Educ 2A Facilitating Learner Centered Teaching

1. STUDENT ENGAGEMENT
TEACHNIQUES AND STRATEGIES
(SETS)

2. QUESTION:
How can we actively
engage our learners on
the teaching and
learning process?

3. OBJECTIVES:
a. Acquire clear understanding of the research-
based instructional strategies that will actively
engage the learners in the teaching-learning
process; and
b.Apply learner-centered teaching strategies in a
microteaching lesson.

4. MY STUDENT ENGAGEMENT TECHNIQUES
AND STRATEGIES TOOLBOX
In our classroom, students differ in terms of:
• Physical features
• Developmental characteristics and needs
• Ethnic, cultural, socio-economic, political, and religious backgrounds
• Cognitive, affective, and psychomotor skills and abilities
• Habits, hobbies, interests, and talents
• Views, beliefs, and perceptions
• General life experiences
• Support systems
• Preferences
• Learning styles and strategies and cultures

5. Engaging the learners can actively in the teaching-learning
experiences requires teachers to get to know and understand them.
Teachers should also utilize varied and appropriate instructional strategies
and techniques while taking into consideration the learner’s diverse
backgrounds and profiles. Learner-centered teaching requires
multimethodologies.
Some of the strategies can be described and be presented in the
acronym PICED.
P - Problem-based, Project-based, Peer Teaching,
Process Approach
I - Inquiry-based Learning
C - Cooperative Learning
E - Experimental and Experiential Learning
D - Discovery Learning Approach, Differentiated

6. PROBLEM-BASED LEARNING (PBL)
Learners work in groups and are actively engaged in
solving real-life problems using the power of authentic problem-
solving skills. With the teacher as facilitator, learners explore
issues, formulate problem statements, collect information and
data needed, list possible solutions or action options, plan for
actions to be taken with a timeline to solve the problem or issue,
and review and evaluate solutions. In simple terms, PBL or
Problem-based Learning uses the inquiry model.

8. PROJECT-BASED LEARNING
Learners work on a project over a period of time. They create
an output or a project in the form of a presentation or product. They
engage in solving a real problem, do research on this problem, design
the product or project that could solve the problem, implement the
design, do a public presentation of the product designed, and finally,
do a self-evaluation or reflection. This approach follows the production
model, which includes planning, researching, designing, presenting,
and submitting the product, and reflects on the product and the entire
production process.

10. PROCESS APPROACH
This approach is designed to develop skills in the scientific processes. It is
teaching to acquire skills. The teacher's role is to guide and lead the learners to
learn science through skills in the different processes like observing. describing,
communicating, classifying (sorting or arranging objects/ideas into meaningful
groups), measuring (determining the weight, height, length, width, area, volume,
temperature, or depth), inferring (arriving at tentative conclusions), formulating
hypotheses or. giving tentative explanations, predicting or foretelling probable
consequences, controlling variables, and experimenting. In this approach, the
teacher's role is that of a guide or facilitator. The activities are carried out in a highly
systematic and sequential way.
On the other hand, complex processes include reporting, analyzing, using
original sources, outlining, summarizing, taking notes, reading and using maps,
debating, evaluating, planning, and using charts.

12. PEER TEACHING
This happens when the teacher requests the
older, brighter, and more cooperative member of
the class to tutor other classmates. The
classmates-tutees receive personalized or
individualized instruction from classmate-tutors.
They become learning buddies.

14. INQUIRY-BASED LEARNING
This requires learners to ask questions, formulate
hypotheses, probe, explore, and make some discoveries, and
reflect and draw conclusions on their findings. This method
requires interaction among the learners, teachers, content,
materials, and the environment. The basic inquiry processes and
skills are systematically practiced like observing, classifying,
inferring, predicting, communicating, formulating hypotheses,
interpreting data, and experimenting and formulating
conclusions. Thus, Inquiry-based Learning advocates learner-
initiated learning.

