(For instructional purposes only)

ED 203
Facilitating Learner-Centered Teaching

Prepared by:
Ma. Mila J. Belsondra, MAEd
Instructor

1| College of Teacher Education, NORSU-BSC 1 st Sem. 2020-2021

 Module 1 Understanding Learning

Overview:

Every experience is a result of learning. So when we acquired new

knowledge that is learning. We should understand learning related concepts so
that students will be able to develop teaching methods and other engagement in
order to improve teaching and learning process more meaningful and effective.
Course Learning Outcomes
At the end of the module 1, Students are expected to analyse the
different theories of learning and compare child, adolescent and adult learning.

Content of the module:

Lesson 1: Theories of Learning

Lesson 2: Types of learning
Lesson 3: Child, Adolescent and Adult learning

Direction:
1. Read and comprehend the module carefully to gain more understanding.
2. Answer all the activities found in the module.
3. Feel free to chat, call, text or send an email message if you have questions.
4. All activities shall be checked by the teacher.

Lesson 1: Learner- Centered Theories of Learning

Specific Learning Outcomes

1. Analyse learner centered theories of learning.

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2. Demonstrate understanding of learner centered theories of learning and the
types of learning.

Activating/ Motivation
 Asking questions such as what is learning and what are the
types/nature of learning.
Discussion:
 Acquiring
 The nature of Learning
Learning is defined as any change in the behaviour of the learner may it be
intentional, consciously or unconsciously (Mayer, 2012).
- It can be called as learning if you experience or that anyone maintain
throughout his life interact with the person and its environment.
- On the other hand it’s not learning if change is brought about by
maturation such as getting taller or hair turning grey. While changes due to
illness fatigue or hunger are not also included examples of learning.
- Such as learning as a relatively permanent influence on behaviour,
knowledge and thinking skills that comes about through experience.
(Santrock, 2012).
- There are still other definitions of learning such as learning as a relatively
permanent influence on behaviour, knowledge and thinking skills that
comes about through experience

Types of Learning

a. Motor learning – it is a type of learning that anyone maintain through daily

activities such as walking, running, driving, climbing and the other activities.
This is to improve motor skills which involve heredity, experiences
development.

3| College of Teacher Education, NORSU-BSC 1 st Sem. 2020-2021

b. Verbal learning – A type of learning that uses words and other forms of
communication. Examples are signs, pictures, sounds, figures that aids in many
activities.
c. Concept learning – A type of learning that used concepts in analysing and
reasoning. Abstraction and generalization are the two processes involved in
this type of learning.
d. Discrimination learning – A type of learning that differentiated stimuli and
response. If properly used the result is learning Mathematics, grammar and
other discipline that shows relationships between two or more concepts.

Examples such as formulas, laws, associations, correlations and the like.

f. Problem solving – A type of learning that requires cognitive abilities such

as thinking, reasoning, observation, imagination and generalization. This is a
higher order thinking process.
g. Attitude learning – A type of learning which attitude is the primary
concern.

Nature of the Learning Theory

Learning Theory – This refers to the principles involve on how individual

acquire , retain and recall knowledge. It tries to explain on how people learn
and why they should learn

Learner Centered – It focuses on the individual learner which involve

heredity, experiences, perspectives; backgrounds, talents, interests and the like
which learning is the focus. All this things

4| College of Teacher Education, NORSU-BSC 1 st Sem. 2020-2021

Cognitive and Metacognitive Factors

1. Nature of the learning process – Subject matter which is complex is a

more effective process of constructing meaning from information and
experience.

2. Goals of the learning process - Teaching and learning process will become
meaningful and effective with the guidance of the teacher.

3. Construction of knowledge – Learner can relate new information in a

meaningful way.

4. Strategic thinking –Learner will be able to create and use many strategies
in order to achieve learning goals.

5. Thinking about thinking – This is a higher order strategy that selects and
monitors mental operations; It facilitates and develop critical thinking among
the learners.

6. Context of learning - Learning can be influence by environmental factors

such as culture, technology and instructional practices.

