Scribd
Upload
585 views4 pages

Objective 13

In the first quarter, the teacher implemented a learner-centered teaching philosophy with strategies like collaborative work and project-based assessments. This engaged students and fostered ownership of learning. In the second quarter, the teacher nurtured student agency and empowerment by giving choices, goals, and incorporating interests, which boosted engagement and confidence. In the third quarter, the teacher embraced differentiation and individualized learning to meet diverse needs through flexible grouping and personalized instruction. In the fourth quarter, the teacher fostered critical thinking and collaboration through cooperative activities, discussions, and problem-solving, transforming students' abilities to think critically and work as a team. Overall, the learner-centered approach had a positive impact on student engagement, empowerment, and growth

Uploaded by

Marilou Bilangel
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
585 views4 pages

Objective 13

In the first quarter, the teacher implemented a learner-centered teaching philosophy with strategies like collaborative work and project-based assessments. This engaged students and fostered ownership of learning. In the second quarter, the teacher nurtured student agency and empowerment by giving choices, goals, and incorporating interests, which boosted engagement and confidence. In the third quarter, the teacher embraced differentiation and individualized learning to meet diverse needs through flexible grouping and personalized instruction. In the fourth quarter, the teacher fostered critical thinking and collaboration through cooperative activities, discussions, and problem-solving, transforming students' abilities to think critically and work as a team. Overall, the learner-centered approach had a positive impact on student engagement, empowerment, and growth

Uploaded by

Marilou Bilangel
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

OBJECTIVE 13: Applied a personal philosophy of teaching that is learner-centered. (PPST 7.1.

2)

Reflection Entry 1: Applying a Learner-Centered Teaching Philosophy

FIRST QUARTER

In the first quarter grading period, I embarked on the journey of implementing a learner-centered
teaching philosophy in my lesson plans. This approach transformed my classroom dynamics and
fostered a student-centric learning environment. By considering the diverse needs and interests of my
students, I was able to design lessons that were engaging and meaningful.

I incorporated various strategies such as collaborative group work, inquiry-based activities, and project-
based assessments. These approaches not only captured the attention of my students but also
encouraged them to take ownership of their learning. Witnessing their active participation and
enthusiasm, I felt a renewed sense of fulfillment as an educator.
Reflection Entry 2: Nurturing Student Agency and Empowerment

SECOND QUARTER

Throughout the second quarter grading period, I consistently focused on nurturing student agency and
empowerment in my classroom. I firmly believe that when students are given the opportunity to make
choices and have a say in their education, their motivation and learning outcomes improve significantly.

To achieve this, I provided students with options for assignments, encouraged them to set personal
learning goals, and incorporated their interests into the curriculum. It was inspiring to observe how this
approach not only increased their engagement but also boosted their confidence and independence. By
valuing their perspectives and empowering them as active participants, I witnessed remarkable growth
in their learning journey.
Reflection Entry 3: Embracing Differentiation and Individualized Learning

THIRD QUARTER

During the third quarter grading period, I embraced the power of differentiation and individualized
learning in my classroom. Recognizing that every student possesses unique strengths and areas for
growth, I tailored my lesson plans to meet their specific needs.

I incorporated flexible grouping strategies, provided varied resources and materials, and offered choices
in assessments. This approach allowed me to accommodate diverse learning styles, ensuring that each
student had the opportunity to learn and succeed at their own pace. Witnessing the progress and
increased self-confidence among my students validated the importance of personalized instruction and
reaffirmed my commitment to a learner-centered teaching philosophy.
Reflection Entry 4: Fostering a Culture of Collaboration and Critical Thinking

FOURTH QUARTER

As the fourth quarter grading period comes to a close, I am overwhelmed with pride and satisfaction as I
reflect on the collaborative and critical thinking skills fostered within my classroom. Throughout this
period, I prioritized creating a culture where students felt comfortable expressing their ideas,
challenging assumptions, and engaging in meaningful dialogue.

By incorporating cooperative learning activities, encouraging open-ended discussions, and promoting


problem-solving tasks, I witnessed a transformative shift in my students' abilities to think critically and
work effectively as a team. Witnessing their growth not only in academic performance but also in their
communication and interpersonal skills has reinforced my belief in the power of a learner-centered
teaching philosophy.

Overall, these four quarter grading periods have solidified my commitment to a learner-centered
approach. The positive impact on my students' engagement, empowerment, and overall growth has
been truly rewarding, and I am excited to continue refining and expanding my use of learner-centered
strategies in the future.

You might also like