Competency-Based Learning

Material In
PEDFLTM1
FACILITATING
LEARNER-CENTERED TEACHING
APPROACHES W/ EMPHASIS ON

TRAINERS METHODOLOGY 1 (TM 1)

Date Developed: Document No. 001

PEDFLTM1 October 2021 EARIST
Facilitating Learner - COLLEGE OF EDUCATION Page 1
Centered Teaching Department Of Technology
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Trainers Methodology I
RENZ ROBERT E. SALVADOR Revision # __
(TM I)
BTLED-IA - III
SECTOR EDUCATION
QUALIFICATION TITLE PROFESSIONAL EDUCATION
FACILITATING LEARNER - CENTERED TEACHING
UNIT OF COMPETENCY APPROACHES W/ EMPHASIS ON TRAINERS
METHODOLOGY I (TM I)
MODULE TITLE “ CAPS LOCK ON THE TOPIC”
EULOGIO “AMANG” RODRIGUEZ INSTITUTE OF SCIENCE AND TECHNOLOGY
COLLEGE OF EDUCATION
PROFESSIONAL EDUCATION

Date Developed: Document No. 001

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Centered Teaching Department Of Technology
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Trainers Methodology I
RENZ ROBERT E. SALVADOR Revision # __
(TM I)
BTLED-IA - III
 HOW TO USE THIS COMPETENCY- BASED
LEARNING MATERIAL
Welcome!

The unit of competency, "_____________", is one of the competencies of

_________________, a course which comprises the knowledge, skills and attitudes
required for a Pre-Service Teacher (PST).

The CBLM, _________________, contains training materials and activities

related to identifying learner’s requirements, preparing session plan, preparing
basic instructional materials and organizing learning and teaching activities for
you to complete.

In this module, you are required to go through a series of learning activities

in order to complete each learning outcome. In each learning outcome are
Information Sheets, Self-Checks, Operation Sheets and Task/Job Sheets. Follow
and perform the activities on your own. If you have questions, do not hesitate to
ask for assistance from your facilitator/instructor/professor.

Remember to:
• Work through all the information and complete the activities in each section.
• Read information sheets and complete the self-check. Suggested references
are included to supplement the materials provided in this module.
• Most probably, your trainer will also be your supervisor or manager. He is there
to support you and show you the correct way to do things.
• You will be given plenty of opportunities to ask questions and practice on the
job. Make sure you practice your new skills during regular work shifts. This way,
you will improve your speed, memory and your confidence.
• Use the Self-Checks, Operation Sheets or Task or Job Sheets at the end of
each section to test your own progress. Use the Performance Criteria Checklist
or Procedural Checklist located after the sheet to check your own
performance.
• When you feel confident that you have had sufficient practice, ask your
Trainer to evaluate you. The results of your assessment will be recorded in your
Progress Chart and Accomplishment Chart.

Date Developed: Document No. 001

PEDFLTM1 October 2021 EARIST
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Centered Teaching Department Of Technology
Approaches w/ Developed by: of
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Trainers Methodology I
RENZ ROBERT E. SALVADOR Revision # __
(TM I)
BTLED-IA - III
You need to complete this module before you can perform the next module.

Date Developed: Document No. 001

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Facilitating Learner - COLLEGE OF EDUCATION Page 4
Centered Teaching Department Of Technology
Approaches w/ Developed by: of
Emphasis on & Livelihood Education 19
Trainers Methodology I
RENZ ROBERT E. SALVADOR Revision # __
(TM I)
BTLED-IA - III
 FACILITATING LEARNER-CENTERED
TEACHING APPROACHES W/ EMPHASIS ON
TRAINERS METHODOLOGY 1 (TM 1)
COMPETENCY-BASED LEARNING MATERIALS

LIST OF COMPETENCIES

NO UNIT OF MODULE TITLE

. COMPETENCY
A. Learner-centered teaching;
B. Paradigm shift: From teacher
LEARNER-CENTERED centered to learner-centered
1. TEACHING:  FOUNDATIONS teaching; and
AND CHARACTERISTICS C. Dimensions of learner-centered
teaching.

A. Cognitive and Metacognitive

Factors;
B. Motivational and Affective Factors;   
LEARNER-CENTERED
C. Developmental and Social Factors;  
2. PSYCHOLOGICAL PRINCIPLES 
D. Individual Differences; and
E. Legal and Policy Frameworks and
Learner-centered Teaching.