Motivational and Affective factors

1. Motivational and emotional influence in learning – Motivation is a

very important factor to acquire learning. Learner should be motivated
to learn so to achieve better results.
2. Intrinsic motivation to learn – Learner should be motivated
intrinsically in order to acquire new knowledge.

3. Effects of motivation on effort – Pf the learned is well motivated

acquisition of new knowledge is very much possible
5| College of Teacher Education, NORSU-BSC 1 st Sem. 2020-2021
Developmental and social factors

1. Individual differences in learning - It is a very important factor in

learning that we should consider because individual performs differently, they
differ in behaviour, abilities, interest and others,
2. Learning and diversity - earning is most effective when differences
are taking into account.
3. Standards and assessment – this is one way of checking whether
the learners understand the lesson or not, Set of standards should be followed
strictly to ensure maximum understanding among the learners.

Lesson 2: Theories of Learning

- A worldview that assumes the learner

is essentially passive, responding to
environmental stimuli.
BEHAVIORISM - Behavior is learned or shaped through
positive reinforcement.
- Advances the idea that when a cue or
stimulus In the environment is
presented, the individual makes a
particular response to the stimulus.
- Behaviourism is a worldview that
operates on the principle of “Stimulus-
Response” (S-R)

6| College of Teacher Education, NORSU-BSC 1 st Sem. 2020-2021

Examples:
Stimulus-
Response

- People are seen not as

programmed being that simply
Cognitivism respond to environment stimuli.
- Requires Active participation
in order to learn and actions are seen
as a result of thinking.
- Learning is a changed in
knowledge which is stored in
memory and not just a change in
behavior (Kelly, September 2012)

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8| College of Teacher Education, NORSU-BSC 1 st Sem. 2020-2021
 Experiential learning also known
as (EXL) is the process
of learning through experience, and
is more specifically defined as
"learning through reflection on
doing". Hands-on learning can be a
form of experiential learning, but
does not necessarily involve students
reflecting on their product.

9| College of Teacher Education, NORSU-BSC 1 st Sem. 2020-2021

 - Based on ideas of Lev Vygotsky ( 1896-
Social- 1934) who believed that learning and social
Constructivism interactions are what form
Consciousness and learning Leads
development.
- Collaborative experience where groups
interact to develop their learning.
- It takes greater account of social
interactions and language as a mechanism
for an individual to construct thoughts and
concepts.
- Grown out of the attempt to incorporate an
explanation for intersubjectivity into an
overall constructivist position.

The theory of multiple

intelligences differentiates human
intelligence into specific
'modalities', rather than seeing
intelligence as dominated by a
single general ability.

Howard Gardner proposed this

model in his 1983 book Frames of
Mind: The Theory of Multiple
Intelligences.

10 | College of Teacher Education, NORSU-BSC 1 st Sem. 2020-2021

 Situated learning theory holds that effective education
requires learning that is embedded in authentic contexts of practice, wherein
students engage in increasingly more complex tasks within social
communities. ... The view that all learning should be situated if it is to be
effective is too strong.

The term "21st-century skills" is generally used to refer to certain core

competencies such as:

 collaboration,
 digital literacy,
 critical thinking, and
 problem-solving

11 | College of Teacher Education, NORSU-BSC 1 st Sem. 2020-2021

 - that advocates believe schools need to teach to help students thrive in
today's world.
- The idea of what learning in the 21st century should look like is open
to interpretation—and controversy.
- To get a sense of how views on the subject align—and differ—we
recently asked a range of education experts to define 21st-century
learning from their own perspectives.

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 Learning Activities /Exercises

Activity # 1.

A. Name five important reasons why students should learn 21st century skills.

Activity # 2.

A. What are the 4C’s in 21st century skills?

B. What are the 8 multiple Intelligences?
C. Given all the theories presented what gives them the characteristics of
being learner-centered?

Teacher Intervention

The teacher will entertain student’s queries through call, text

messaging, email or chat.
Practice Task/ Assessment

B. Describe two examples of classroom activities that are in keeping with social
learning theory.

Example 1:

Example 2:

Following are learning activities and practices commonly applied inside the
classroom. Identify what theory is applied in each learning activity and why you think
so.

