Ed7-Facilitating-Learnining-centered-Teaching-1.docx

ANG-COE-SY-64 ED 7 (FLCT) Facilitating Learner-centered Teaching
Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Province of Rizal
Angono Campus
College of Education
First Semester S.Y 2020-2021
COURSE TITLE : Facilitating Learning Centered Teaching COURSE CODE : Ed. 7
CONTACT HOURS : 54 hrs. Lecture CREDIT UNITS : 3
PRE-REQUISITES : None CO-REQUISITES : None
I. Vision: The leading University in human resource development, knowledge and technology generation and environmental stewardship.
II. Mission: The University of Rizal System is committed to nurture and produce upright and competent graduates and empowered community
through relevant and sustainable higher professional and technical instruction, research, extension and production services.
III. Goals:
National: To train the nation’s manpower in the skills required for national development for the quality of human life.
Regional: To train the nation’s manpower in the skills required for regional development.
University: To develop the full potential of an individual in academic and technological discipline for an empowered, productive
and morally upright citizenry.
IV. Core Values: Responsiveness, Integrity, Service, Excellence, Social Responsibility
V. Graduate Attributes: Globally Competitive, Innovative, Adaptive, Nationalistic, Trustworthy, Service Oriented
VI. Program: Teacher Education Program
VII. Program Outcomes:
A. Common to the Discipline
Domain 1: Social Regard for Learning

 Acts as a positive role model for students
Domain 2: The Learning Environment
 Creates an environment that promotes fairness
 Makes the physical environment safe and conducive to learning
 Communicates higher learning expectations to each learner
 Establishes and maintains consistent standards of learners behavior
Domain 3: Diversity of Learners
 Is familiar with learners background knowledge and experiences
 Demonstrates concern for holistic development of learners
Domain 4: Curriculum
 Demonstrates mastery of the subject
 Communicates clear learning goals for the lessons that are appropriate for learners
 Makes good use of allotted instructional time
 Selects teaching methods, learning activities, and instructional materials or resources appropriate to learners and aligned to the objectives of the lesson
Domain 5: Planning, Assessing and Reporting
 Communicates promptly and clearly to learners, partners and superiors about the progress of learners
 Develops and uses a variety of appropriate assessment strategies to monitor and evaluate learning
 Monitors regularly and provides feedback on learners understanding of content
Domain 6: Community Linkages
 Establishes learning environments that respond to the aspirations of the community
Domain 7: Personal Growth and Professional Development
 Takes pride in the nobility of teaching as a profession
 Builds professional links with colleagues to enrich teaching practice
 Reflects on the extent of the attainment of learning goals
B. Program Outcomes for BEEd/BSEd
The Bachelor of Elementary (BEEd) and the Bachelor of Secondary Education (BSEd) degree programs aim to:
a. Have the basic and higher level literacy, communication, numeracy, critical thinking, learning and ICT skills needed for lifelong learning;
b. Have a deep and principled understanding of the learning process and the role of the teacher in Facilitating these processes in their students;
c. Have a deep and principled understanding of how educational processes relate to larger historical, social, cultural, and political processes;
d. Have a meaningful and comprehensive knowledge of the subject matter they will teach;
e. Can apply a wide range of teaching process skills (preparation of table of specification, test construction, use varied assessment tools, analysis and interpretation
of the students’ performance)
f. Have direct experience in the field/classroom (e.g. classroom observations, teaching assistance, practice teaching, evaluating students’ performance))

