educ-313b-facilitating-learner-centered-teaching.pdf

EDUC 313B - Facilitating Learner – Centered Teaching
BSED English (Don Honorio Ventura Technological State University)
Studocu is not sponsored or endorsed by any college or university
EDUC 313B - Facilitating Learner – Centered Teaching
BSED English (Don Honorio Ventura Technological State University)
Studocu is not sponsored or endorsed by any college or university
Downloaded by Paul alex Donato (paulalexdonato@gmail.com)
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1 Facilitating Learner – Centered Teaching – EDUC 313B
Chapter 1
FACILITATING LEARNER-CENTERED TEACHING
LEARNER-CENTERED TEACHING
- Learner-centered teaching means
inverting the traditional teacher-
centered understanding of the learning
process and putting students at the
center of the learning process
Note: In the teacher-centered classroom,
teachers are the primary source for knowledge.
Unit1: Learner-centered teaching: Foundations
and characteristics
LEARNER-CENTERED TEACHING
• It is an approach to teach that focuses on
student learning • rather than on what
the teacher is doing
• Learner-centered teaching is not one
specific teaching method
• Many different instructional methods can
use a learner-centered approach.
• The path to good teaching can be much
easier to navigate when we view students
as our traveling companions.
• The more we know about them and how
they learn, the more likely we are to
experience the joy of teaching.
Learner Centered Objectives:
• Learner-centered approach shifts the
focus of activity from the teacher to the
learners
• Emphasizes what the learners do as
against what the teacher does.
• it focuses on skills and practices in a
lifelong learning, creative thinking and
independent problem-solving.
• It insist the learners to actively construct
their own knowledge.
5 CHARACTERISTICS OF LEARNER-CENTERED
TEACHING
1. Learner-centered teaching engages
students in the hard, messy work of
learning.
On traditional teaching in most classes
teachers are working much harder than
students.
2. Learner-centered teaching includes
explicit skill instruction.
Students learn how to think, solve
problems, decision making, team work,
evaluate evidence, analyze arguments,
generate hypotheses4all those learning
skills essential to mastering material in the
discipline.
3. Learner-centered teaching encourages
students to reflect on what they are
learning and how they are learning it.
They challenge student assumptions
about learning and encourage them to
accept responsibility for decisions they
make about learning;
4. Learner-centered teaching motivates
students by giving them some control
over learning processes.
Teachers make most of the decisions
about learning for students. Teachers
decide what students should learn, how
they learn it, the pace at which they
learn, the conditions under which they
learn and then teachers determine
whether students have learned.
5. Learner-centered teaching encourages
collaboration
Learner-centered teachers work to
develop structures that promote shared
commitments to learning.
Chapter 2
Philosophical Foundations
Philosophical Foundation
The philosophical foundation of
curriculum helps determine the driving
purpose of education, as well as the roles
of the various participants.
While all foundations propose to set goals
of curriculum, philosophy presents the
manner of thinking from which those
goals are created.
Existential Questions
• What is life?
• Who am I?
• Why am I here?
• What am I living for?
• What is reality?
• Is the universe real?
• What is good to do?
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• How shall I live life meaningfully?
School Questions
• Why do I teach?
• What should I teach?
• How should I teach?
• What is the nature of the learner?
• How do we learn?
Philosophical Foundation
• Realism
• Idealism
• Existentialism
• Constructivism
• Naturalism
From teacher- centered to learner-centered
teaching
1. Philosophical perspectives
Teacher-centered philosophies
• Essentialism
• Perennialism
Learner-centered philosophies
• Progressivism
• Humanism
• Constructivism
- Focus is on instructor
- Focus is on language forms and structures
(what the instructor knows about the
language)
- Instructor talks; students listen
- Students work alone
- Instructor monitors and corrects every
student utterance
- Instructor answers students9 questions
about language
- Instructor chooses topics
- Instructor evaluates student learning
- Classroom is quiet
- Focus is on both students and instructor
- Focus is on language use in typical
situations (how students will use the
language)
- Instructor models; students interact with
instructor and one another
- Students work in pairs, in groups, or alone
depending on the purpose of the activity
- Students talk without constant instructor
monitoring; instructor provides
feedback/correction when questions
arise
- Students answer each other9s questions,
using instructor as an information resource
- Students have some choice of topics
- Students evaluate their own learning;
instructor also evaluates
- Classroom is often noisy and busy
- Teacher-Centered Philosophies are
essential for the longevity of education
and the continued influence of teachers
in the classroom. In this article two
teacher-centered philosophies will be
reviewed which are essentialism and
perennialism.