13 | College of Teacher Education, NORSU-BSC 1 st Sem. 2020-2021

 Learning Activities and Practices Theory
Applied

1. The teacher assigned the students to memorize the

multiplication table.

2. The trainer showed a ten-minute video about an

effective teacher to a group of teacher-trainees.

3. The teacher give five algebra problems for students to

solve.

4. The teacher first gave a lecture on a topic on Philippine

history, after which he ask the students to answer recall
questions.

5. The teacher ask the students to memorize and recite

Jose Rizal’s “My last farewell”.

Feedback To Assessment
Activity #1: Varied answers
Activity #2
A B
critical thinking Musical Mathematical
collaboration Kinaesthetic Naturalistic
Communication Interpersonal Intrapersonal
Creativity Linguistic visual

C. Varied answers

Assignment
1. Name two highlights of constructivism.
2. Give a short reflection about A Social Learning Theory.

14 | College of Teacher Education, NORSU-BSC 1 st Sem. 2020-2021

LESSON 3: Child, Adolescent and Adult Learning

Specific Learning Outcomes

1. Compare Child, Adolescent, and Adult learning

Motivation/ Prompting Questions

It is important for teachers to be aware of and know patterns of behavior
that characterize developmental levels? why?

Discussion:

Principles of Cognitive Development

1. Development Proceeds in an orderly and predictable pattern.

Development occurs through development milestones, defined as the
appearance of developmentally more advance behaviour, which appear in
a predictable manner. Thus, for example, a child babbles before he learns
to talk using one-syllable words. Or he rolls over before he learns to crawl.
2. There are periods of rapid growth spurts in between periods of slower
growth. It means development is not constant. For example, a learner
might proceed through a rapid growth at early childhood, but slower
cognitive growth in adolescence.
3. Different individuals develop at different rates. Most often, average age
for the entire development period is used to describe learners. This is
simply an approximation due to individual differences. Still some learners

15 | College of Teacher Education, NORSU-BSC 1 st Sem. 2020-2021

 reach developmental milestones early, some later, even if they are within
the same development.

4. Development is constantly affected by both nature (heredity) and

nurture (environment) .

Characteristics of Young learners (Children)

1. They can learn through talking about themselves, families and their
lives.
2. They are curious to learn and discover new concepts on their own.
3. They like to use their imagination and discover things.
4. They naturally need to touch, see, hear and interact to learn.
5. Their attention span is very short, thus they need engaging and
entertaining activities so as not to lose their interest
6. They like to cooperate and work in groups
7. They need support and encouragement while learning.
8. They need to work with their students individually because they need to
be guided.

Characteristics of Adolescent Learning

1. They are in search for personal identity.

2. They are in need of activities that meet their needs and learning expectations
.

16 | College of Teacher Education, NORSU-BSC 1 st Sem. 2020-2021

 3. They become disruptive when
they lost interest in the lesson or
if they feel bored.
4. They need help and support from
the teacher and to be provided
with constructive feedback.
5. They can draw upon a variety of
resources in the learning
environment including personal
experience, the local community
and the internet.
6. They need the teachers to build
bridges between the syllabus and
their world of interest and
experiences.
7. They can learn abstract issues and do challenging activities.
8. Their personal initiative and energy are moved into action trough
meaningful involvement with relevant and current content.

Characteristics of Adult Learning

Malcolm Knowles is a theorist on adult learning and who popularized the

concept of andragogy. This term means the art and science of helping adults
learn, contrasting it with pedagogy which is the art and science of teaching
children .

1. Self-concept. Adults move from dependency to increasing self-

directedness as they mature. They can direct their own learning,
meaning they can initiate their learning even without the help of others
in planning, carrying out, and evaluating their learning activities.

17 | College of Teacher Education, NORSU-BSC 1 st Sem. 2020-2021

 2. Adult learner experience. They
draw on their accumulated
experiences as their resource for
learning
3. Readiness to learn. They are
ready to learn when they assume
new social or life roles.
4. Orientation to learning. They
are problem-centered and they
want to apply new learning’s
immediately. They are interested
in subjects that have immediate
relevance and impact into their
job or personal life.
5. Motivation to learn. They are motivated to learn by internal rather
than external factors.
What makes adult learners different from adolescent and young learners?

