LEARNER CENTERED TEACHING LESSON 1 CHAPTER 1 on FACILITATING LEARNING. Subject in Bachelor in elementary and secondary education.

1. LESSON 1
Learner –centered teaching

2. Learner –centered teaching
 ACTIVITY :BY GROUP
 You have to come up with creative and
unique concept tree. On the trunk of the tree
write: ”Learner-centered teaching”. And the
leaves and branches, write words to describe
your own idea about learner-centered
teaching.

3. What is learner-centered teaching?
 @Sharing of ideas by group

4. Summary of the lesson:
 I-Interactive
 Innovative
 Interdisciplinary
 C-Collaborative
 Contexualized
 A-Active
 Authentic
 R-Responsive
 Relevant
 E-Exploratory
 Experiential
 D-Developmentally appropriate

5. What is Learner-Centered
Teaching?
 Teaching is an interactive process. The teacher
acts as the learning facilitator while the learners
are active participants in the teaching learning
process. As a learning facilitator, the teacher
provides the learners with varied opportunities
to enhance their knowledge, skills and attitudes
while emphasizing the 21st century skills of
collaboration, communication, critical
thinking and problem solving and creative
thinking and innovation.

6. Facilitating –Learner-
Centered Teaching
Lesson 3: Learner-Centered Theories
of Learning

7. Learning outcomes: At the end of the
lesson, students should be able to:
 1. Construct your own definition of
learning
 2. Identify the different types of learning
 3. Differentiate the different theories of
learning
 4. Apply the learning theories in a
classroom setting

8. Definitions of learning
 1. Learning is generally defined as any change in the
behavior of the learner.
 2. Learning is a process that brings together personal and
environmental experiences and influences for acquiring,
enriching or modifying one’s knowledge, skills, values,
 attitudes, behavior and world views (Education, n.d.).
 3. Burns (1995) defined learning as a relatively permanent
change in behavior with behavior including both observable
activity and internal processes such as thinking,
 attitudes, and emotions.

9. Definitions of learning
 4. Santrock (2012) defined learning as a relatively
permanent influence on behavior,
 knowledge, and thinking skills that comes about through
experience.
 The definition of learning covers the following elements:
 a. It is a long-term change (though it does not necessarily
last forever.
 b. The change is brought about by experience.
 c. It does not include changes that are physiological like
maturation, mental
 illness, fatigue, hunger of the like.

10.  d. It involves mental representation or association,
presumably, it has its
 basis in the brain.
 5. Woolfolk (2016) asserts that “learning occurs when
experience (including practice)
 causes a relatively permanent change in an individual’s
knowledge, behavior or
 potential for behavior”.
 6. Ormrod (2015) defines learning as a long-term change in
mental representations or

11. Types of Learning
 There are types of learning resulting from the engagement
or participation in classroom activities. These types of
learning are basic ingredients to success in school. These
are types of learning that students need to develop.
 1. Motor Learning - It is a form of learning for one to maintain
and go through daily in life activities. For example: walking,
running, driving, climbing, and the like.These activities involve
motor coordination.
 2. Verbal learning - It involves the use of spoken language as
well as the communication devices used. Signs, pictures,
symbols, words, figures, and sounds are tools used in such
activities.

12. Types of learning
 3. Concept learning - A form of learning which
requires the use of higher-order mental processes
like thinking, reasoning, and analyzing.It involves
two processes: abstraction and generalization.
 4. Discrimination learning - It is learning to
differentiate between stimuli and responding
appropriately to these stimuli. An example is being
able to distinguish the sound of horns of different
vehicles like bus, car and ambulance.

13. Types of learning
 5. Learning of Principles – Learning principle that is
related to science, mathematics,grammar and the
like. Principles show the relationship between two or
more concepts, some examples of which are
formulas, laws, associations, correlations,andthe
like.
 6. Problem Solving – This is a higher-order thinking
process. This learning requires the use of cognitive
abilities – such as thinking, reasoning, observation,
imagination, and generalization.

14. Types of learning
7. Attitude learning – Attitude is a
predisposition which determines
and predicts behavior. Learned
attitudes influence one’s behavior
toward people, objects, things, or
ideas.

15. Learning Theory
 A learning theory is an organized set of principles
explaining how individuals acquire, retain, and
recall knowledge. It explains how people learn and
why they learn. These theories try to explain the
phenomenon of learning- its nature, and the
conditions under which learning best occurs.
These theories especially guide teachers to have a
better understanding of how learning occurs and
how learners learn (Educational Learning and
 Learning Theories,n.d.)

16. Learner-Centered Learner-Centered
 It is the perspective that focuses on individual learners –
their heredity, experiences, perspectives, backgrounds,
talent, interests, capacities, and needs, with a focus on
learning -the best available knowledge about learning and
how it occurs, and about teaching practices that are most
effective in promoting the highest levels of motivation,
learning and achievement for all learners.
 These are the main ideas of these principles (14 learner-
centered psychological principles):
 a. They pertain to the learner and the learning process.