- The teacher is an expert on the subject
matter and the students are there to learn
from a "master=.
- The teacher is in full control of the course.
He or she selects the projects/texts. The
work is produced for and graded by the
teacher.
- The teacher dispenses wisdom and the
students absorb it.
- Teacher-centered philosophies
- Teacher-centered philosophies are those
that transfer knowledge from one
generation of teachers to the next.
- In teacher-centered philosophies, the
teacher9s role is to impart a respect for
authority, determination, a strong work
ethic, compassion for others, and
sensibility.
- Teachers and schools succeed when
students prove, typically through taking
tests, that they have mastered the
objectives they learned.
Essentialism
- William C. Bagley (187431946)
- was one of the most influential advocates
of essentialism.
- He believed that education was not
supposed to change society but to
preserve it.
- Traditional way of teaching
- Back to Basic, traditional academic
disciplines.
- Refers to traditional or back basic
approach of teaching
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- The teachers impart knowledge mainly
through conducting lectures, during
which students are expected
- to take notes.
- Essentialism is the educational philosophy
of teaching basic skills.
- This philosophy advocates training the
mind.
- Essentialist educators focus on
transmitting difficult topics and promotion
of students to the next level or grade.
- Subjects are focused on the historical
context of the material world and culture,
and move sequentially to give a solid
understanding of the present day
- This philosophy stresses core knowledge in
reading, writing, math, science, history,
foreign language, and technology. The
tools include lecturing, memorization,
repetition, practice, and assessment.
Perennialism
- The word itself means, <eternal=,
everlasting.
- Timeless
- Can9t Change
- Timeless
- Classic
- Some Ideas in the past are still relevant
today
- A teacher-centered educational
philosophy that focuses on everlasting
ideas and universal truths.
- primarily concerned with the importance
of mastery of the content and
development of reasoning skills.
- Focuses on everlasting ideas and
universal truths learned from art, history,
and literature.
- Perennialism is similar to essentialism in
that teachers guide the educational
process perennialism is a teacher-
centered philosophy, in which the
teacher is less concerned with student
interest and more concerned with
transferring knowledge from older
generations to younger generations.
- The teacher will focus on the importance
of reading and will often use the
underlying reading lessons to make a
moral point. Teachers use history, religion,
literature, and the laws of science to
reinforce universal ideas that have the
potential to solve any problem in any era.
- A perennialism teacher would have a
classroom in which all the students are
treated the same way
- Material is taught and delivered to the
students whether they like it or not.
- Perennialism is stated as being a cousin to
essentialism because they both
advocate teacher-centered classrooms,
both tolerate little flexibility in the
curriculum, both implement rigorous
standards and both aim to sharpen
student
- Perennialists organize their schools
around books, ideas, and concepts.
- Students are the focus.
- Knowledge and learning is created by
the class
- Everyone learns from each other---
including the teacher.
- Focusing on the needs of students
- Student-centered philosophies focus
more on training individual students
- Less authoritarian, less concerned with
the past and <training the mind=, and
more focus put on individual needs.
- Preparing students for a changing future
- Learner-centered philosophies
- These philosophies place more emphasis
on the individuality of students and
helping them to realize their potential
Three types of student-centered philosophies will
be discussed which are
• Progressivism
• Constructionism
• Humanism
Progressivism
- In order to meet the needs of the students
3 growing child: A Progressivist should :
- Oppose bookish and Impose methods of
Instructions to learn by doing things.
- Oppose learning through memorization.
- There must be interaction / experience.
- Oppose the use of fear as form of
discipline absence of fear of punishment.
