1 Facilitating Learner – Centered Teaching – EDUC 313B

Chapter 1
2. Learner-centered teaching includes
FACILITATING LEARNER-CENTERED TEACHING
explicit skill instruction.
Students learn how to think, solve problems,
LEARNER-CENTERED TEACHING decision making, team work, evaluate
− Learner-centered teaching means inverting the evidence, analyze arguments, generate
traditional teacher- centered understanding of hypotheses4all those learning skills essential to
the learning process and putting students at mastering material in the discipline.
the center of the learning process

Note: In the teacher-centered classroom, 3. Learner-centered teaching encourages

teachers are the primary source for knowledge. students to reflect on what they are
learning and how they are learning it.
Unit1: Learner-centered teaching: Foundations They challenge student assumptions about
and characteristics learning and encourage them to accept
responsibility for decisions they make about
LEARNER-CENTERED TEACHING learning;
 It is an approach to teach that focuses on
student learning • rather than on what the 4. Learner-centered teaching motivates
teacher is doing students by giving them some control
 Learner-centered teaching is not one specific over learning processes.
teaching method Teachers make most of the decisions about
 Many different instructional methods can use a learning for students. Teachers decide what
learner-centered approach. students should learn, how they learn it, the
 The path to good teaching can be much easier pace at which they learn, the conditions under
to navigate when we view students as our which they learn and then teachers determine
traveling companions. whether students have learned.
 The more we know about them and how they 5. Learner-centered teaching encourages
learn, the more likely we are to experience the collaboration
joy of teaching. Learner-centered teachers work to develop
structures that promote shared commitments
Learner Centered Objectives:
to learning.
 Learner-centered approach shifts the focus of
activity from the teacher to the learners Chapter 2
 Emphasizes what the learners do as against Philosophical Foundations
what the teacher does.
 it focuses on skills and practices in a lifelong Philosophical Foundation
learning, creative thinking and independent The philosophical foundation of curriculum
problem-solving. helps determine the driving purpose of
 It insist the learners to actively construct their education, as well as the roles of the various
own knowledge. participants.
5 CHARACTERISTICS OF LEARNER-
While all foundations propose to set goals of
CENTERED TEACHING
curriculum, philosophy presents the manner of
1. Learner-centered teaching engages thinking from which those goals are
students in the hard, messy work of created.
learning.
Existential Questions
On traditional teaching in most classes
 What is life?
teachers are working much harder than
 Who am I?
students.
 Why am I here?
 What am I living for?
 What is reality?
 Is the universe real?
 What is good to do?

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 2 Facilitating Learner – Centered Teaching – EDUC 313B
 How shall I live life meaningfully?
feedback/correction when questions arise
School Questions − Students answer each other9s questions,
 Why do I teach? using instructor as an information resource
 What should I teach? − Students have some choice of topics
 How should I teach? − Students evaluate their own learning;
 What is the nature of the learner? instructor also evaluates
 How do we learn? − Classroom is often noisy and busy

Philosophical Foundation Teacher-centered philosophies

 Realism
− Teacher-Centered Philosophies are essential for
 Idealism
the longevity of education and the continued
 Existentialism
influence of teachers in the classroom. In this
 Constructivism
article two teacher-centered philosophies will
 Naturalism
be reviewed which are essentialism and
From teacher- centered to learner-centered perennialism.
teaching − The teacher is an expert on the subject matter
and the students are there to learn from a
1. Philosophical perspectives "master=.
− The teacher is in full control of the course. He or
Teacher-centered philosophies she selects the projects/texts. The work is
 Essentialism produced for and graded by the teacher.
 Perennialism − The teacher dispenses wisdom and the students
absorb it.
Learner-centered philosophies
− Teacher-centered philosophies
 Progressivism
− Teacher-centered philosophies are those that
 Humanism
transfer knowledge from one generation of
 Constructivism
teachers to the next.
Teacher-centered philosophies − In teacher-centered philosophies, the teacher9s
− Focus is on instructor role is to impart a respect for authority,
− Focus is on language forms and structures (what determination, a strong work ethic,
the instructor knows about the language) compassion for others, and sensibility.
− Instructor talks; students listen − Teachers and schools succeed when students
− Students work alone prove, typically through taking tests, that they
− Instructor monitors and corrects every student have mastered the objectives they learned.
utterance
Essentialism
− Instructor answers students9 questions
about language − William C. Bagley (1874–1946)
− Instructor chooses topics − was one of the most influential advocates of
− Instructor evaluates student learning essentialism.
− Classroom is quiet − He believed that education was not supposed to
change society but to preserve it.
Learner-centered philosophies
− Traditional way of teaching
− Focus is on both students and instructor
− Back to Basic, traditional academic disciplines.
− Focus is on language use in typical situations
− Refers to traditional or back basic approach of
(how students will use the language)
teaching
− Instructor models; students interact with
instructor and one another
− Students work in pairs, in groups, or alone
depending on the purpose of the activity
− Students talk without constant instructor
monitoring; instructor provides

