Fcailitating learner

1. Final Presentation for
Facilitating Learnered
centered Teaching
Prepared by: Mary Grace M. Ahamad

2. 2
Content of this presentation
➜ Highlight concepts/aspect of
facilitating Learnered-Centered
Teaching from Lesson 11- lesson
19.

3. Lesson 11
3
Role of Discipline in learning
centered Classroom

4. 4
Collaborative class norms
• Pointing out that learning should have
social interactions disregading of
what race, culture etc. the learners
came or belong
• Open ended question leads to social
interactions between teachers and
students
Samples
• Think-pair-share
• Problem based learning
• Guided design
• simulation
• small group discussions

5. Logical consequences
• Letting students to
know about choices
and consequences
this help students
m a k e b e t t e r
behavior choices.

6. 6
Student-specific
An approach that focus on the students
behaviour inside the classroom.
emphasizing the students engagements
and have positive outcomes.

7. 7
Calm spaces
A designated place where
students able to calm down
t h e m s e l v e s w h e n
conflict/misunderstanding
arises in the classrooms.

8. Lesson 12
Delivery Modalities

9. Delivery
Modalities
Face to Face
Learning
Technology
based, Online
e-Learning
Blended
Learning
Distance
Learning

10. 10
Face to Face Learning
A type of learning involves live
interaction between the teacher
and the student. Additionally, the
pupils gain from one another.

11. 11
Blended Learning
A method of teaching that
combine of electronic and online
learning with face-to-face
training.

12. 12
Technology based, Online e-Learning
Also known as web-based
t r a i n i n g , i s i n s t r u c t i o n
delivered to students who have
access to browsers whenever
and wherever.

13. Distance Learning
13
A type of learning which
lessons are sent to students
through internet and lectures
are broadcast without them
physically being present in a
classroom.

14. “
14
Lesson 13
Structures for Facilitating
learner centered teaching

15. 15
15
15
Big Concepts
Formal or Traditional
Teaching
Teacher’s role
in Traditional
Approach
Learning approach
in traditional
approach

16. 16
Alternative Learning System
A parallel educational system,
offers access to comparable
pathways to complete their basic
education.

17. The Mobile Teacher
17
These are "specialist" teachers who
work in remote barangays across the
country with locals providing the
Basic Literacy Program (BLP) and
Accreditation and Equivalency

18. 18
Alternative Delivery Mode
Alternative delivery
methods (ADMs) give
students options for
getting the essential
academic knowledge
Big Concepts
Ø Modified In-School Off-School
Approach (MIMOSA)
Ø Enhanced Instructional Management
by Parents, Community and
Teachers (e-IMPACT)
Ø Open High School Program (OHSP)
Ø Active learning activities
Ø Cooperative learning activities

19. 19
Lesson 14
Flexible Learning and
Teaching

20. Flexible Learning
20
A method of learning where
students are given freedom in
how, what, when and where
they learn.

21. Flexible Teaching
21
An approach to course design
and delivery that helps students
learn and succeed in any mode.

22. a s e t o f e d u c a t i o n a l
philosophies and systems,
concerned with providing.
learners with increased choice,
c o n v e n i e n c e , a n d
personalisation to suit the
learner.
Flexible Learning System
22

23. Importance of “Flexibility” in learning
allows the student to decipher when
and how they will learn by tailoring
t h e i r c o u r s e t o t h e i r o w n
capabilities.

24. Flexible Learning in the Philippines
24
Flexible learning "ensures the continuity of
inclusive and accessible education when the
use of traditional modes of teaching is not
f e a s i b l e , a s i n t h e e v e n t o f n a t i o n a l
emergencies.

