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1. Learner-Centered
Pedagogy

2. Learner-Centered Pedagogy
means putting students first and focusing on the
students’ needs, abilities, interests and learning styles, with
the teacher as a facilitator of learning.
This classroom teaching method acknowledges the
student voice as being central to the learning experience
for every learner.

3. • Educators and School administrators of the 21st century were faced
with challenging role attending to learners’ diverse needs, learning
styles and backgrounds so with issues such as gender learning
preferences, the learner’s strengths, interests and experiences.
Thus selecting appropriate learner-centered teaching
modalities, structures, methods and strategies become a
wide-spread concern of the educational system.

4. Photo Credits: https:www.deped.gov.ph

5. LESSON 09: DELIVERY MODALITIES
• Everyone learns in the same way and even easier to assume
that they learn the way that we do. But people actually learn
in very different ways.
• Learning experiences can differ greatly in how they are
delivered and are typically broken in to the time and location
where learners meet. Choosing a delivery method can be a
daunting task, given the number of considerations, including
budget, size and type of the workforce, location, time frame,
and goals.

6. THE FOUR DELIVERY MODALITIES
• Face-to-face
• Blended
• Online learning
• Distance learning
The learning delivery modalities that schools can adopt may be one or a
combination of the following, depending on the COVID-19 restrictions and the
particular context of the learners in the school or locality.

7. Face-to-Face learning
is an instructional method where course content and
learning material are taught in person to a group of
students.
it is the most traditional type of learning instruction.
students are held accountable for their progress at the
class’s specific meeting date and time.

8. Blended Learning
• (also known as hybrid learning) is a method of teaching
that integrates technology and digital media with
traditional instructor-led classroom activities, giving
students more flexibility to customize their learning
experiences.
• The flipped classroom, for example, is one type of
blended learning model in which students view lecture
material prior to class, then spend class time engaging in
exercises under the supervision of the teacher.

9. In general, blended learning refers to the
following:
• Some learning happens online in a format where the
student has control over the path and pace at which they
engage with content.
• Some learning happens in an instructor-led classroom.
• Online and in-person learning is complementary, creating
a truly integrated learning environment.

10.  The power of blended learning methods lies in their ability to
improve the student experience.
• For example, a student in a blended learning course who
masters a concept earlier than his peers can move on
without having to wait, and conversely, a student who
needs more time is not forced to move forward before
fully grasping the subject.

11. Online Learning
• In online courses, students "attend" class by visiting the
class web pages. They complete assignments according to
the class schedule. Students communicate with the
instructor and classmates using e-mail and online
discussion forums.
• This class format is very flexible for busy schedules
• Computer skills and determination are necessary to be
successful

12. Interaction and Feedback
• Online students may have more contact with their fellow students online than they
would in the regular classroom. There are many ways for students to interact online:
• discussion boards
• e-mail,
• group chat or use of the chat room
• video conferencing
• group activities done online
• use of other social media platform, etc.
o It can be fun to meet students. It can also be a great way to broaden your
learning experience.

13. 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.
• Historically, this described correspondence courses in which
students would communicate with their schools or teachers
by mail.

14. Common Types of Distance Learning
• Though there are lots of learning (and teaching) options online, there are a
few types that are well supported by existing systems and established
pedagogies.
1. Video conferencing is a common way for teachers to interact directly with
students in live lessons. This could be a one-on-one session or a class-like
scenario in which multiple students connect to the teacher live.
2. Synchronous learning is when all the students learn together at the same time
(and often even place) but the instructor is at another location. It often
features video or teleconferencing that connects teachers and learners
digitally.

15. 3. Asynchronous learning is a less connected but also less constrained
format. Instead of live online lessons, students are given learning
tasks with deadlines. Then they self-study to complete the
assignments.
4. Open-schedule online courses add yet another layer of flexibility. It is
a type of asynchronous course setup, except there aren’t any
deadlines either.
5. Fixed-time online courses are a type of synchronous course that
requires online users to all visit a specific virtual location at a set
time and place (e.g. a webinar).

16. 6. Computer-based distance education is a fixed-time,
synchronous lesson on computers, usually a computer lab.
7. Hybrid learning combines elements of synchronous and
asynchronous styles. It may require that some lessons are
more rigidly scheduled for subjects in which students need
direct access to the instructor while other lessons can be
self-directed. It is a system that adapts to the needs of the
curriculum.

17. LESSON 10: STRUCTURES FOR FACILITATING LEARNER-CENTERED TEACHING
• Learner-centered teaching is an approach that is vastly encouraged in the field of education
nowadays. Facilitators of learner-centered teaching adapt innovative styles, strategies,
pedagogies and variety of different types of methods that shifts the role of teachers from
mere givers of information to compassionate and dedicated facilitators in student learning.
• Learning to teach is a life-long process. To become an expert teacher is a complex, multi-
faceted process that continuous throughout the individual’s professional lifetime. It will
require several different kinds of knowledge-through knowledge of subject matter,
knowledge about schools and classrooms within them and knowledge of learners and an
understanding of how teachers can help in this process
• The different structures of facilitating learner-centered teaching are categorized as follows:
(1.) Formal education; (2.) Alternative Learning System - non-formal education, informal
education and mobile learning; and (3.) Alternative Delivery Mode - MISOSA, e-IMPACT
and OHSP. All these would have their implications in the teaching and learning process
(DepEd, 2020).

18. LESSON 11: METHODS AND STRATEGIES
IN LEARNER-CENTERED TEACHING
• Several concepts need to be clarified before you get to know the learner-centered methods and
strategies of teaching.
• Approach is a set of correlative assumptions about the nature of teaching and learning.
Learning approaches can be divided into two approaches are student-centered approach and
teacher-centered approach.
• A method is a practical implementation of an approach. Method is general way in which
activity is conducted. A method is 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, demonstration, discussion,
simulation, laboratory, field experience, brainstorming, debates, symposium, and so
forth. It includes decisions that pertain to the – (1) particular skills to be taught, (2) the roles
of the teacher and the learner in learning, (3) the appropriate procedures and techniques, (4)
the content to be taught, and (5) the order in which the content will be presented.

19. • Strategy of Teaching refers to 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. Strategy can be
grouped into two general categories: exposition-discovery learning, and
group-individual learning. Learning strategy is still conceptual, necessary for
the implementation of certain teaching methods..
• On the other hand, Technique refers to the personalized style of carrying
out a particular step of a given method. It is a skill employed by the teacher
in carrying on the procedures or act of teaching. Technique is a very specific,
concrete stratagem or trick designed to accomplish an immediate objective.
Technique is a procedure or skill for completing a specific task. It includes
little sneaky tricks we all know and use to get the job done in the classroom.

20. LESSON 12: DIFFERENTIATED LEARNER-CENTERED TEACHING
• Flexible learning is a method of learning where learners are given freedom in how, what, when
and where they learn. Flexible learning environments address how physical space is used, how
learners are grouped during learning and how time is used throughout teaching. Flexible
learning refers to the ability to customize one’s pace, place and mode of learning.
• 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 It is also a broad term used to describe the design and
delivery of programs, courses, and learning interventions in such a way as to cater for learner
demands for variety, access, recognition of diverse learning styles, and learner control over and
customizability of the learning experience.
• 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.