- Emphasize Changes:
- Man is a social animal who learns well
through active interplay with others and
that learning increases when engaged in
activities that has meaning in him.
- The progressivist classroom is about
exploration and experience.
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- Teachers act as facilitators in a classroom
where students explore physical, mental,
moral, and social growth.
- Most Responsible for this Philosophy/
Movement is John Dewey.
Humanism
- Was set in the Renaissance period which
was rooted in the social and economic
changed:
- Its educational aims to get the most
possible out of life (Live life to the fullest)
- Individual Freedom
- Characterized by freedoms of thought in
to guide action for resolving, problematic
situations.
- De FELTRE: Follower of Humanism his
method is the replacement of :
- Lectures to (Books, Ppt, Written Reports)
- Written Themes to (Oral Discourse)
- Developing balance between mental
and physical activity, developing power
to think.
- Outstanding Follower: ERASMUS
- Erasmus known for the method of the
need to
- study child carefully for individualized
instruction.
- Importance of Games and exercise in
education
- Motivation and the use of praise and
rewards
- Gentleness as opposed to punishment
Constructivism
- Constructivism's central idea is that
human learning is constructed, that
learners build new knowledge upon the
foundation of previous learning.
- This prior knowledge influences what new
or modified knowledge an individual will
construct from new learning experiences
(Phillips, 1995).
- Process of adjusting our mental modes to
accommodate new experiences
- Knowledge is not a thing that can be
simply deposited by the teachers, into
empty mind of the learners. Rather,
knowledge is constructed by learners
through an active mental process and
development.
Chapter 3
DIMENSIONS OF LEARNER-CETERED TEACHING
UNIT 1: Dimensions of learner-centered teaching
At the end of the discussion the student
should be able to know:
- the function of content
- the role of the instructor
- the responsibility for learning
- the purposes and processes of
assessment
- the balance of power
WHAT DO YOUDO WITH A CONTENT
A. THE FUNCTION OF CONTENT
In addition to building a knowledge base, the
content facilitates students to
• Practice using inquiry or ways of thinking
in the discipline
• Students engage in most of the content
to make it their own, students make
meaning out of the content
• Learn to solve real problems
How do you decide how to conduct or teach the
course after you selected thecontent to teach?
B. THE ROLE OF A TEACHER?
• A teacher9s role is to <shape the life
chances of young people by imparting
knowledge 3 bringing the curriculum to
life,= says Harry Cutty.
• Teachers play vital roles in the lives of the
students in their classrooms.
• Teachers serve many other roles in the
classroom.
WHAT IS THE ROLE OF A TEACHER?
- Teaching Knowledge
- Creating classroom environments
- Role Model
- Mentoring
Learner-Centered Teaching
• Being learner-centered means adopting
a bottom-up approach to curriculum,
teaching, and management. Rather than
entering the school year with a set of fixed
units and activities, a truly learner-
centered teacher begins by getting to
know her students and understanding
their hopes, dreams, and needs.
• Learner-centered teachers may
occasionally provide direct instruction,
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but for the most part, their role is one of
the facilitator.
ROLE OF A TEACHER
• Teachers who act as facilitators provide
their students with materials, opportunities
and guidance as students take on
agency for other aspects of their own
learning.
• Being learner-centered is not easy
because it requires constant flexible
attention to who students really are, how
they are doing, and what might help
them achieve their learning goals.
• Students in learner-centered classrooms
become independent learners who are
empowered to collaborate, make good
use of available resources, and take
charge of their own growth and
development.
WHO SHOULD TAKE THE RESPONSIBILITY FOR
LEARNING
C. THE RESPONSIBILITY FOR LEARNING
• Students are the one who should take the
responsibility for learning.
• Learners has the ability to learn how to
develop their own skills and think for
themselves
• Often it is the faculty who does because
we adapt our teaching to fit requests/
needs of students through detailed notes,
study guides
• Consequence of faculty taking
responsibility for learning
• Students remain passive
• Students do not gain confidence in their
ability to learn on their own
• Yet a common goal of higher education
is for graduates to be self-directed
learners who can continue to learn the
rest of their lives
• Faculty need to teach students how to
take responsibility for learning
• There are specific skills that can be
taught, practiced and mastered
WHY DO YOU ASSESS STUDENTS?