A. Forms of learner-centered classroom
organization, procedures and
ORGANIZATION AND physical structure; 
MANAGEMENT OF B. Learner-centered classroom: Roles
3.
LEARNER-CENTERED and responsibilities; and
CLASSROOMS C. The role of discipline in learner
centered classrooms   

LEARNER-CENTERED
4. A. Delivery Modalities   
PEDAGOGY

Date Developed: Document No. 001

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Centered Teaching Department Of Technology
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Trainers Methodology I
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(TM I)
BTLED-IA - III
 B. Structures for
Facilitating Learner-centered
Teaching;
C. Methods and Strategies   
D. Flexible Learning and Teaching   
E. Differentiated Teaching  
F. Education in Emergencies 

A. The Learner-centered Lesson Plan 

B. Instructional Learning Processes  
LEARNER-CENTERED LESSON
5. C. Lesson chunking and Microteaching
PLANS
Basics

Date Developed: Document No. 001

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Centered Teaching Department Of Technology
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Trainers Methodology I
RENZ ROBERT E. SALVADOR Revision # __
(TM I)
BTLED-IA - III
 MODULE CONTENT
UNIT OF COMPETENCY : LEARNER-CENTERED TEACHING: 
FOUNDATIONS AND CHARACTERISTICS

MODULE TITLE : LEARNER-CENTERED TEACHING

MODULE DESCRIPTOR:

This module covers the knowledge, skills and attitude in …(Provide brief
introduction of your lesson (Unit of Competency)

NOMINAL DURATION : 3 HOURS

LEARNING OUTCOMES:

At the end of this module you MUST be able to: (SAMPLE ONLY)

1. Differentiate learner-centered teaching from other teaching approaches

(e.g. teacher-centered approach) as applied in various teaching areas;

2. Discuss the need to shift from teacher-centered teaching to

learner-centered teaching based on philosophical foundations, teaching
principles and current research; and

3. Discuss the varied roles of the teacher in learner-centered teaching and

learning.

(Min. or 3 Max of 5 LO)

Refer to the REVISED Bloom’s Taxonomy Action Verbs
(https://www.apu.edu/live_data/files/333/blooms_taxonomy_action_verbs.pdf )

ASSESSMENT CRITERIA:

Date Developed: Document No. 001

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Centered Teaching Department Of Technology
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Trainers Methodology I
RENZ ROBERT E. SALVADOR Revision # __
(TM I)
BTLED-IA - III
 • Review and analyze curriculum document.
• Determine current competencies of target group.
• Compare competencies required to be attained with current
competencies of the target group.
• Use results of comparison to determine training requirements.
• Validate training requirements with those of other people.

TIPS: Writing Assessment Criteria. Assessment criteria provide students with

information about the qualities, characteristics, and aspects of an assessment
task that will be used to measure their attainment of each of the learning
outcomes. Criteria make it clear to students what factors will be taken into
account when making judgements about their performance. It could be argued
that the most direct way students experience what is needed to achieve the
unit's learning outcomes is through the assessment criteria.
https://www.teaching-learning.utas.edu.au/assessment/writing-assessment-crite
ria

Date Developed: Document No. 001

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Centered Teaching Department Of Technology
Approaches w/ Developed by: of
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Trainers Methodology I
RENZ ROBERT E. SALVADOR Revision # __
(TM I)
BTLED-IA - III
 LEARNING OUTCOME # 1
LEARNER-CENTERED TEACHING
CONTENTS:
1. Learner-centered teaching;
2. Paradigm shift: From teacher centered to learner-centered teaching;
and;
3. Dimensions of learner-centered teaching.

ASSESSMENT CRITERIA:

1. Differentiate learner-centered teaching from other teaching

approaches (e.g. teacher-centered approach) as applied in various
teaching areas;
2. Discuss the need to shift from teacher-centered teaching to
learner-centered teaching based on philosophical foundations,
teaching principles and current research; and
3. Discuss the varied roles of the teacher in learner-centered teaching
and learning.