15. INQUIRY-BASED LEARNING
The following are the steps followed in inquiry method in
identifying the problem, formulating hypotheses, collecting and
testing tentative answers, interpreting data, and formulating
conclusions. Tentative conclusions may be tested and revised. It
can be noted that the inquiry method is also related to the
problem-solving method which follows the scientific process of
formulating problems, stating the hypothesis, planning ways to
solve the problems, gathering, organizing, summarizing, and
interpreting data, evaluating the hypotheses, formulating
conclusions, and verifying results with evaluation.

17. COOPERATIVE LEARNING
Implementing this in the classroom fosters interdependence
among learners. This approach requires learners to work in groups to
accomplish some tasks. In a class, task groups are organized where
members perform specific and clearly defined roles. Some individual
assignments or roles may include being the facilitator, researcher,
secretary or recorder, rapporteur, artist, timer, example giver, questioner,
summarizer, or evaluator. Cooperative Learning supports division of
tasks and requires cooperation and interaction among each member as
it assumes that each individual is responsible for his or her learning.
Positive interdependence, individual accountability, and social skills are
emphasized and enhanced.

19. EXPERIENTIAL APPROACH
This emphasizes activity-oriented methodologies with the learners
directly experiencing what they are studying and formulating conclusions
based on those direct experiences. This is also called the "learning by
doing" approach as learners learn best when they are personally
involved in the learning activity.
Similar to the experiential approach is the experimental method. In this
method, learners go through the following processes: formulating
problems or questions, making inferences or hypotheses, suggesting
ways and means for testing the hypothesis, designing the experimental
procedure, performing the experiment, reporting the findings or results,
interpreting the findings or verifying the hypothesis, making conclusions,
and application.

21. DISCOVERY LEARNING
This requires the active participation of the
learners to ask questions, formulate hypotheses,
and experiment and explore to find answers and
explanations to the problems at hand with minimum
or no help from the teacher-facilitator. They need to
organize their ideas and thoughts and apply the
different process skills so as to discover something
or explain a phenomenon.

23. DISCOVERY APPROACH
This can be in the form of guided discovery or pure
discovery.
In the guided discovery approach, the teacher is there to
help or assist the learners by providing some simple tips,
especially about procedures, materials, and tasks. The teacher
may also provide guide questions to help the learners' discovery
process.
On the other hand, pure discovery approach requires the
active involvement of the learners in the discovery process with
or little or no guidance from the teacher.

25. DIFFERENTIATED INSTRUCTION
This is a responsive instruction for diverse learners.
In this approach, the teacher adapts her or his lesson
presentation strategies to meet the individual learner's
readiness, learning profile, preferences, and interests.
This gives primordial considerations to multiple
intelligences and varied learning styles. It is basically
contextualizing instruction to make it relevant to the life
experiences and needs of the learners.

26. DIFFERENTIATED INSTRUCTION
Using Differentiated Instruction requires flexibility in the teaching-
learning arrangement, strategies, and assessment tasks. Teachers need to
consider the characteristics, needs, abilities, learning experiences, and
cultures of the learners. The learning profile of the learners shall be the
basis for the different learning strategies and experiences that shall be
provided.
Experts on Differentiated Instruction would put emphasis on the
learners' characteristics, skills, interests, intelligences, learning styles,
cognitive, affective, and psychomotor abilities, and their life experiences at
home, in the community, and in school. It is culturally based and should not
require a "one-size fits all" approach. The teacher needs to be creative in
planning the lessons to make it responsive to learners' profiles.

27. DIFFERENTIATED INSTRUCTION
In Differentiated Instruction, teachers are flexible as
they examine the contents or what they want the learners
to learn, modify the learning environment, look into the
process to make the learners understand the information,
ideas, and skills, and how they will facilitate the learning
experience. They can also modify the product or result of
instruction to check whether the learners made sense or
came to understand the information, ideas, and skills