D. The purposes and processes of assessment
- Assessment is integrated within the
learning process
- Instructors give formative feedback for
the purposes of fostering improvement
- Students have multiple opportunities to
assess themselves and their peers
- Students can learn from their mistakes
and then demonstrate mastery
- Instructors encourage students to justify
their answers when they do not agree
with those of instructor.
- Instructor uses authentic assessment
throughout the course
HOW WILL YOU ASSESS YOUR STUDENTS?
- Names
- Needs
- Dreams
- Hopes
- Preferred learning styles
- Cultural backgrounds
- Important relationships
- Interest
- Personalities
• Knowing your students is one of the tough
role of a teacher. In a classroom of 20
children you have 20 different learning
styles and 20 different personalities, 20
different ways of taking in information
and giving information. Great teachers
know this and know that one lesson plan,
one mode of teaching, is never going to
be good enough. Can that teacher
create 20 different lesson plans?
• Of course not, but that great teacher
knows that their students are on different
levels and have different ways of
processing information.
What happens if students have some control over
how the course is run
E. The Balance of power
• Learner-centered approaches empower
students to take responsibility and to
share in some of the decisions about their
courses
• Students can have some say over some
policies, deadline
• Once students begin to gain some
control over the course, they will engage
more in the course and will learn more
Dimension
Definition of this Dimension
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The Function of Content
- Content includes building a knowledge
base, how the instructor and the students
use the content
The Role of the Instructor
- An essential role of the instructor is to assist
students to learn.
The Responsibility for Learning
- Students should assume greater
responsibility for their own learning over
time.
The Purposes and Processes
- There are additional purposes and processes of
assessment beyond assigning grades.
The Balance of Power
- The balance of power shifts so that the
instructor shares some decisions about
the course with the students.
Chapter 4
Management of Learner-Centered Classrooms
Forms of learner-centered classroom
organization, procedures and physical structure
1. Room structuring
2. Classroom routines and procedures
3. The social environment: Fairness, respect,
care and encouraging learning
4. Creating motivating learning
environment
Room Structuring
C-onvenient arranged furniture
F-lexible seating arrangement
C-lean, well-lighted, well-ventilated,
noise-free, and fresh classrooms
Classroom Routines and Procedures
Routine
- A sequence of actions regularly followed;
a fixed program.
Procedures
- A procedure is an established method of
accomplishing a task, usually with steps
that are performed in a prescribed order.
3 Types of Transition
• Solving Pre-Lesson Transition
• Solving Transition during the Lesson
• Solving Post Lesson Transition
Social Environment
• Their society and all surroundings
influenced in some way by humans. It
includes all relationships, institutions,
culture, and physical structures.
• Social experience the classroom as not
just an intellectual space, but also as a
social, emotional, and physical
environment.
Aspects of Classroom Climate
INTELLECTUAL
- The lesson develops knowledge, skills &
attitudes.
- Performance expectations are explicit.
- Students regularly present disciplinary
skills.
- Tasks are challenging, important and
authentic.
- Students receive prompt and specific
feedback
SOCIAL
- Students work together
- The Teacher student interactions.
- The Teacher is proactive.
- The Teacher solicits student feedback M
EMOTIONAL
- The atmosphere is productive.
- Students9 identities are valued.
- Low risk mistakes acceptable
PHYSICAL
- Students can interact with each other.
- Students have access to physical & online
materials.
- The class room is free from distraction
Positive Classroom Climate
1. Specific classroom rules and procedures
are clear
2. These classroom rules are discussed on
the first day of class.
3. The teacher is aware of the different
needs of the students
4. Healthy balance between dominance
and cooperation by the students.
5. Enhance student9s responsibility for their
own behavior.
6. Encourage active Learning
7. Promote and facilitates the individual9s
discovery of personal meaning of idea.
Positive Classroom Climate
1. Respect diversity
2. Recognizes people9s right to make
mistakes
3. Encourages openness of self rather than
concealment of self.