1. Adults are more disciplined than adolescents.

2. They have a clear understanding of their learning objectives.
3. They need to be involved in choosing what and how to learn.
4. They prefer to rely on themselves and work on their own pace.
5. They come to the classroom with diverse experiences, opinions
thoughts and beliefs which need to be respected.

18 | College of Teacher Education, NORSU-BSC 1 st Sem. 2020-2021

 The differences between adult and adolescent learning in terms of
characteristics of the learning experiences.

Pedagogy (Adolescent) Andragogy (Adult)

Teacher structured Learner-structured

Minimal control by the learner Minimal control by the teacher

Focus on training for events to Focus on assimilation of learning from past

come experiences

Encourages convergent thinking Encourages divergent thinking

Focus on memory Focus on thinking/doing

Content supplied by teacher/class Content supplied partially by students

materials

Based on specified content Outcome evolve as learning progresses

standard

Learning activities/ Exercises

Conduct a simple interview with a child, adolescent, and adult. “where
do you want to live, in city? Or in the barrio? State your reasons for your
answer”. Take note of their answers. Encourage one to talk about or explain
his/her answer in a greater detail.

19 | College of Teacher Education, NORSU-BSC 1 st Sem. 2020-2021

Activity #1.

Child

Adolescent
Adult

Activity # 2.

A. Assume that you are a teacher teaching the concept of adding 2+3 to
Grade 1 pupils. Write the steps on how you are going to approach teaching the
concept to ensure a better understanding of the task.

Teacher Intervention
The teacher will entertain student’s queries through call, text
messaging, email or chat.

Practice Task /Assessment

As a whole what are the characteristics of young learners that make
them different from adolescent and adult?
Child learners Adolescent learners Adult learners

20 | College of Teacher Education, NORSU-BSC 1 st Sem. 2020-2021

Feedback Assessment

Activity # 1 : Varied answers

Activity # 2: Varied answers

Assignment
A. List Classroom activities that address by young, adolescent and
adult learners.

Young Adolescent Adult

Reference/ Reading Materials

Facilitating Learner-Centered Teaching by Dalisay G. Brawner, Ed.D and Marcela J.

Leus, Ed.D
Facilitating Learning A Metacognitive Process 3RD and 4TH Edition

21 | College of Teacher Education, NORSU-BSC 1 st Sem. 2020-2021

 NORSU HEALTH ADVISORY FOR
COVID-19
(Coronavirus Disease 2019 Prevention/ 2nd Edition: August
2020)
How to Protect Yourself and Others

As of August 2020, there are currently no vaccines available and no proven

antiviral drugs to protect us against COVID-19. However, we may be able to
reduce possible risk of its infection by doing the following:

1. Wash your hands anytime as needed with soap and water for at least 20
seconds. You can also use a hand sanitizer or an alcohol with 70% solution
antiseptic disinfectant if soap and water are not available.
2. Avoid touching your eyes, nose, or mouth with unwashed hands.
3. Cover your mouth and nose with a tissue when coughing or sneezing (a cough
etiquette), then throw the tissue into the trash bin. Do not forget to wash your
hands after.
4. Use face mask while in public areas. This face mask has to be used when we
feel sick with fever, cough, colds, sore throat and other respiratory symptoms.
The use of face shield is recommended as an additional protection.
5. Clean and disinfect objects and surfaces using alcohol with 70% solution
antiseptic disinfectant or 0.5 % chlorine solution (DOH: 900ml water mixed
with 100ml bleach or 90 ml water mixed with 10ml bleach).Note: Chlorine
solution is not recommended for misting and spraying as well as hand washing
or for any skin contact. Wiping objects with cloth for disinfection is
recommended by the Department of Health (DOH).
6. Maintain social distancing especially in public areas by observing 1 meter space
(DOH Recommendation) apart from each other (front and back) to comply with
the social distancing protocol.
7. Avoid handshaking, touching, hugging, kissing or any form of physical contact.
These are definitely discouraged.
8. Avoid unnecessary travel

