned. 3. Demonstration:
 learning is internal process  The teacher shows students how to perform a task or solve a
 how a person thinks about and interprets what he/she receives problem, often followed by students practicing the skill
shapes what he/she Will learn. themselves. This method is common in subjects like science and
art.
Types of Knowledge 4. Collaborative Learning:
General vs. Specific - knowledge useful in many. tasks.  Students work together in groups to complete tasks or solve
Declarative - Factual knowledge problems. This promotes teamwork, communication, and peer
Procedural - how to do things learning.
Episodic - memories of life events. 5. Problem-Based Learning (PBL):
Conditional - knowing when and why.  Students learn through solving real-world problems or case
studies. This method encourages critical thinking, problem-
solving skills, and application of knowledge.
Stages in the Information Processing Theory
6. Project-Based Learning (PBL):
Involves functioning of the senses, sensory register; Short term  Similar to PBL, students work on extended projects that require
memory and the long-term memory. them to investigate, create, and present their findings. This
promotes inquiry-based learning and student engagement.
Primary Stages in the Memory Process 7. Flipped Classroom:
Encoding - information is sensed, perceived, attended.  Students learn new material at home through online lectures or
Storage - information is stored for either a brief or extended period of readings, and class time is used for activities, discussions, and
time, depending. application of the material. This allows for more personalized
Retrieval - information is brought back at the appropriate time, learning and interaction during class.
reactivated for use on a current task, 8. Differentiated Instruction:
 Teachers tailor their instruction to meet the diverse needs of
Sensory Register students by varying content, process, and products based on
Capacity - our mind receives great amount of memory. student readiness, interests, and learning profiles.
Duration - holds the information for an extremely brief. 9. Socratic Method:
 Teachers ask probing questions to lead students to discover
"auditory memory is more persistent than visual.” concepts on their own. This method encourages critical thinking,
reasoning, and active engagement.
10. Direct Instruction:
The Role of Attention
 Teachers provide explicit instruction and structured learning
 bring information into consciousness. experiences, often with clear learning objectives and step-by-step
 before information is perceived, it is known as "precategorical" guidance.
information. 11. Cooperative Learning:
 Similar to collaborative learning, but with a more structured
Short Term Memory (STM / Working Memory) approach to group work, including specific roles and
 It is called working memory because it is where new responsibilities for each student.
information is temporarily placed While it is mentally 12. Experiential Learning:
processed.  Students learn through direct experience, such as field trips,
 Capacity - can hold 5 to 9 chunks of information simulations, or hands-on activities. This helps students make
connections between theory and practice.
 Duration - around 18 seconds or less.
13. Inquiry-Based Learning:
Long Term Memory (LTM)
 Students explore topics, ask questions, and conduct
 Final / permanent storing house for memory information. investigations to deepen their understanding. This approach
 stored information until needed again. fosters curiosity, critical thinking, and problem-solving skills.
 Capacity: has unlimited capacity 14. Role-Playing and Simulations:
 Duration: indefinite  Students take on different roles or engage in simulated activities
Executive Control Processes - metacognitive skills to understand complex concepts or historical events from various
Forgetting - inability to retrieve ar access information when needed. perspectives.
15. Technology-Enhanced Learning:
 Integration of technology tools and resources to support teaching
and learning, such as educational apps, multimedia presentations,
or online platforms.