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4. Encourage the students to trust in
themselves.
5. Makes people feel respected
6. Makes people feel accepted
7. Confrontation
Learner-Centered Classrooms: Roles and
Responsibilities
Role of a Teacher
▪ Facilitators and Guide
▪ Provide Support
▪ Encourage the students to drive their own
learning
▪ Create real-world and authentic learning
experiences.
Role of a Learner
▪ Expected to construct knowledge
meaning out from what they are taught
by connecting them to prior knowledge.
▪ Active role in teaching-Learning process.
▪ They talk more than the teacher
▪ Can work collaboratively
▪ Discover their own learning.
Role of A discipline in a Lerner-centered
Classroom
• Collaborative Class norms
• Logical consequences
- If you break it fix it.
- Lost of something
- Times up
• Time for resolution
Chapter 5
LEARNING DELIVERY MODALITIES
- 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
context of the learners in the school or
locality.
- Learning experiences can differ greatly
in how they are delivered and are
typically broken into the time and
location where learners meet.
- The learning delivery modalities that
schools can adopt may be one or a
combination of the following:
1. Face-to-face
2. Blended learning
3. Distance learning
4. Home Schooling
FACE TO FACE
- Traditional Face to face learning
- The students and the teacher are both
physically present in the classroom, and
there are opportunities for
✓ Active engagement,
✓ Immediate feedback, and
✓ Socio-emotional development of
learners.
- Allow for real-time collaborative activities
in a shared physical space
- Instructional method where course
content and learning material are taught
in person to a group of students. This
allows for a live interaction between a
learner and an instructor.
- It is the most traditional type of learning
instruction. Learners benefit from a
greater level of interaction with their
fellow students as well.
- Face-to-face learning ensures a better
understanding and recollection of lesson
content and gives class members a
chance to bond with one another.
BLENDED LEARNING
- This refers to a learning delivery that
combines face-to-face with any or a mix
of online distance learning, modular
distance learning, and TV/Radio-based
Instruction.
- Blended learning will enable the schools
to limit face-to-face learning, ensure
social distancing, and decrease the
volume of people outside the home at
any given time
SUGGESTED
PLATFORMS/RESOURCES/MECHANISMS:
- The use of print/non-print learning
materials such as but not limited to the
following:
• Modules
• Worksheets
• Activity Sheets
DISTANCE LEARNING
- This refers to a learning delivery modality
where learning takes place between the
teacher and the learners who are
geographically remote from each other
during instruction.This modality has three
types:
• Modular Distance Learning
• Online Distance Learning
• Tv/Radio Based Instructions
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ONLINE DISTANCE- LEARNING
- Features the teacher as facilitator,
engaging learners9 active participation
using various technologies accessed
through the internet while they are
geographically remote from each other
during instruction.
- The internet is used to facilitate learner-
teacher.
- Online learning allows live synchronous
instruction. It requires participants to have
good and stable internet connection.
- The learners may download materials
from the internet, complete and submit
assignments online, attend webinars and
virtual classes.
MODULAR DISTANCE LEARNING
- Involves individualized instruction that
allows learners to use self-learning
modules (SLMs) in print or digital
format/electronic copy.
- Applicable in the context of the learner,
and other learning resources like
Learner9s Materials, textbooks, activity
sheets, study guides and other study
materials.
- The teacher takes the responsibility of
monitoring the progress of the learners.
The learners may ask assistance from the
teacher via e-mail, telephone, text
message/instant messaging, etc.
- The teacher shall do home visits to
learners needing remediation or
assistance. Any member of the family or
other stakeholder in the community
needs to serve as para-teachers.
HOME SCHOOLING
- This is an Alternative Delivery Mode (ADM)
that aims to provide learners with access
to quality basic education through a
home-based environment to be
facilitated by qualified parents, guardians
or tutors who have undergone relevant
training.
- It allows families to educate according to
their personal faith, philosophy, and
values, and to adjust learning schedules
around family schedules and
circumstances.