g. Can demonstrate and practice the profession and ethical requirements of teaching profession
h. Can facilitate learning of diverse types of learners, in diverse types of learning environments, using a wide range of teaching knowledge and skills;
i. Can reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the content/subject matter, and the
broader social forces encumbering the school and educational processes in order to constantly improve their teaching knowledge skills and practices;
j. Can be creative and innovative in thinking of alternative teaching approaches, take informed risks in trying out these innovative approaches, and evaluate the
effectiveness of such approaches in improving student learning; and
k. Are willing and capable to continue learning in order to better fulfil their mission as teachers.
VIII. Program Outcomes Addressed by the Course:
a. Have the basic and higher level critical thinking, learning and ICT skills needed for lifelong learning.
b. Have a deep and principled understanding of the learning process and the role of the teacher in facilitating classroom based assessment tools
and interpret learners’ performance to improve teaching and learning.
c. Have a deep and principled understanding of how educational processes relate to larger historical, social, cultural, and political processes;
d. Can facilitate learning of diverse types of learners, in diverse types of learning environments, using a wide range of quality assessment.
IX. Course Outcomes:
At the end of the course, pre-service teachers should be able to:
1. Demonstrate understanding of the concepts and principles of learner-centered teaching based on educational philosophies and research and their application in
actual teaching and learning;
2. Demonstrate understanding of learning environments that promote fairness, respect and care to encourage learning;
3. Demonstrate knowledge of managing classroom structure that engages learners, individually or in groups, in meaningful exploration, discovery and hands-on
activities within the available physical learning environments;
4. Demonstrate understanding of supportive learning environment that nurture and inspire learner participation;
5. Demonstrate knowledge of learning environments that motivate learners to work productively by assuming responsibility for their own learning;
6. Demonstrate knowledge of positive and non-violent discipline in the management of learner behavior; and
7. Implement teaching strategies that are responsive to learners’ linguistic, cultural, socio-economic and religious backgrounds.
X. Course Description:
This course explores the fundamental principles, processes, and practices anchored on learner centeredness and other educational psychologies as these apply to
facilitate various teaching learning delivery modes to enhance learning

XI. Course Outline:
Week/Time
Allotment
Intended Learning
Outcomes (ILO)
Outcome-Based
Assessment (OBA)
Content Teaching-Learning
Activities (TLA)
Learning
Resources
References
Week 1
1.5 hours
Determine and
understand the
URS/COE Vision,
Mission, Goal and
objectives by religiously
doing their roles as
students
Poster Making and
Revised classroom
policies
URS and COE Vision and
Mission Orientation,
Policies and Expectations,
Vision and Mission of the
College of Education and
Classroom Policies
Oral recitation and
group discussion
Administration’s
manual and
Student Handbook
Administration’s manual
and Student Handbook
Week 2
3 hours
1. Familiarize with the
nature of learning
2. Describe the types of
learning
3. Identify learning
activities for each
learning type
4. Describe how
cognitive psychology
defines learning
5. Make your own
video recording
2 minutes video
recording of your
speech as a pre-
service teacher
Tabulate
learning/classroom
activities that will
develop for each type
of learning.
Unit 1 Understanding
Learning
Module 1
Nature of Learning
Cooperative Learning
Class Discussion
Powerpoint
Presentation
Online Articles
Internet
URS module
Lucas, M. & Corpuz, B.
(2014). Facilitating
Learning: A
Metacognitive Process.
Week 3
3 hours
1. Describe learner
centered learning.
2. Discuss a learner
centered classroom
and learner centered
teaching, and
3. Explain learner-
centered psychological
principles.
Application of the
principles in a
classroom set up
demonstration
Module 2
Learner Centered
Psychological Principles
Video presentation
Group discussion
Powerpoint
Presentation
Online Articles
URS module
Internet resources

Week 4
4 hours
1.Explain the concepts
and principles of major
learning
theories;
2. Apply these theories
to teaching and
learning; and
3. Identify the teaching
implications of the
learning theories
Demonstrate the
learning activities and
practices commonly
applied in the
classrom for each
learning theory -
Behaviorism,
Cognitivism and
Constructivism
Module 3
Learning Theories
Video presentation
Presentation of the
assigned topic
Class discussion
Powerpoint
Presentation
Online Articles
URS module
Learning: A
Week 5
1.5 hours
1. Explain the socio-
cultural dimensions of
learning.
2. Enumerate and
explain the 5
dimensions of learning.
3. Discuss Vygotsky’s
theory in relation to the
different dimensions.
Reflection paper Module 4
Developmental and Socio
Cultural Dimensions in
Learning
Group activity
Cooperative learning
Power
point presentation
Online
articles/resources
URS module
Learning: A
Week 5-6
3.5 hours
1. Explain the
importance of social
interaction,
interpersonal relation
and communication in
the learning process.
2. Explain the different
types/ methods in
social interactions that
could be used in the
learning process.
Quiz
Case analysis
Module 5
Social Interactions
Interpersonal Relation, and
communication in the
Learning Process
Presentation of the
assigned topic
Class discussion
Powerpoint
presentation
Online articles/
resources
URS module
Learning: A
Internet resources
Week 6

