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1. Understanding Learner-
Centered Teaching
FACILITATING LEARNER –
CENTERED TEACHING
P. ED. 5
2ND SEMESTER
LESSON 1:

2. Understanding Learner-Centered Teaching
FACILITATING LEARNER –
CENTERED TEACHING
This lesson is an introductory lesson on learner-
centered teaching and its underlying principles. This will
walk you through understanding what is learner-centered
teaching. In this lesson, you are expected to:
 demonstrate knowledge and understanding of learner-
centered teaching.

3. FACILITATING LEARNER –
CENTERED TEACHING
What do you know about learner-centered teaching?
TASK 1:
You have to come up with your own creative or
unique concept tree. Just draw your own concept tree. Be
creative. There are no hard and fast rules on how you
should design your tree. Make it unique. On the trunk,
write “Learner-centered Teaching.” On the leaves and
branches, write words to describe your own idea about
learner-centered teaching.

4. FACILITATING LEARNER –
CENTERED TEACHING
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.

5. FACILITATING LEARNER –
CENTERED TEACHING
In a nutshell, the concepts of learner-centered teaching
can be summed up in the acronym I CARED.
I – Interactive – Innovative – Interdisciplinary
C – Collaborative – Contextualized
A – Active – Authentic
R – Responsive – Relevant
E – Exploratory – Experiential
D – Developmentally appropriate

6. FACILITATING LEARNER –
CENTERED TEACHING
As learning facilitators, teachers must creatively plan
varied interactive learning activities in the classroom.
These activities should be in the context of learners’
developmental stages, needs, skills, abilities, interests,
feelings, cultures, lives, and experiences.
As a result, learners will become active participants in
the classroom who can apply what they have learned to
solve real problems.

7. METACOGNITION
FACILITATING LEARNER –
CENTERED TEACHING
P. ED. 5
2ND SEMESTER
LESSON 2:

8. FACILITATING LEARNER –
CENTERED TEACHING
What you just did while answering the questionnaire
and analyzing your scores is an exercise in metacognition.
You stopped for a moment and thought about how you
study and learn. You were reminded of your strengths and
weaknesses, then you wrote what it is that you can do to
improve your study habits. Hopefully, this will help you
start to learn more effectively.
The most important goal of education is to teach
students how to learn on their own.
“If you teach a person what to learn, you are preparing
that person for the past. If you teach a person how to
learn, you are preparing that person for the future”.
- Cyril Houle

9. FACILITATING LEARNER –
CENTERED TEACHING
It is vital that students acquire the skills of how to learn;
and these skills enable them to learn not just while they
are in school but for a lifetime. This entails a deeper
awareness of how one processes information, the ability to
evaluate his own thinking and to think of ways to make his
own learning process more effective. All these involve
metacognition.

10. FACILITATING LEARNER –
CENTERED TEACHING
What is METACOGNITION?
This appears to be such a high-sounding word that
some people are confused about even before they actually
spend time to find out what it really means. It is not at all
that complicated. In fact, we do metacognitive activities so
often in our daily lives. When you sense that you are
experiencing some difficulty with a topic you are studying,
and you try out different strategies to learn better, you are
practicing metacognition. The word maybe long, seems to
be so intangible but it is worth focusing on because it can
help you to be more successful learner. When you
become a teacher, it can also help your students to learn
more efficiently and effectively.

11. FACILITATING LEARNER –
CENTERED TEACHING
The term “metacognition” was coined by John Flavell.
According to Flavell (1979, 1987), metacognition consists
of both metacognitive knowledge and metacognitive
experiences or regulation. METACOGNITION, simply put,
is “thinking about thinking” or “learning how to learn” . It
refers to higher order thinking which involves active
awareness and control over the cognitive processes
engaged in learning. Metacognitive knowledge refers to
acquired knowledge about cognitive processes,
knowledge that can be used to control cognitive
processes. Flavell further divides metacognitive
knowledge into three categories: knowledge of person
variables, task variables, and strategy variables.

12. FACILITATING LEARNER –
CENTERED TEACHING
PERSON VARIABLES. This includes how one views
himself as a learner and thinker. Knowledge of person
variables refers to knowledge about how human beings
learn and process information, as well as individual
knowledge of one’s own learning processes.
For example, you may be aware that you study more
effectively if you study very early in the morning than late
in the evening, and that you work better in a quiet library
rather than at home where there are a lot of things that
make it hard for you to focus and concentrate.

13. FACILITATING LEARNER –
CENTERED TEACHING
TASK VARIABLES. Knowledge of task variables
includes knowledge about the nature of the task as well as
the type of processing demands that it will place upon the
individual. It is about knowing what exactly needs to be
accomplished, gauging its difficulty and knowing the kind
of effort it will demand from you.
For example, you may be aware that it takes more time
for you to read and comprehend a book in educational
philosophy than it is for you to read and comprehend a
novel.

