Assignment No.

3
Task 2 and Task 3

GUIDED PRACTICE 
TASK NO.2 
Situational Analysis 

Study each scenario carefully and identify the teaching-learning approach being illustrated.

1. After the students conducted a science experiment, Teacher A asks

Constru a volunteer from  each group to discuss their results and altogether
they come up with a conclusion.

2. In Teacher Z’s classroom one can observed that students are

Learner- comfortable with each  other. She sees to it that she is able to get her
students’ attention by giving motivation  in her lessons. 

3. Unlike Teacher Z, Teacher X is the main source of information

in her class. The  students are merely listening to the discussion. 
Teacher-
4. If teacher X is the main source of information for her students,
Teacher N makes the  students memorized what is written in the
Subject- book. She doesn’t allow her students to  make their own idea based
from what was read.

5. Teacher G provide multiple learning options in the classroom so

learners of varying  interests, abilities, and needs are able to take in
Compet the same content appropriate to their  needs.

ency-
Based ED 123 Facilitating Learner-Centered Teaching Page 9

PERFORMANCE 

TASK NO.3
 DIFFERENTIATING LEARNER-CENTERED TEACHING FROM OTHER FORMS OF TEACHING
APPROACHES 

Differentiate learner-centered teaching from other teaching approaches using the graphic organizer below.

Teaching-Learning Aims  Focus/ Emphasis  Characteristics

Approach 

Learner-centered To foster an Focuses on making the learners  engages

individual, such as the focal point of the learning students in the
learners who are able process. It involves making the hard, messy
to solve problems students responsible for their work of
creatively, think learning and development which is learning.
critically, apply what facilitated by a teacher.  includes
they have learned to explicit skill
real-world situations, instruction.
feel deeply, and make  encourages
a positive impact on students to
their community, reflect on what
society, and the lives they are
of others in some learning and
meaningful way. how they are
learning it.
 teaching
motivates
students by
giving them
some control
over learning
processes.
 teaching
encourages
collaboration.

Teacher-centered  To Order  The focus is on  Teacher is

learners teaching/instructing/directing mostly
 For learners to rather than on learning. concerned with
have self-  Emphasis is given on passive the completion
reliance listening, reading and writing of the course
 To Transmit and reproducing things contents.
Knowledge taught by or as directed by  The teacher
came from the the teacher. concentrates on
teacher to the the right
students. answer.
 The classroom
management is
entirely
dependent on
teachers, on
his/her
experience
 capability and
sometimes on
his/her whims
and caprices.
 Extrinsic
modes of
motivation like
praise and
rebuff, reward
and
punishment are
generally used
by the teachers.

Subject-centered  To arrange  focus is on the delivery of  Textual

opportunities. the subject contents by the questions are
Using this teacher for students to used for
method, acquire such as emphasizing evaluation
learning are importance on which lacks
educational topics/concepts included in variety.
experiences the subject, around which all  Real life
structured the teaching and learning situations are
around a activities revolve. rarely taken
particular  The focus is on the content / into account
subject, and subject matter and hence while
achieving transaction of the textbooks presenting the
educational in the class is ‘be all and end subject matters
goals is all’ of the classroom in the
dependent on a activities. classroom.
student's  The learning
knowledge of needs of these
that subject. students are
supposed to be
fulfilled
through the text
book.
 The teacher
projects
himself as a
model for the
students as he
has the mastery
over the subject
matter.
Competency-centered  To equip  focuses on the student’s  Learner-
students with demonstration of desired centricity,
the know-how learning outcomes as central differentiation,
and abilities to the learning process. and learning
valued by  focuses on observable skills objectives are
society as or ‘competencies,’ while the three main
crucial for mastery learning may be tenets of the
their future academic–as likely to focus competency-
academic, on concepts as skills. based learning
professional,  The emphasis in the subject- approach.
and personal centered method is on the
achievements. teacher's delivery of the
 To prepare subject's contents to the
students for students, such as
future highlighting the significance
difficulties by of the subject's subjects and
providing them concepts, around which all
with teaching and learning
knowledge and activities concentrate.
skills in a wide
range of
subject areas
through a
curriculum that
can be adapted
to each
learner's needs.

Constructivist   For learners  It focuses on learners, and  The learners

approach actively construct their the knowledge they construct take an active
own knowledge rather tell us nothing real, and only role in their
than simply taking it helps us function in our education.
in. As people interact environment.  There is
with the environment  emphasizes collaboration democracy in
and process that and exchange of ideas the atmosphere.
interaction, they build  focuses on delivering  The exercises
their own information to students involve student
representations of it participation
and integrate new and are
information with their interactive.
existing knowledge  Learners’
bases. opinions and
thoughts are
respected and
accepted.

ED 123 Facilitating Learner-Centered Teaching Page 10