22 | College of Teacher Education, NORSU-BSC 1 st Sem. 2020-2021

9. Postpone mass gatherings to curb the spread of the virus. It is suggested
strongly that you follow the recommendations of the DOH/Local Government
with the number of people allowed to gather following social distancing.
10. Without proper PPE (Personal
Protective Equipment), avoid close contact with sick people
11. Seek advice and get proper
assessment from City Health doctors/Hospitals or any equipped and accepting
physician if you have fever, cough, colds, sore throat, difficulty breathing, and
any respiratory illness.
12. Be aware that OFWs and LSIs are
subjected to fourteen (14) Days self- quarantine with proper coordination with
the Inter Agency Task Force (IATF)/ City Health or Barangay Health Unit
starting from the date of arrival in this province/country for proper guidance and
assessment.
13. Seek advice from the Inter Agency
Task Force (IATF)/City Health or Barangay Health Unit if you have possible
exposure to a probable or confirmed COVID-19 patient.
14. Be aware that a “No Smoking”
health advice is encouraged because smokers are more vulnerable to COVID-19
infection as it increases the chance for bilateral viral pneumonia in which 25%
of them have been admitted to ICU (Intensive Care Unit) needing mechanical
ventilation or, worst, they could die once infected with COVID 19 based on
recent studies.
15. Drink enough water and eat
healthy foods like fruits and vegetables.
16. Cook food thoroughly.
17. Wash spoon, fork, and other eating
utensils properly.
18. Avoid close contact with sick or
dead farm/wild animals. Avoiding contact with live wild animals is also
recommended (e.g., bats, snakes, etc.).
19. Try not to worry too much if you
are not truly at risk.

23 | College of Teacher Education, NORSU-BSC 1 st Sem. 2020-2021

 20. Stop posting or sharing false/fake
news as well as inaccurate information that may lead to panic and undue
distress.
21. Pray always for each other, for our
families and friends as well as for our community, country, and loved ones.
Seek divine protection from Him against this COVID-19 pandemic.
Note: For Clinic Consultations, please call the University Clinic first for advice,
guidance, and triage to determine who will be referred to the Hospital/City Health
and who will be catered for at the clinic for physical consultation. Here is the
University Clinic’s contact number: (035) 225-9400 local 187.

NORSU CARE CENTER

Amid the presence of COVID 19, the CARE Center continues
to offer its services to the students and employees of NORSU
through our Hotline Service, Facebook Messenger, email, landline,
and other Online-based Counseling.
We will be happy to be of help because WE CARE for YOU.
Should there be any need for Counseling Service, please do
not hesitate to connect with us. Details are shown below:

NORSU- Monday-Friday Contact person: Mrs. Annabelle Reyes

Bayawan-Sta. 10:00-12:00 Phone: (035) 430 0248
Catalina noon Mobile #: 0936 471 3645
Campus 3:00-5:00 p.m.

NORSU VISION-MISSION, GOALS, CORE VALUES, QUALITY

POLICY
VISION : A dynamic, competitive, and globally responsive state
university

MISSION: The university shall provide excellent instruction,

24 | College of Teacher Education, NORSU-BSC 1 st Sem. 2020-2021

relevant and responsive research and extension services, and quality-
assured production through competent and highly motivated human
capital.

GOALS

Negros Oriental State University strives to achieve:

N- national development through effective partnership
O- opportunity-laden educational access to poor but deserving students
R- research-based and competency-driven instruction
S- scholarship and innovation
U- unity in diversity of cultures

CORE VALUES
S -spirituality
A-accountability

P -professionalism

P -patriotism

H -harmony
I -integrity
R -respect
E –excellence

QUALITY POLICY

Negros Oriental State University commits itself to provide quality

instruction, research, extension services and production as well as to
comply with applicable regulatory requirements and continual
improvement of its management system.

25 | College of Teacher Education, NORSU-BSC 1 st Sem. 2020-2021

 ---- KEEP SAFE-----

26 | College of Teacher Education, NORSU-BSC 1 st Sem. 2020-2021