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 3 Facilitating Learner – Centered Teaching – EDUC 313B
− The teachers impart knowledge mainly through
− A perennialism teacher would have a classroom
conducting lectures, during which students are
in which all the students are treated the same
expected
way
− to take notes.
− Material is taught and delivered to the students
− Essentialism is the educational philosophy of whether they like it or not.
teaching basic skills.
− Perennialism is stated as being a cousin to
− This philosophy advocates training the mind.
essentialism because they both advocate
− Essentialist educators focus on transmitting teacher-centered classrooms, both tolerate
difficult topics and promotion of students to the little flexibility in the curriculum, both
next level or grade.
implement rigorous standards and both aim to
− Subjects are focused on the historical context of sharpen student
the material world and culture, and move
− Perennialists organize their schools around
sequentially to give a solid understanding of
books, ideas, and concepts.
the present day
− This philosophy stresses core knowledge in Learner-centered philosophies
reading, writing, math, science, history, foreign − Students are the focus.
language, and technology. The tools include − Knowledge and learning is created by the
lecturing, memorization, repetition, practice, class
and assessment. − Everyone learns from each other--- including the
teacher.
Perennialism
− Focusing on the needs of students
− The word itself means, <eternal=,
− Student-centered philosophies focus more on
everlasting.
training individual students
− Timeless
− Less authoritarian, less concerned with the past
− Can9t Change
and <training the mind=, and more focus put
− Timeless on individual needs.
− Classic
− Preparing students for a changing future
− Some Ideas in the past are still relevant today
− Learner-centered philosophies
− A teacher-centered educational philosophy that − These philosophies place more emphasis on the
focuses on everlasting ideas and universal individuality of students and helping them to
truths. realize their potential
− primarily concerned with the importance of
mastery of the content and development of Three types of student-centered philosophies will be
reasoning skills. discussed which are
− Focuses on everlasting ideas and universal  Progressivism
truths learned from art, history, and literature.  Constructionism
− Perennialism is similar to essentialism in that  Humanism
teachers guide the educational process
perennialism is a teacher- centered Progressivism
philosophy, in which the teacher is less − In order to meet the needs of the students
concerned with student interest and more – growing child: A Progressivist should :
concerned with transferring knowledge from − Oppose bookish and Impose methods of
older generations to younger generations. Instructions to learn by doing things.
− The teacher will focus on the importance of − Oppose learning through memorization.
reading and will often use the underlying − There must be interaction / experience.
reading lessons to make a moral point. Teachers − Oppose the use of fear as form of
use history, religion, literature, and the laws of discipline absence of fear of punishment.
science to reinforce universal ideas that have − Emphasize Changes:
the potential to solve any problem in any era. − Man is a social animal who learns well through
active interplay with others and that learning
increases when engaged in activities that has
meaning in him.
− The progressivist classroom is about exploration
and experience.