Chapter 6
LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES
• Psychology has provided vital information
for the design of schooling based on
theory and research on human learning,
development, and motivation (Relevant
in Education)
• Very Informative
• Improve teaching and learning
techniques
• Educators concerned with the growing
problems of school dropout, low levels of
academic achievement, and other
indicators of school failure are arguing for
more learner-centered models of
schooling
LEARNER-CENTERED PRINCIPLES
• 14 psychological principles pertain to the
learner and the learning process
• The 14 principles are divided into factors:
cognitive and metacognitive, motivational
and affective, developmental and social, and
individual difference factors influencing
learners and learning.
1. Nature of the learning process
2. Goals of the learning process.
3. Construction of knowledge.
4. Strategic thinking.
5. Thinking about thinking.
6. Context of learning.
7. Motivational and emotional influences on
learning.
8. Intrinsic motivation to learn.
9. Effects of motivation on effort.
10. Developmental influences on learning.
11. Social influences on learning.
12. Individual differences in learning.
13. Learning and diversity
14. Standards and assessment.
COGNITIVE AND METACOGNITIVE FACTORS
1. NATURE OF LEARNING PROCESS
• The learning of complex subject matter is
most effective when it is an intentional
process of constructing meaning from
information and experience, and their
own thoughts and beliefs
There are different types of learning
processes:
- Habit formation in motor
learning
- Learning strategies.
- Learning Styles
Learning styles
• Visual (Spatial)
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• Aural (Auditory-Musical)
• Verbal (Linguistic)
• Physical (Kinesthetic)
• Logical (Mathematical)
• Social (Interpersonal)
• Solitary (Intrapersonal)
• Successful learners are active, goal-
directed, self-regulating, and assume
personal responsibility for contributing to
their own learning.
2. GOALS OF THE LEARNING PROCESS
• The successful learner, over time and
with support and instructional
guidance, can create meaningful,
coherent representations of
knowledge
• The strategic nature of learning
requires students to be goal directed.
3. CONSTRUCTION OF KNOWLEDGE
• The successful learner can link new
information with existing knowledge
in meaningful ways.
• Knowledge widens and deepens as
students continue to build links
between new information and
experiences and their existing
knowledge base.
4. STRATEGIC THINKING
• The successful learner can create
and use a repertoire of thinking and
reasoning strategies to achieve
complex learning goals. Successful
learners use strategic thinking in their
approach to learning, reasoning,
problem solving, and concept
learning.
5. THINKING ABOUT THINKING
• Higher order strategies for selecting
and monitoring mental operations
facilitate creative and critical
thinking
• Successful learners can reflect on
how they think and learn, set
reasonable learning or performance
goals, select potentially appropriate
learning strategies or methods, and
monitor their progress toward these
goals.
6. CONTEXT OF LEARNING
• Learning is influenced by
environmental factors, including
culture, technology, and instructional
practices.
• Learning does not occur in a
vacuum. Teachers a major
interactive role with both the learner
and the learning environment.
Cultural or group influences on
students can impact many
educationally relevant variables,
such as motivation, orientation
toward learning, and ways of
thinking.
MOTIVATIONAL AND AFFECTIVE FACTORS
7. MOTIVATIONAL AND EMOTIONAL
INFLUENCES ON LEARNING.
• What and how much is learned is
influenced by the motivation.
Motivation to learn, in turn, is
influenced by the individual's
emotional states, beliefs, interests
and goals, and habits of thinking
• The rich internal world of thoughts,
beliefs, goals, and expectations for
success or failure can enhance or
interfere the learner's quality of
thinking and information processing.
8. INTRINSIC MOTIVATION TO LEARN
• The learner's creativity, higher order
thinking, and natural curiosity all
contribute to motivation to learn.
Intrinsic motivation is stimulated by
tasks of optimal novelty and difficulty,
relevant to personal interests, and
providing for personal choice and
control.
• Curiosity, flexible and insightful
thinking, and creativity are major
indicators of the learners8 intrinsic
motivation to learn, which is in large
part a function of meeting basic
needs to be competent and to
exercise personal control.
9. EFFECTS OF MOTIVATION ON EFFORT.
• Acquisition of complex knowledge
and skills requires extended learner
effort and guided practice. Without
learners' motivation to learn, the
willingness to exert this effort is unlikely
without coercion.
