this combines what i want to share about UBD, Learner-Centered Approach, 21st century learning for all Teachers/Learning Facilitators

1. How does a Learner-Centered Instruction Look Like?
-THE 3 MOST BASIC THINGS TO LOOK FOR
1 The LEARNING GOAL/OBJECTIVE is VERY CLEAR
• what they really need to learn AND why (what’s the BIG idea)
2 THE BEST EVIDENCE THAT THEY LEARNED IT is VERY CLEAR…how can we prove that
the students acquired they needed to learn in terms of
• What they can remember, understand and apply
• Critical questions they can answer by themselves
• What they can demonstrate in terms of vocabulary skills, analyzing skills,
evaluating skills and most importantly creating/creative skills
3 INSTRUCTIONAL STRATEGY/LEARNING PLAN is EFFECTIVE:
• The best activities, learning materials, tasks, resources to help produce the
evidence of learning for any kind of learner
• managed effectively and efficiently (time management, maximum participation,
learning from co-learners/peers)

2. How does a Learner-Centered Instruction Look Like?
-some clues/indicators found by Joel Wayne Ganibe, Int’l Learning Strategist
TRADITIONAL VS LEARNER-CENTERED (inspired by Constructivism)
Emphasis on basic skills or lower order thinking skills
(Remembering, Understanding, Applying)
Emphasis on Higher Order Thinking Skills
(Analyzing, Evaluating, Creating)
Prior Knowledge as entrance behavior
(review of earlier lessons/topics and their applications)
Framing role of prior knowledge in a cognitive and
motivational sense (using prior knowledge that includes
concepts from other knowledge areas to better appreciate
current context/relevance of new lessons and lifelong
learning or knowledge-seeking behavior)
Structured Approach:
• Pre-specified objectives
• Small steps
• Frequent questioning/feedback
• Reinforcement through high-percentage of mastery
Self-regulated Learning:
• “rich” learning environment
• Intrinsic motivation (own initiative)
• Challenging real life problems
• Learner can design own learning path or choose own
personal learning environment (PLE)
Abstract-generalizable knowledge Situation-specific knowledge; learning from cases
(appreciating context)
Standardized achievement tests Authentic Assessments; emphasis on formative assessment

3. TRADITIONAL VS LEARNER-CENTERED (inspired by Constructivism)
Teacher just follows the
sequence from the
textbook/teacher guide and
focuses on covering as much
content for the national
standard exams.
Faculty pay close attention to what the students bring with them into class like prior knowledge, skills,
attitudes and beliefs. They are encouraged to be the one to ask smart questions, find their own answer
through social discourse (intelligent, sensitive and polite discussions)
So in this situation the TEACHER moves more to be a “co-constructor” of knowledge rather than just a
“giver of content”
To save time, the teacher just
simply answers all the
questions or lectures on about
the “what” and “when” and
“where” and less about the
“WHY” and “WHY NOT”
STUDENTS are more active learners. They do this by writing, discussing, drawing (analyzing and
evaluating information) creating their own conclusions; coming to an agreement, and demonstrating
their new individual and collective knowledge by performing, participating, reporting, creating
presentations, convincing role-acting, accomplishing projects, home works, assignments. (own works
not just works of others from books or reference materials.
So the teacher encourages this with the SCAMPER technique, so that students deal with the question
“BUT WHAT IF…?” and thus can think more deeply.
Students rely only on test
results to know their scores and
if they pass or fail
Learners are highly conscious or aware of their own learning; changing attitudes and beliefs,
worldview, or increase in skills levels
Authentic tasks (have a real world quality) relevant to students’ lives. Example, in biology, apart from
correctly classifying crickets in the INSECT as to kingdom/phylum/class/order)—the students interview
a cricket farmer, can show the class the lifecycle; how to manage their reproduction, explain how to
make money from these insects, discuss their nutritional value and create new recipes. Meantime, its
not just science but also math skills demonstrated when production costs and net profits are calculated
using mathematical formula; same way some value is arrived at comparing cost of insecticides versus
using natural predators versus destructive insects.