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 4 Facilitating Learner – Centered Teaching – EDUC 313B
− Teachers act as facilitators in a classroom where Chapter 3
students explore physical, mental, moral, and
DIMENSIONS OF LEARNER-CETERED TEACHING
social growth.
− Most Responsible for this Philosophy/ Movement
UNIT 1: Dimensions of learner-centered teaching
is John Dewey.
At the end of the discussion the student should
Humanism
be able to know:
− Was set in the Renaissance period which was
− the function of content
rooted in the social and economic changed:
− the role of the instructor
− Its educational aims to get the most possible out
− the responsibility for learning
of life (Live life to the fullest)
− the purposes and processes of
− Individual Freedom
assessment
− Characterized by freedoms of thought in to
− the balance of power WHAT DO
guide action for resolving, problematic
situations. YOUDO WITH A CONTENT
− De FELTRE: Follower of Humanism his method is
the replacement of : A. THE FUNCTION OF CONTENT
− Lectures to (Books, Ppt, Written Reports) In addition to building a knowledge base, the
− Written Themes to (Oral Discourse) content facilitates students to
− Developing balance between mental and
 Practice using inquiry or ways of thinking in the
physical activity, developing power to think.
discipline
− Outstanding Follower: ERASMUS
 Students engage in most of the content to
− Erasmus known for the method of the need
make it their own, students make meaning out
to
of the content
− study child carefully for individualized
 Learn to solve real problems
instruction.
− Importance of Games and exercise in How do you decide how to conduct or teach the course
education after you selected thecontent to teach?
− Motivation and the use of praise and
rewards B.THE ROLE OF A TEACHER?
− Gentleness as opposed to punishment  A teacher9s role is to <shape the life chances
of young people by imparting knowledge –
Constructivism bringing the curriculum to life,= says Harry
− Constructivism's central idea is that human Cutty.
learning is constructed, that learners build new  Teachers play vital roles in the lives of the
knowledge upon the foundation of previous students in their classrooms.
learning.  Teachers serve many other roles in the
− This prior knowledge influences what new or classroom.
modified knowledge an individual will
construct from new learning experiences WHAT IS THE ROLE OF A TEACHER?
(Phillips, 1995). − Teaching Knowledge
− Process of adjusting our mental modes to − Creating classroom environments
accommodate new experiences − Role Model
− Knowledge is not a thing that can be simply − Mentoring
deposited by the teachers, into empty mind of
the learners. Rather, knowledge is constructed Learner-Centered Teaching
by learners through an active mental process  Being learner-centered means adopting a
and development. bottom-up approach to curriculum, teaching,
and management. Rather than entering the
school year with a set of fixed units and
activities, a truly learner- centered teacher
begins by getting to know her students and
understanding their hopes, dreams, and
needs.
 Learner-centered teachers may occasionally
provide direct instruction,

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 5 Facilitating Learner – Centered Teaching – EDUC 313B
but for the most part, their role is one of the
− Instructors give formative feedback for the
facilitator.
purposes of fostering improvement
ROLE OF A TEACHER − Students have multiple opportunities to assess
 Teachers who act as facilitators provide their themselves and their peers
students with materials, opportunities and − Students can learn from their mistakes and then
guidance as students take on agency for other demonstrate mastery
aspects of their own learning. − Instructors encourage students to justify their
 Being learner-centered is not easy because it answers when they do not agree with those of
requires constant flexible attention to who instructor.
students really are, how they are doing, and − Instructor uses authentic assessment throughout
what might help them achieve their learning the course
goals.
HOW WILL YOU ASSESS YOUR STUDENTS?
 Students in learner-centered classrooms
− Names
become independent learners who are
− Needs
empowered to collaborate, make good use of
− Dreams
available resources, and take charge of their
− Hopes
own growth and development.
− Preferred learning styles
WHO SHOULD TAKE THE RESPONSIBILITY FOR − Cultural backgrounds
LEARNING − Important relationships
− Interest
C. THE RESPONSIBILITY FOR LEARNING − Personalities
 Knowing your students is one of the tough role
 Students are the one who should take the
of a teacher. In a classroom of 20 children you
responsibility for learning.
have 20 different learning styles and 20
 Learners has the ability to learn how to
different personalities, 20 different ways of
develop their own skills and think for
taking in information and giving information.
themselves
Great teachers know this and know that one
 Often it is the faculty who does because we
lesson plan, one mode of teaching, is never
adapt our teaching to fit requests/ needs of
going to be good enough. Can that teacher
students through detailed notes, study guides
create 20 different lesson plans?
 Consequence of faculty taking responsibility  Of course not, but that great teacher knows
for learning that their students are on different levels and
 Students remain passive have different ways of processing information.
 Students do not gain confidence in their ability
to learn on their own What happens if students have some control over how
 Yet a common goal of higher education is for the course is run
graduates to be self-directed learners who can
continue to learn the rest of their lives E.The Balance of power
 Faculty need to teach students how to take
 Learner-centered approaches empower
responsibility for learning
students to take responsibility and to share in
 There are specific skills that can be taught,
some of the decisions about their courses
practiced and mastered
 Students can have some say over some
WHY DO YOU ASSESS STUDENTS? policies, deadline
 Once students begin to gain some control over
D. The purposes and processes of assessment the course, they will engage more in the
course and will learn more
− Assessment is integrated within the learning
process Dimension