• Effort is another major indicator of
motivation to learn
DEVELOPMENTAL AND SOCIAL FACTORS
10. DEVELOPMENTAL INFLUENCES ON
LEARNING.
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• As individuals develop, there are
different opportunities and
constraints for learning.
• Learning is most effective when
differential development within and
across physical, intellectual,
emotional, and social domains is
taken into account.
11. SOCIAL INFLUENCES ON LEARNING.
• Learning is influenced by social
interactions, interpersonal relations,
and communication with others.
• Learning can be enhanced when the
learner has an opportunity to interact
and to collaborate with others on
instructional tasks.
INDIVIDUAL DIFFERENCES FACTORS
12. INDIVIDUAL DIFFERENCES FACTORS
• Learners have different strategies,
approaches, and capabilities for
learning that are a function of prior
experience and heredity
• Individuals are born with and develop
their own capabilities and talents. In
addition, through learning and social
acculturation, they have acquired
their own preferences for how they
like to learn and the pace at which
they learn.
13. LEARNING AND DIVERSITY.
• Careful attention to these factors in
the instructional setting enhances the
possibilities for designing and
implementing appropriate learning
environments.
• When learners perceive that their
individual differences in abilities,
backgrounds, cultures, and
experiences are valued, respected,
and accommodated in learning
tasks and contexts, levels of
motivation and achievement are
enhanced.
14. STANDARDS AND ASSESSMENT
• Setting appropriately high and
challenging standards and assessing
the learner as well as learning
progress -- including diagnostic,
process, and outcome assessment --
are integral parts of the learning
process.
• Assessment provides important
information to both the learner and
teacher at all stages of the learning
process.
Chapter 6
Structures for Facilitating Learner-centered
Teaching
Alternative Learning System
- A FREE education program implemented
by the DepEd
- A laderized, modular non-formal
education program by the Department
of Education (DepEd)
- Benefits those who cannot afford formal
schooling and follows whatever is their
available schedule
- Provides a viable alternative to the
existing formal education instruction,
encompassing both the non-formal and
informal sources of knowledge and skills.
- Alternative Learning System (ALS)
provides opportunities for out-of-school
youth and adult (OSYA) learners to
develop basic and functional literacy skills
and to access equivalent pathways to
complete basic education.
- When one does not have or cannot
access formal education in Schools. ALS is
an Alternate or Substitute.
- Teachers that are involved in this program
are called <Mobile Teachers= for reasons
that they often go about teaching in rural
and depressed areas where a formal
classroom is not available.
EFA-ALS Vision &Mission With the Bureau of
Alternative Learning System (BALS)
- With the Bureau of Alternative Learning
System (BALS), by the year 2015, the
Philippines envision the attainment of a
universal functional literacy brought
about by excellence in non formal and
informal delivery of basic education. The
Alternative Learning System is an
instrument to uphold the learners9
aspiration for further learning and
meaningful participation in the
community and society as a whole.
Who are the Target Learners of ALS?
• Elementary and secondary school
dropouts
• Youth and Adults although in school but
over-aged for
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• Grade 6 and 4th Year
• Unemployed/underemployed OSY9s and
adults
• Industry-based workers, housewives,
maids, factory workers, driver
• Members of cultural minorities/Indigenous
People (IPs)
• Persons With Disabilities (PWDs)/physically
Challenged
• Inmates, rebel/soldier integrees
How does ALS work?
- Students who are interested in enrolling in
an ALS class are encouraged to visit
Community Learning Centers (CLCs).
- Oral and written tests will be given to
assess the student9s/pupil9s competency
level.
- Applicants who have not attended any
formal schooling before will be enrolled in
Basic Literacy Program where basic
reading and computing skills will be
taught before moving them to advanced
classes.
How does ALS work?
- ALS A & E classes takes a minimum of 800
hours to complete (8-10 months). The
process of integration starts with the
students attending a 10 month learning
and review session conducted by the
Mobile Teacher. After completion,
performance are assessed in preparation
for the Accreditation and Equivalency
Test (or A&E) that will be given to these
students.