1.5 hours PRELIM EXAM
Week 7
2.5 hours
1. Explain the
implications of
Vygotsky’s theory in
teaching.
2. Identify and explain
the different peer
interactive teaching
strategies.
Group activity/ video
presentation
Module 6
Significance of
Developmental and Socio
Cultural Dimensions of
Learning in
Selecting Strategies and
Methodologies
Cooperative l earning
Video presentation
Powerpoint
presentation
Online articles/
resources
URS module
Internet resources
Week 8-9
4 hours
1. Identify the different
factors that bring about
diversity in the
classroom.
2. Demonstrate a
positive attitude
towards diversity as an
enriching element in
the learning
environment.
3. Come up with
teaching strategies that
consider student
diversity.
1. i
d
e
Group activity/ song,
jingle, poem
presentation
Unit 3 Individual
Differences in Learning
Module 7
Concepts of Individual
Differences in
Learning
Lecture/ discussion
Group activity/
brainstorming
Powerpoint
presentation
Online articles/
resources
URS module
Learning: A
Internet resources
Week 9-10
4 hours
1.Describe the different
learning styles and
multiple intelligences.
Lesson plan on how to
facilitate learning on
different learning styles
Module 8
Different Styles of Learning
Powerpoint
presentation of the
assigned topic
Powerpoint
presentation
Online articles/
resources
URS module

2. Pinpoint your own
learning styles and
multiple intelligences.
3.Plan learning
activities that match
learner’s learning styles
and multiple
intelligences.
Learning styles and
multiple intelligences
inventory
Learning styles and
multiple
intelligences
inventory
Learning: A
Internet resources
Week 11
4 hours
1.Describe the basic
categories of children
with special needs.
2. Design lesson plan
or l earning activities
for each type of special
needs.
Case analysis based
on film review and
lesson plan making
based on the film. Part
I
Module 9
Children with Special Needs
Presentation of
assigned topic
Film review
Powerpoint
presentation
Online articles/
resources
Film: Hellen Keller
I am Sam, Son-rise
a Miracle of Love,
The Rain Man
URS module
Learning: A
Internet resources
Week 12
2 hours
1.Identify the different
learning activities that
will deal with individual
differences.
2. Describe the parts of
an IEP and make one
for a child with special
need.
Case analysis based
on film review and
lesson plan making
based on the film. Part
II.
Module 10
Diversity in Designing and
Assessing
Learning Activities
Group activity/
brainstorming
Lecture/ discussion
Powerpoint
presentation
Online articles/
resources
Film: Hellen Keller
I am Sam, Son-rise
a Miracle of Love,
The Rain Man
Learning: A
Internet resources
Week 12
1.5 hours MIDTERM EXAM
Week 13
3 hours
1.Identify what is
motivation
Case presentations
Infographics
Unit 4 Motivational
Techniques
Discussion
Powerpoint
presentation

2. Distinguish intrinsic
from extrinsic
motivation
3. Describe how the
different approaches to
motivation
affect the teaching-
learning process
4. Describe how the
effects or benefits of
motivation
affect students’
learning and behavior
5. Make your own voice
recording /
infographics.
Module 11
Relationship of Need and
Motivation
Online articles/
resources
Film: Hellen Keller
I am Sam, Son-rise
a Miracle of Love,
The Rain Man
Learning: A
Internet resources
Week 14
3 hours
1. Describe nature of
problems in motivation
2. Identify and
understand motivation
problems
3. Familiarize with the
problems in motivation
4. Make your own
video recording /
infographics.
Video presentation
Case analysis
Module 12
Problems in Motivation
Group activity
Discussion
Watch the video
“Creating an
Engaging Learning
Environment” by
SmartAtMath.
(After watching the
video, analyze the
given classroom
situation)
Powerpoint
presentation
URS module
Learning: A
Internet resources
Week 15
1.5 hours
1.Identify and explain
the learning indicators
of cognitive and
metacognitive factors in
learning.
Quiz
Group activity
Module 13
Learning Indicators of
Cognitive and
Metacognitive Factors in
Learning
Presentation of
assigned topic
Group discussion
Powerpoint
presentation
Internet articles
URS module