14. FACILITATING LEARNER –
CENTERED TEACHING
STRATEGY VARIABLES. Knowledge of strategy
variables involves awareness of the strategy you are using
to learn a topic and evaluating whether this strategy is
effective. If you think your strategy is not working, then you
may think of various strategies and try out one to see if it
will help you learn better. Terms like meta-attention and
meta-memory are related to strategy variables.

15. FACILITATING LEARNER –
CENTERED TEACHING
META-ATTENTION
Is the awareness of specific strategies so that you can
keep your attention focused on the topic or task at hand.
META-MEMORY
Is your awareness of memory strategies that work best
for you.

16. FACILITATING LEARNER –
CENTERED TEACHING
Knowledge is said to be metacognitive if it is keenly used
in a purposeful manner to ensure that a goal is met.
For example, a student may use knowledge in planning
how to do homework: “I know that I have more difficulty
with my science assignments than English and find Araling
Panlipunan easier, so I will do my homework in science
first, then Language Arts, then Araling Panlipunan.

17. FACILITATING LEARNER –
CENTERED TEACHING
METACOGNITIVE STRATEGIES TO FACILITATE
LEARNING
Researches such as that of Fang and Cox showed that
metacognitive awareness was evident in preschoolers and
in students as young as eight years old. Children already
have the capacity to be more aware and reflective of their
own learning. However, not many have been taught and
encouraged to apply metacognition.
The challenge then to future teachers like you is to
integrate more activities that would build the your students’
capacity to reflect on their own characteristics as learners
(self-knowledge), the tasks they are to do (task
knowledge) and the strategies that they can use to learn
(strategic knowledge).

18. FACILITATING LEARNER –
CENTERED TEACHING
Remember, metacognition is like any other thing you will
teach. Metacognition involves knowledge and skills which
you and your students can learn and master.
Here are some examples of teaching strategies to
develop metacognition:
1. Have students monitor their own learning and thinking.
(Example: have a student monitor a peer’s
learning/thinking/behaving in dyad)
2. Teach students study or learning strategies.

19. FACILITATING LEARNER –
CENTERED TEACHING
TQLR – This can be taught to younger students (primary
grades). It is a metacognitive strategy before listening to a
story or presentation.
T is for TUNE IN. It is important for the learner himself to
be aware that he is paying attention, and that he is ready
to learn.
Q is for QUESTION. The learner is given questions or he
thinks of questions about what he will soon learn.
L is for LISTEN. The learner then intentionally exerts effort
to listen. He becomes aware if he is momentarily detracted
and goes back to listen again.

20. FACILITATING LEARNER –
CENTERED TEACHING
TQLR – This can be taught to younger students (primary
grades). It is a metacognitive strategy before listening to a
story or presentation.
R is for REMEMBER. The learner uses ways or strategies
to remember what was learned.

21. FACILITATING LEARNER –
CENTERED TEACHING
PQ4R – This is usually for older students in the
intermediate levels ang onwards. This strategy is used to
study a unit or chapter.
P - PREVIEW. Scan the whole chapter before delving on
each paragraph. Check out the objectives. Look for
outlines or advance organizers that will give you an idea
about the important topics and ideas in the chapter. Ready
the summary of the chapter first. (But please don’t stop at
the summary alone. This is not a good idea at all. Read
the whole chapter.)

22. FACILITATING LEARNER –
CENTERED TEACHING
PQ4R – This is usually for older students in the
intermediate levels ang onwards. This strategy is used to
study a unit or chapter.
Q – QUESTION. Read the guide questions provided, or
think of your own questions about the topic.
R – READ. Check out sub headings as you read. Pay
attention on words that are printed in bold or italicized.
Find out the meaning of words that are not clear to you.
Use a marker or colored pencil to highlight important
words or phrases. (Do not highlight the whole paragraph.)

23. FACILITATING LEARNER –
CENTERED TEACHING
PQ4R – This is usually for older students in the
intermediate levels ang onwards. This strategy is used to
study a unit or chapter.
R – RECITE. Work on answering the questions you had
earlier.
R – REVIEW. Pinpoint topics you may need to go back to
and read in order to understand better.
R – REFLECT. Think about what you read. Is everything
clear to you? What are the main points you learned? How
is this relevant or useful to you?

24. FACILITATING LEARNER –
CENTERED TEACHING
3. Have students make predictions about information to
be presented next based on what they have read.
4. Have students relate ideas to existing knowledge
structures. (It is important to have relevant knowledge
structures well learned.)
5. Have students develop questions; ask questions of
themselves, about what’s going on around them (Have
you asked a good question today?)

25. FACILITATING LEARNER –
CENTERED TEACHING
6. Help students to know when to ask for help. (He/she
must be able to self-monitor; require students to show how
they have attempted to deal with the problems of their
own.)
7. Show students how to transfer knowledge, attitudes,
values, skills to other situations or tasks.