Definition of this Dimension

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 6 Facilitating Learner – Centered Teaching – EDUC 313B
The Function of Content includes all relationships, institutions, culture,
− Content includes building a knowledge base, how and physical structures.
the instructor and the students use the content  Social experience the classroom as not just an
The Role of the Instructor intellectual space, but also as a social,
emotional, and physical environment.
− An essential role of the instructor is to assist
students to learn. Aspects of Classroom Climate INTELLECTUAL
The Responsibility for Learning − The lesson develops knowledge, skills &
attitudes.
− Students should assume greater responsibility for
− Performance expectations are explicit.
their own learning over time.
− Students regularly present disciplinary skills.
The Purposes and Processes − Tasks are challenging, important and
- There are additional purposes and processes of authentic.
assessment beyond assigning grades. − Students receive prompt and specific
feedback
The Balance of Power SOCIAL
− The balance of power shifts so that the instructor − Students work together
shares some decisions about the course with − The Teacher student interactions.
the students. − The Teacher is proactive.
− The Teacher solicits student feedback M
Chapter 4 EMOTIONAL
Management of Learner-Centered Classrooms
− The atmosphere is productive.
Forms of learner-centered classroom − Students9 identities are valued.
organization, procedures and physical structure − Low risk mistakes acceptable
1. Room structuring PHYSICAL
2. Classroom routines and procedures − Students can interact with each other.
3. The social environment: Fairness, respect, care − Students have access to physical & online
and encouraging learning materials.
4. Creating motivating learning − The class room is free from distraction
environment Positive Classroom Climate
Room Structuring 1. Specific classroom rules and procedures are
C-onvenient arranged furniture clear
F-lexible seating arrangement 2. These classroom rules are discussed on the
C-lean, well-lighted, well-ventilated, noise- first day of class.
free, and fresh classrooms 3. The teacher is aware of the different needs
of the students
Classroom Routines and Procedures Routine 4. Healthy balance between dominance and
− A sequence of actions regularly followed; cooperation by the students.
a fixed program. 5. Enhance student9s responsibility for their
Procedures own behavior.
− A procedure is an established method of 6. Encourage active Learning
accomplishing a task, usually with steps that 7. Promote and facilitates the individual9s
are performed in a prescribed order. discovery of personal meaning of idea.

3 Types of Transition Positive Classroom Climate

 Solving Pre-Lesson Transition 1. Respect diversity
 Solving Transition during the Lesson 2. Recognizes people9s right to make
 Solving Post Lesson Transition mistakes
3. Encourages openness of self rather than
Social Environment concealment of self.
 Their society and all surroundings
influenced in some way by humans. It

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 7 Facilitating Learner – Centered Teaching – EDUC 313B
4. Encourage the students to trust in
FACE TO FACE
themselves.
− Traditional Face to face learning
5. Makes people feel respected
− The students and the teacher are both
6. Makes people feel accepted physically present in the classroom, and there
7. Confrontation are opportunities for
Learner-Centered Classrooms: Roles and  Active engagement,
Responsibilities  Immediate feedback, and
 Socio-emotional development of
Role of a Teacher learners.
 Facilitators and Guide − Allow for real-time collaborative activities in a
 Provide Support shared physical space
 Encourage the students to drive their own − Instructional method where course content and
learning learning material are taught in person to a
 Create real-world and authentic learning group of students. This allows for a live
experiences. interaction between a learner and an
instructor.
Role of a Learner − It is the most traditional type of learning
 Expected to construct knowledge meaning out instruction. Learners benefit from a greater
from what they are taught by connecting them level of interaction with their fellow students
to prior knowledge. as well.
 Active role in teaching-Learning process. − Face-to-face learning ensures a better
 They talk more than the teacher understanding and recollection of lesson
 Can work collaboratively content and gives class members a chance to
 Discover their own learning. bond with one another.

Role of A discipline in a Lerner-centered BLENDED LEARNING

Classroom − This refers to a learning delivery that combines
 Collaborative Class norms face-to-face with any or a mix of online
 Logical consequences distance learning, modular distance learning,
− If you break it fix it. and TV/Radio-based Instruction.
− Lost of something − Blended learning will enable the schools to limit
− Times up face-to-face learning, ensure social distancing,
 Time for resolution and decrease the volume of people outside the
home at any given time
Chapter 5
LEARNING DELIVERY MODALITIES SUGGESTED PLATFORMS/RESOURCES/MECHANISMS:
− The learning delivery modalities that schools can − The use of print/non-print learning
adopt may be one or a combination of the materials such as but not limited to the
following, depending on the COVID-19 following:
restrictions and the context of the learners in  Modules
the school or locality.  Worksheets
− Learning experiences can differ greatly in how  Activity Sheets
they are delivered and are typically broken into
the time and location where learners meet. DISTANCE LEARNING
− The learning delivery modalities that − This refers to a learning delivery modality where
schools can adopt may be one or a learning takes place between the teacher and
combination of the following: the learners who are geographically remote
1. Face-to-face from each other during instruction.This
2. Blended learning modality has three types:
3. Distance learning  Modular Distance Learning
4. Home Schooling  Online Distance Learning
 Tv/Radio Based Instructions