25. Modes of Flexible learning
25
Online Offline Blended
Ø Electronic-based
a n d w h i c h u s e s
avai l a b l e o n l i n e
classrooms for the
d e l i v e r y o f
instruction.
Ø A flexible learning mode that
d o e s n o t u s e i n t e r n e t
connectivity at all, done
through printed modules or
uses digital forms such as
video and audio placed in
storage devices.
Ø A flexible learning
w h i c h i s a
combination of online
and offline modes.
Online Offline Blended
Ø Electronic-based
a n d w h i c h u s e s
avai l a b l e o n l i n e
classrooms for the
d e l i v e r y o f
instruction.
Ø A flexible learning mode that
d o e s n o t u s e i n t e r n e t
connectivity at all, done
through printed modules or
uses digital forms such as
video and audio placed in
storage devices.
Ø A flexible learning
w h i c h i s a
combination of online
and offline modes.

26. 26
Lesson 15
Differentiated Teaching

27. Big
Concepts
Differentiated
Teaching
Differentiated
Approach
Differentiated
Methoods
Differentiated
Learning
Differentiated
Strategies

28. 28
Differentiated
Teaching
Differentiated Approach
Differentiated Methoods
Differentiated Strategies
Differentiated Learning
process used to learn or the product expected
from students to ensure that learners at
different starting points can receive the
instruction
a teaching approach that tailors instruction
to all students' learning needs
is the process of tailoring lessons to meet
each student's individual interests, needs,
and strengths.
A variety of instructional
methods to deliver content
differentiated, students can find
ways to engage with the content
and grow in their learning.

29. Three (3)Elements/Characteristics of
Differentiated Instruction
29
Content Process Product
the knowledge and
skills students
need to master.
the activities
students use to
master the content.
the method
students use to
demonstrate
learning.

30. Seven differentiation Method
30
Method 1 Flexible-pace
learning
Method 2 Collaborative
learning
Method 3 Progressive
tasks
Method 4 Digital Resources
Method 5 Verbal Support
Method 6 Variable
outcomes
Method 7 ongoing
assessment

31. 31
Lesson 16
Education in Emergencies

32. Education in Emergencies
32
It enables the full development and aims that are
especially pertinent in emergency situations.
play an instrumental role in disaster relief,
post-conflict and peace building efforts.

33. 33
Foundational standards in learning
This domain details standards for community
participation: participation and resources, Coordination
and Analysis: assessment, response strategies,
monitoring, evaluation. They are the basis for the
application of the standards for Access and Learning
Environment, Teaching and Learning, Teachers and Other
Education Personnel, and Education Policy.

34. Importance of Education in Emergencies
34
Ø can save lives by protecting against
exploitation and harm and by disseminating
key survival messages, on issues
Ø Education can help child soldiers, internally displaced
persons, refugees and all those affected by emergencies
to reintegrate back into society, and overcome the
negative effects that emergencies can have on people..
Ø It sustains life by offering structure,

35. Domains for the minimum standard for Education Emergencies
Domains Standard Title
Sub
Domain 1.1
Community participation: participation and resources
Standard 1 Community Participation
Standard 2: Resources
Sub
Domain 1.2
Coordination
Standard 1: Coordination
Sub
Domain 1.3
Analysis
Standard 1: Analysis
Standard 2: Response Strategies
Standard 3 Monitoring
Standard 4 Evaluation
Domain 2 Access and Learning Environment Access and Learning Environment
Standard 1 Equal Access and Learning Environment

36. 36
Standard 2 Protection and Well-being Access and Learning Environment
Standard 3 Facilities and Services
Domain 3 Teaching and Learning Teaching and Learning
Standard 1: Curricula Teaching and Learning
Standard 2 Training, Professional Development, and Support Teaching and Learning
Standard 3 Instruction and Learning Processes Teaching and Learning
Standard 4 Assessment of Learning Outcomes
Domain 4 Teachers and Other Education Personnel Teachers and Other Education
Personnel
Standard 1 Recruitment and Selection Teachers and Other Education Personnel
Standard 2 Conditions of Work Teachers and Other Education Personnel
Standard 3 Support and Supervision
Domain 5 Education Policy
Standard 1 Law and Policy Formulation Education Policy
Standard 2 Planning and Implementation