CONDITION:

Learners must be provided with the following:

1. WORKPLACE LOCATION –applicable for Major subjects only
2. EQUIPMENT
- Computer
- LCD
3. TOOLS, ACCESSORIES AND SUPPLIES
- White board, CD, Tapes
4. TRAINING/CLASS MATERIALS
- Learning Packages, Bond Paper, Ball pens, Whiteboard marker,
Manual

ASSESSMENT METHOD:

1. Portfolio, Written Test

Date Developed: Document No. 001

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Centered Teaching Department Of Technology
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Trainers Methodology I
RENZ ROBERT E. SALVADOR Revision # __
(TM I)
BTLED-IA - III
 LEARNING EXPERIENCES

LEARNING OUTCOME 1 : LEARNER-CENTERED TEACHING

Learning Activities Special Instructions

1. Read Information Sheet
2. Answer Self-Check Compare answers with the answer key.
You are required to get all answers
correct. If not, read the information
sheets again to answer all questions
correctly.
3. Read Information Sheet

4. Answer Self-Check Compare answers with the answer key.

You are required to get all answers
correct. If not, read the information
sheets again to answer all questions
correctly.
5. Perform Job Sheet Evaluate your own work using the
Performance Criteria.
Present your work to your trainer for
evaluation and recording.
After doing all activities of this LO, you
are ready to proceed to the next LO on
preparing session plans.

Date Developed: Document No. 001

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Centered Teaching Department Of Technology
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Trainers Methodology I
RENZ ROBERT E. SALVADOR Revision # __
(TM I)
BTLED-IA - III
 INFORMATION SHEET
LEARNER-CENTERED TEACHING
Learning Objective:

After reading this INFORMATION SHEET, YOU MUST be able to differentiate

learner-centered teaching from other teaching approaches (e.g.
teacher-entered approach) as applied in various teaching areas.

On this part you may now present your discussion based on the topic/lesson
given. Make sure only that the lesson being presented jived your Learning
Objective.

Date Developed: Document No. 001

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Centered Teaching Department Of Technology
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Trainers Methodology I
RENZ ROBERT E. SALVADOR Revision # __
(TM I)
BTLED-IA - III
 SELF-CHECK
Self-check is also known as the assessment part. Here you will give a min. of 5
and max. of 10 questions. Please prepare self-check in the form of: Multiple
Choice, Matching Type, and Fill in the Blank. You may also use the suggested
Teaching Learning and Activities Suggested Assessment on the course syllabus,
provided that you will give the correct answer of the assessment on the next
page of the answer key.

Date Developed: Document No. 001

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Centered Teaching Department Of Technology
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Trainers Methodology I
RENZ ROBERT E. SALVADOR Revision # __
(TM I)
BTLED-IA - III
 ANSWER KEY
Always put the answer key on the next page.

Date Developed: Document No. 001

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Centered Teaching Department Of Technology
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Trainers Methodology I
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(TM I)
BTLED-IA - III
 JOB SHEET LO-1

Title : LEARNER-CENTERED TEACHING

Performance Objective: Think-Pair-Share activity. Pairs exchange ideas

on educational philosophies related to teacher-centered and
learner-centered teaching while the teacher guides the discussion
through prompts, clarifies misconceptions and reinforces prior
knowledge.

Supplies & Materials: Based on the Performance Objective/s. Identify

what are the possible S&M needed to perform the Job Sheet.

Equipment : PC, printer with ink

Steps/Procedure:

1. Provide here the steps on how the students/learners will be able to

perform the Job Sheets

Date Developed: Document No. 001

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Centered Teaching Department Of Technology
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Trainers Methodology I
RENZ ROBERT E. SALVADOR Revision # __
(TM I)
BTLED-IA - III
 PERFORMANCE CRITERIA CHECKLIST FOR JOB SHEET LO1

IDENTIFYING TRAINEES’ CHARACTERISTICS

CRITERIA
Did you…. YES NO
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

A Performance Checklist must

1. Define the performance in question.

2. Provide a description of the performance.

3. Provide a way to learn and/or remediate the performance.

4. Provide a mechanism for assessing the adequacy of the performance.

See: Performance Checklists. By Odin Westgaard, Ed.D.

https://eppicinc.files.wordpress.com/2011/08/odin-westgaard-performance-ch
ecklists.pdf

Date Developed: Document No. 001

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Centered Teaching Department Of Technology
Approaches w/ Developed by: of
Emphasis on & Livelihood Education 19
Trainers Methodology I
RENZ ROBERT E. SALVADOR Revision # __
(TM I)
BTLED-IA - III
REFERENCES
A. BOOKS: “Sample Format”

Borabo, M. & Borabo, H. (2010). Field study 4: Exploring the curriculum. Quezon
City: Lorimar Publishing.