2.Apply the principles
learned in a classroom
set up.
Learning: A
Internet resources
Week 15-16
3hours
1.Discuss the nature of
learner-centered
teaching modalities,
structures, methods
and strategies that
facilitate differentiated
teaching to suit
learners’ gender,
needs,
strengths, interests and
experiences;
2. Select appropriate
learner-centered
teaching modalities,
structures, methods
and strategies based
on learners’ diverse
needs, learning styles
and backgrounds
3. Draw on appropriate
learner-centered
teaching modalities and
strategies to
formulate teaching
procedures that
address the special
educational needs of
learners in difficult
circumstances.
Reflection paper
Portfolio
Unit 5 Learner-Centered
Pedagogy
Module 14
Delivery Modalities and
Structures for
Facilitating Learner-
centered Teaching
Presentation of
assigned topic
Group discussion
Powerpoint
presentation
Internet articles
URS module
Learning: A
Internet resources

Week 17
3 hours
1.Explain the learner-
centered lesson plan.
2.Make a learner-
centerd lesson plan.
Lesson Plan Module 15
The Learner-centered
Lesson Plan and
Instructional Learning
Processes
Group discussion
Powerpoint
presentation
Internet articles
Lesson plan format
URS module
Learning: A
Internet resources
Week 18
3 hours
1.Explain lesson
chunking and
microteaching basics.
2.Identify the parts and
processes involved.
3. Present an output of
the lesson tackled.
Video presentation
Reflection paper
Module 16
Lesson Chunking and
Microteaching Basics
Group discussion
Powerpoint
presentation
Internet articles
Lesson plan format
URS module
Learning: A
Internet resources
Week 18
1.5 hours
FINAL EXAM.
XII. Course Policies:
The following rules and regulations will be implemented inside the classroom and during field observation and participation.
1. Attendance
 Complete attendance and no late comer record means exemption from the graded recitation.
2. Reporting
 Individual student will be given a topic to be reported, and 40 minutes will be allotted to the reporter
 A power point presentation contains 10-15 slides only
 A hardcopy will be submitted to the instructor before the report
 No copy of the report will be distributed

 Group activity will be given high regards to develop and foster cooperation and collaboration
 Each student is expected to prepare questions for the active participation
 An output is expected every accomplished, completed report
 Reflection and research will be given as an assignments
 Rubric is provided to rate the group
3. Classroom Discipline
a. Cleanliness
 Cleaners must be assigned every meeting to sweep the floor
b. Promptness
 Class beadle will be assigned for the checking of attendance
 Each student is encourage to come in time and should avoid absenteeism
 Prayer before and after class
c. Seating Arrangement
 Every student will submit 1x1 ID picture for the seat plan
 Groupings in order arrangement
d. Use of cell phone
 Use of cell phone is strictly prohibited if for some reasons not related to study
 Cell phone may be opened if there is a need of using the dictionary/website
4. Messenger Group Account
 Closed group account for the class in messenger group chat
 Submission of the report in word document will be uploaded
 Power point presentation of individual report must be uploaded
 Announcement/reminder will be posted if there is any
 Any presentation or documents may be uploaded by the instructor for additional input related to the topic of the reporter
5. Group Project
 Each member of the group will prepare an output after the report
 Each group will prepare the complete compilation of the reports
 Each group will be given 1 week allowance to comply the project
 Rubric for rating the project is provided
6. Examination
 Student who can get 5 mistakes from the result of the Midterm Examination will be exempted for the finals
 Cursive writing and no erasures policy

 Cell phone will be surrendered to the Instructor before the examination
XIII. Grading System:
60% - Class Standing (Formative Test, Reports, Recitations, Attendance, Attitude, etc)
40% - Major Examinations (Traditional and/or Authentic)
Total 100 %
XIV. Suggested Readings:
Chunking mechanisms inhuman learning. http://www.bcp.psych.ualberta.ca/~mike/Pearl_Street/PSYCO354/pdfstuff/Readings/Gobet1.pdf
Facilitating Effective Student Learning through Teacher Research and Innovation. http://www.pef.uni-lj.si/ceps/knjiznica/doc/zuljan-vogrinc.pdf
Facilitation Strategies for Learner-Centered Teachers. https://study.com/academy/lesson/facilitation-strategies-for-learner-centered-teachers.html
Learner-centered Teaching. https://www.clemson.edu/otei/documents/Learner-centered%20Teaching.pdf
XV. Consultation Period:
Friday 9:00AM-11:00 AM Online via FB/Messenger

Prepared by:
REGINA NOEMI R. ABARABAR, DMD, RGC _____________________
Instructor Date
Reviewed by:
ROSEMARIE Q. TIBURCIO, MAT ______________________
Program Head Date
Approved by:
CELINA B. CERDA, MAED ______________________
Dean, COE Date

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