17.  b. They focus on psychological factors primarily
internal and under control of the learner.
 c. They deal with external or contextual factors
that interact with the internal factors.
 d. They are seen as an organized set of principles;
no principle to be viewed in isolation.
 e. The principles are classified under cognitive,
metacognitive, motivational ,affective, developmental,
social, and individual difference factors related to learning.

18. Learner-Centered Theories of
Learning
 f. These principles apply not only to all learners but
to everybody involved in the educational system, as
for example, teachers, administrators, parents, staff,
and guidance counselors.

19. Learner-Centered Instructional
Strategies (Santrock, 2011)
 1. Problem-Based Learning
 This strategy emphasizes real-life problem-solving. It
exposes learners to authentic life problems that they
meet in their daily lives. This approach involves
small-group efforts to identify problems and issues
they wish to tackle and explore, then identify
materials and resources to solve the problem. The
teacher guides and monitors the learners’ problem
solving efforts.

20.  2. Essential Questions
 Essential questions are asked of learners, which
perplex them. This is followed by other questions,
which motivate the students to explore the questions
and look for answers. The questions cause the
students to think, and provoke their curiosity. These
questions are creative. A “dull” question, like “What is
the effect of the People Power Revolution in our
political and economic life?” can be translated into a
more thought-provoking one like, “Is the People Power
Revolution still going
 on?”

21.  3. Discovery Learning
 This approach is in contrast to direct-instruction
approach. Teachers create the situation where
students explore and figure out things for
themselves. The guided discovery learning evolved
from discovery learning, where students still
construct their own understanding but with the
guidance of the teacher.

22. THEORIES OF LEARNING
 1. Behaviorism
 It assumes that the learner is essentially passive, responding
to environmental stimuli. This perspective emerged early in
1900s through the research efforts of Ivan Pavlov (Classical
Conditioning Theory) and Edward Thorndike
 (Reinforcement theory and Law of Effect) who made more
objective studies about learning as opposed to the studies of
learning which relied heavily on introspection.
 Other proponents under behaviorism are John B. Watson
(founder of American Behaviorism, extended Pavlov’s
classical conditioning), Burrhus Frederic Skinner
 (Operant Conditioning) and John Locke (Tabula Rasa).

23. Basic Assumptions of Behaviorism (Ormrod,
2015)
 a. Principles of learning should apply equally to
different behaviors and to a variety of animal
species. This is on the assumption that humans
and other animals learn in similar ways. Thus
behaviorists-researchers apply to humans what
they have derived from the studies of animals.
 b. Learning processes can be studied most objectively
when the focus of study is on the stimuli and responses. It
is argued that stimuli and responses are observable and
measurable which contribute to objectivity of studying
learning.

24.  c. Internal processes tend to be excluded or
minimized in theoretical explanations.
 This thinking stemmed from the argument that
these internal behaviors cannot be directly
observed. Recently, however, there has emerged a
thinking propounded by neo-behaviorists that
learning is better understood if cognitive
processes, be included as a factor, that explains
learning.

25.  d. Learning involves a behavior change.
 e. Organisms are born as blank slates (Tabula
Rasa).
 f. Learning is largely the result of environmental
events.
 g. The most useful theories tend to be
parsimonious (or concise).

26. Areas of Application of Theories Under
Behaviorism
 a. Drill/Rote Work g. Giving of rewards
 b. Repetitive practice h. Applying punishment
 c. Giving bonus points i. Giving feedback
 d. Giving participation points j. Positive
reinforcement
 e. Verbal reinforcement k. Token reinforcers
 f. Establishing rules l. Negative reinforcement

27. 2. Cognitivism or Cognitive
Constructivism
 The cognitive revolution in the late 1950s to 1960s replaced
behaviorism as the dominant paradigm for learning.
Cognitivism requires active participation in order to learn
and actions are seen as a result of thinking. Knowledge can
be seen as schema or symbolic mental constructions, thus
learning is defined as change in a learner’s schemata.
Learning involves the reorganization of experiences, either
by attaining new insights or not just a change in behavior.
 Examples and Applications of the Cognitive Learning Theory

28. Examples and Applications of the
Cognitive Learning Theory
 a. Classifying/chunking information
 b. Linking concepts (associate new concept with something
known)
 c. Providing structure (organizing lectures in efficient &
meaningful ways)
 d. Real world examples
 e. Discussions
 f. Problem-solving
 g. Analogies
 h. Imagery/providing pictures
 i. Mnemonics

29. 3. Social Constructivism (Lev
Vygostky
 It posits that learning is an active constructive
process. Learning is seen as an active
contextualized process of constructing knowledge
instead of simply acquiring it. It assumes that all
knowledge is constructed from the learner’s
regardless of how one was taught. The
applications of social constructivism show that
class activities which require the participation
and contributions of many learners in a task
enables learning to occur.