37. 37
Lesson 17
-The Learner-centered
and Lesson

38. Learner-centered lesson plan
38
an approach that allows students to take
ownership of their learning instead of
sitting passively and listening as the
teacher delivers instruction

39. Steps in preparing
learner-centered lesson plan
(Herbartian Approach)
Step 1. Preparation
Step 2. Presentation
Step 3. Comparison
or Association
Step 4. Generalization
Step 5. Application
Step 6. Recapitulation

40. 40
Step 1. Preparation
Step 2. Presentation
Step 3. Comparison or
Association
a preparatory stage where students are
prepared before actually presenting the
topic before them. This is to spark
interest among the students in the topic.
new ideas are presented to the learners with the
help of concrete objects or actual experiences.
encouraged to relate their past experiences to
new topic to develop an interest in it.
n e w k n o w l e d g e i s
c o m p a r e d w i t h t h e
s t u d e n t ' s p a s t
experiences as isolated
information can easily
e s c a p e t h e i r m i n d s .
a s s o c i a t i n g o n e
information with another,
k n o w l e d g e r e t e n t i o n
increase.

41. 41
Step 4. Generalization
Step 5. Application
Step 6. Recapitulation
drawing conclusions from the comparisons.
In the generalization stage, the teacher
takes on the role of a facilitator and
becomes a passive observer of the
learning process.
here students try to apply the learned knowledge
in real-life situations. If the student is unable to
use the knowledge in different situations, the
knowledge he/she gained would be laid to waste.
teachers give students a summary
of the entire subject. The teacher
would ask the students many
questions to determine how well
they understood the subject.

42. 42
Lesson 18
Instructional Learning
Process

43. Instructional Learning Process
43
The interactions between the
learners and teachers

44. What is Lesson plan?
44
A detailed description of the
course of instruction or
"learning trajectory" for a
lesson

45. Parts of the lesson plan
1. Identify the learning objectives
2. Plan the specific learning activities
3. Plan to assess student understanding
4. Plan to sequence the lesson in an engaging and
meaningful manner
5. Create a realistic timeline
6. Plan for a lesson closure

46. 46
2 types of Lesson plan
Semi-Detailed
Lesson Plan
Detailed
Lesson Plan

47. 47
Semi-Detailed Lesson
Plan
Detailed Lesson
Plan
l e s s i n t r i c a t e t h a n
detailed, but they still
focus on what you want to
cover for that subject on
that day. They act as a
general game plan for what
will go on in the lesson.
is exactly that, a detailed description
of the exact steps to teach a specific
topic, includes five parts of thorough
explanation on, lesson topic, class
o b j e c t i v e s , p r o c e d u r e , t i m e
management and student practice.
VS

48. 48
Lesson 19
Chunking and
Microteaching Basics

49. 49
Lesson Chunking
a technique used to lessen the
cognitive load placed on the student
while they integrate knowledge,
making it vital in the learning
process.

50. Microteaching Basics
50
In order to gather helpful feedback from
peers and/or students on what has worked and
what changes may be made to their teaching
method, teachers might watch recordings of
teaching sessions using the technique known as
micro-teaching.

51. Six cycle steps in Micro teaching
51
Cycle 1 - Plan:
Cycle 2 - Teach:
Cycle 3 - Feedback:
Cycle 4 - Re-plan:
Cycle 5 - Re-teach:
Cycle 6 - Re-
feedback:

52. Nine (9) Significant Types of Micro
teaching Skill
The Skill of
Introduction:
The Skill of Explaining:
The Skill of
Questioning:
The Skill Of Stimulus
Variation
The Skill Of
Reinforcement
The Skill Of Illustration
The Skill Of Blackboard
Writing
The Skill Of Achieving
Closure
The Skill Of
Demonstration

53. “The Art of teaching
is the art of
assissting discovery”
-Mark Von Doren
53

54. Thanks!
54