- Passers of either the Elementary or
Secondary Level gets a certificate which
bears the signature of the Secretary of the
Department of Education. This allows a
passer to be integrated into formal
education and also gives them the
chance to enroll for a college degree or
technical courses.
Options and Opportunities for ALS Passers
• Can enroll for college
• Enter TESDA/MeralcoFdtn./Technical
Schools
• Enter other non-formal training programs
• Enter Formal training programs
• Look for work opportunities
• Enroll or re-enroll in formal elementary or
secondary education
EXAMPLES OF NON-FORMAL EDUCATION
• Literacy and basic education for adults
and young people
• Political and Trade Union education
• Catching-up programmes for school drop
outs
• Pre-school education for young children
• Education through NGO9s 3 Health
Education, Literacy, Gender Education
Chapter 8
LESSON PLAN
WHAT IS LESSON PLAN?
Lesson planning is the activity which the
teacher performs before the actual
lesson takes place. A lesson plan is a
detailed description of the instructional
strategies and learning activities to be
performed during the teaching/learning
process.
TYPES OF LESSON PLAN
• Detailed lesson plan
• Semi-detailed lesson plan
• Understanding by Design (UbD)
Detailed Lesson plan
It provides mastery of what to teach, and
gives the teacher the confidence when
teaching. In this plan, both teacher9s and
students9 activities are presented.
Semi-detailed Lesson Plan
A semi-detailed lesson plan is less intricate
than the detailed lesson plan. It is having
a general game plan of what you
wanted to cover for that subject on that
particular day.
Understanding by Design (UbD)
It is a framework for improving student
achievement through standards-driven
curriculum development, instructional
design, assessment and professiona
development ( Wiggins & McTighe, 2006)
The emphasis of UbD is on "backward
design", the practice of looking at the
outcomes in order to design curriculum
units, performance assessments, and
classroom instruction.
Parts of Lesson Plan
• Objectives
• Subject matter
• Procedure
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• Evaluation
• Assignment
Objectives
The first thing a teacher does is create an
objective, a statement of purpose for the
whole lesson. An objective statement
itself should answer what students will be
able to do by the end of the lesson. The
objective drives the whole lesson, it is the
reason the lesson exists. Care is taken
when creating the objective for each
day9s lesson, as it will determine the
activities the students engage in.
Subject matter
Subject matter or specific topic includes
sources of information, e.g., textbooks
and library references.
The subject matter includes the following:
Topic 3 particular lesson
Reference/s 3 usually from the
book and internet websites.
Materials 3 refer to objects or
tools that serve as instructional
aids for particular subject.
Procedure
- The procedure is the body of your lesson
plan, the ways in which you'll share
information with students and the
methods you'll use to help them assume a
measure of mastery of that material.
- In detailed lesson plan, the expected
routines, lesson proper, activities are
presented. Questions and answers are
written.
- In semi-detailed lesson plan has only
contains procedures or steps to be used
in the lesson proper.
There are 7 contents of the procedure:
• Greetings
• Opening Prayer
• Checking of Attendance
• Recall of the Past Lesson
• Motivation
• Lesson Proper
• Generalization
Evaluation
It can take the form of formative test
consisting of a 10-item multiple choice
questions after the day9s lesson to
determine the mastery of learning, e.g.,
95% of the class got 100% correct answers.
Assignment
It includes questions, exercises, and/or a
set of practice specified by the teacher.
In order to succeed in discussing the
assignment for the following day, a
teacher give focused/specific questions
for students to answer.
WHAT IS A DAILY LESSON LOG?
Daily Lesson Log (DLL) is a template that
teachers used to log parts of their daily
lessons. It covers a day's or a week's worth
of lessons
DETAILED LESSON VS. DAILY LESSON LOG
Daily Lesson Log (DLL)
is a template teachers use to log parts of
their daily lesson. The DLL covers a day's
or a week's worth of lessons and contains
the following parts: Objectives, Content,
Learning Resources, Procedures, Remarks
and Reflection.
Detailed Lesson Plan (DLP)
is a teacher's <roadmap= for a lesson.
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