30. Applications of Social Constructivism
 a. Case Studies e. Collaborative
Learning/ Group Work
 b. Research Projects f. Discovery Learning
 c. Problem Solving g. Simulations
 d. Brainstorming

31. Table 1 shows the salient points of the three learning
theories considered as basis for
further study of learning
Salient Points Behaviorism Cognitive
Constructivism
Social
Constructivism
View of
Knowledge
Knowledge is a
repertoire of
Behavioral
responses
to environmental
stimuli
Knowledge systems
of cognitive
structures are
actively constructed
by learners based
on cognitive
structures.
Knowledge is
constructed within
social contexts
through interactions
with a
knowledge
community.
View of
learning
Passive absorption
of a predefined
body of knowledge
by the
learner. Promoted
by repetition and
Active assimilation
and accommodation
of new
information to
existing
cognitive
Integration of
students
into a knowledge
community.
Collaborative
assimilation and

32. Salient Points Behaviorism Cognitive
Constructivism
Social
Constructivism
View of
Motivation
Extrinsic,
involving
positive and
negative
reinforcement.
Intrinsic, learners set
their
own goals and motivate
themselves to learn.
Intrinsic and
extrinsic.Learning
goals and motives
are determined
both by learners
and extrinsic
rewards provided
by the knowledge
community.
Implications
for Teaching
Correct
behavioral
responses are
transmitted by
teachers and
Teacher facilitates
learning
by providing an
environment that
promotes discovery and
Collaborative
learning is
facilitated and
guided by the
teacher. Group

33. Lesson 2
Learner –Centered
Psychological Principles

34. 14 Psychological Principles for
learner-centered teaching
 Learner-centered teaching is an approach that places the
learner at the center of the educational experience. It
focuses on tailoring instruction to the individual needs,
interests, and abilities of the students
1.Active Engagement: Learners are actively involved in the
learning process through discussions, hands-on activities,
and problem-solving tasks.
2.Prior Knowledge: Instruction starts with what learners
already know, building upon their existing understanding and
experiences.

35. 14 Psychological Principles for
learner-centered teaching
3.Scaffolding: Instruction provides support that gradually
decreases as learners become more proficient, promoting
independent learning.
4.Interests and Passions: Learners' interests and passions
are integrated into the curriculum to enhance motivation and
engagement.
5.Active Learning Strategies: Strategies such as problem-
based learning, case studies, and group discussions are used
to encourage active participation.

36. 14 Psychological Principles for
learner-centered teaching
6.Relevance: Content is presented in a way that is relevant to
the learners' lives and interests, making it more engaging and
meaningful.
7.Autonomy and Choice: Students have a degree of control
over their learning, including the ability to choose topics,
projects, or activities that interest them.
8.Collaborative Learning: Collaboration among students fosters
peer-to-peer learning, diverse perspectives, and cooperative
problem-solving.
9.Reflection and Metacognition: Learners are encouraged to
reflect on their learning processes and think about how they
learn best, promoting metacognitive skills.

37. 14 Psychological Principles for
learner-centered teaching
10.Real-World Application: Instruction emphasizes the practical
application of knowledge and skills in real-world contexts.
11.Feedback and Assessment: Frequent, constructive feedback is
provided to help learners understand their progress and areas
for improvement.
12.Inclusivity and Diversity: Teaching accommodates diverse
learning styles, cultural backgrounds, and abilities to create an
inclusive environment.
13.Flexibility: Instruction is adaptable to different paces of
learning, allowing students to progress at their own speed.

38. 14 Psychological Principles for
learner-centered teaching
14.Continuous Improvement: Both students and instructors
engage in ongoing reflection and adjustment to improve the
learning experience.
 Remember that these principles are not rigid rules but
rather guiding ideas that educators can adapt and apply
based on their students' needs and the specific context of
the learning environment. The goal is to create an
environment where learners are motivated, engaged, and
empowered in their own learning journey.

39. Activity :by group
 Put into context the acquired knowledge on
the learner centered psychological
principles through rhyme or in rhythm.
Share your output in class in the form of
chant/dance/jingle/rap song/song.

40. 14 Psychological Principles in Learner-
Centered Teaching
 1. Motor Learning 2.Prior Knowledge
 3.Scaffolding 4. Interests and Passions
 5.Active Learning Strategies 6. Relevance
 7. Autonomy and Choice 8. Collaborative Learning:
 9. Reflection and Metacognition 10. Real-World Application
 11. Feedback and Assessment 12. Inclusivity and Diversity
 13. Flexibility 14. Continuous Improvement

41. ACTIVITY:3 GROUPS
 Distribute the psychological principles in
rolled strips of paper .Each member of the
group will draw out a strip of paper from
the box, read and explain it to the class.
Everyone will help one another explain the
principles to ensure learning.

42. LESSON 4
Theories of Learning

43. Learning Outcomes:
 1.Identify