B. ONLINE: “Sample Format”

Compendium 1: Professional Education Courses. Facilitating Learner-Centered

Teaching. © 2019. Teacher Education Council and Research Center for Teacher
Quality.
Retrieved from:
https://rctq.ph/files/prototype-syllabi/1ProfessionalEducationPrototypeSyllabiCo
mpendium.pdf

Alber, R. (2017). Classroom Management. Rules and Routines in the Classroom: An

argument for keeping hard rules to a minimum. ©2021 George Lucas Educational
Foundation.
Retrieved online at:
 https://www.edutopia.org/blog/rules-routines-school-year-start-classroommanagement

Date Developed: Document No. 001

PEDFLTM1 October 2021 EARIST
Facilitating Learner - COLLEGE OF EDUCATION Page 16
Centered Teaching Department Of Technology
Approaches w/ Developed by: of
Emphasis on & Livelihood Education 19
Trainers Methodology I
RENZ ROBERT E. SALVADOR Revision # __
(TM I)
BTLED-IA - III
 FACILITATING LEARNER-CENTERED
TEACHING APPROACHES W/ EMPHASIS ON
TRAINERS METHODOLOGY 1 (TM 1)
COMPETENCY-BASED LEARNING MATERIALS

LIST OF COMPETENCIES

NO UNIT OF MODULE TITLE

. COMPETENCY
A. Learner-centered teaching;
B. Paradigm shift: From teacher
LEARNER-CENTERED centered to learner-centered
1. TEACHING:  FOUNDATIONS teaching; and
AND CHARACTERISTICS C. Dimensions of learner-centered
teaching.

A. Cognitive and Metacognitive

Factors;
B. Motivational and Affective Factors;   
LEARNER-CENTERED
C. Developmental and Social Factors;  
2. PSYCHOLOGICAL PRINCIPLES 
D. Individual Differences; and
E. Legal and Policy Frameworks and
Learner-centered Teaching.

A. Forms of learner-centered classroom
organization, procedures and
ORGANIZATION AND
physical structure; 
MANAGEMENT OF
3. B. Learner-centered classroom: Roles
LEARNER-CENTERED
and responsibilities; and
CLASSROOMS
C. The role of discipline in learner
centered classrooms   

Date Developed: Document No. 001

PEDFLTM1 October 2021 EARIST
Facilitating Learner - COLLEGE OF EDUCATION Page 17
Centered Teaching Department Of Technology
Approaches w/ Developed by: of
Emphasis on & Livelihood Education 19
Trainers Methodology I
RENZ ROBERT E. SALVADOR Revision # __
(TM I)
BTLED-IA - III
 A. Delivery Modalities   
B. Structures for
Facilitating Learner-centered
Teaching;
LEARNER-CENTERED
4. C. Methods and Strategies   
PEDAGOGY
D. Flexible Learning and Teaching   
E. Differentiated Teaching  
F. Education in Emergencies 

A. The Learner-centered Lesson Plan 

B. Instructional Learning Processes  
LEARNER-CENTERED LESSON
5. C. Lesson chunking and Microteaching
PLANS
Basics

Date Developed: Document No. 001

PEDFLTM1 October 2021 EARIST
Facilitating Learner - COLLEGE OF EDUCATION Page 18
Centered Teaching Department Of Technology
Approaches w/ Developed by: of
Emphasis on & Livelihood Education 19
Trainers Methodology I
RENZ ROBERT E. SALVADOR Revision # __
(TM I)
BTLED-IA - III
 MODULE CONTENT
UNIT OF COMPETENCY : LEARNER-CENTERED TEACHING: 
FOUNDATIONS AND CHARACTERISTICS

MODULE TITLE : PARADIGM SHIFT: FROM TEACHER CENTERED TO

LEARNER-CENTERED TEACHING

Date Developed: Document No. 001

PEDFLTM1 October 2021 EARIST
Facilitating Learner - COLLEGE OF EDUCATION Page 19
Centered Teaching Department Of Technology
Approaches w/ Developed by: of
Emphasis on & Livelihood Education 19
Trainers Methodology I
RENZ ROBERT E. SALVADOR Revision # __
(TM I)
BTLED-IA - III