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 8 Facilitating Learner – Centered Teaching – EDUC 313B
ONLINE DISTANCE- LEARNING theory and research on human learning,
− Features the teacher as facilitator, engaging development, and motivation (Relevant in
learners9 active participation using various Education)
technologies accessed through the internet
 Very Informative
while they are geographically remote from
 Improve teaching and learning techniques
each other during instruction.
 Educators concerned with the growing
− The internet is used to facilitate learner- teacher. problems of school dropout, low levels of
− Online learning allows live synchronous academic achievement, and other indicators of
instruction. It requires participants to have good school failure are arguing for more learner-
and stable internet connection. centered models of schooling
− The learners may download materials from the
internet, complete and submit assignments LEARNER-CENTERED PRINCIPLES
online, attend webinars and virtual classes.
 14 psychological principles pertain to the learner
MODULAR DISTANCE LEARNING and the learning process
− Involves individualized instruction that allows  The 14 principles are divided into factors:
learners to use self-learning modules cognitive and metacognitive, motivational
(SLMs) in print or digital format/electronic and affective, developmental and social, and
copy. individual difference factors influencing
− Applicable in the context of the learner, and learners and learning.
other learning resources like Learner9s 1. Nature of the learning process
Materials, textbooks, activity sheets, study 2. Goals of the learning process.
guides and other study materials. 3. Construction of knowledge.
− The teacher takes the responsibility of 4. Strategic thinking.
monitoring the progress of the learners. The 5. Thinking about thinking.
learners may ask assistance from the teacher 6. Context of learning.
via e-mail, telephone, text message/instant 7. Motivational and emotional influences on
messaging, etc. learning.
− The teacher shall do home visits to learners 8. Intrinsic motivation to learn.
needing remediation or assistance. Any 9. Effects of motivation on effort.
member of the family or other stakeholder in 10. Developmental influences on learning.
the community needs to serve as para- 11. Social influences on learning.
teachers. 12. Individual differences in learning.
13. Learning and diversity
HOME SCHOOLING
14. Standards and assessment.
− This is an Alternative Delivery Mode (ADM)
that aims to provide learners with access to COGNITIVE AND METACOGNITIVE FACTORS
quality basic education through a home-based
environment to be facilitated by qualified 1. NATURE OF LEARNING PROCESS
parents, guardians or tutors who have  The learning of complex subject matter is most
undergone relevant training. effective when it is an intentional process of
− It allows families to educate according to their constructing meaning from information and
personal faith, philosophy, and values, and to experience, and their own thoughts and beliefs
adjust learning schedules around family
schedules and circumstances. There are different types of learning
processes:
Chapter 6 - Habit formation in motor
LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES learning
 Psychology has provided vital information for - Learning strategies.
the design of schooling based on - Learning Styles

Learning styles

 Visual (Spatial)

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9 Facilitating Learner – Centered Teaching – EDUC 313B
 Aural (Auditory-Musical) interactive role with both the learner and
 Verbal (Linguistic)
the learning environment. Cultural or
 Physical (Kinesthetic)
group influences on students can impact
 Logical (Mathematical)
many educationally relevant variables,
 Social (Interpersonal)
such as motivation, orientation toward
 Solitary (Intrapersonal)
learning, and ways of thinking.
 Successful learners are active, goal-
directed, self-regulating, and assume MOTIVATIONAL AND AFFECTIVE FACTORS
personal responsibility for contributing to
their own learning. 7. MOTIVATIONAL AND EMOTIONAL
2. GOALS OF THE LEARNING PROCESS INFLUENCES ON LEARNING.
 The successful learner, over time and with  What and how much is learned is
support and instructional guidance, can influenced by the motivation. Motivation to
create meaningful, coherent learn, in turn, is influenced by the
representations of knowledge individual's emotional states, beliefs,
 The strategic nature of learning requires interests and goals, and habits of thinking
students to be goal directed.  The rich internal world of thoughts, beliefs,
3. CONSTRUCTION OF KNOWLEDGE goals, and expectations for success or
 The successful learner can link new failure can enhance or interfere the
information with existing knowledge in learner's quality of thinking and
meaningful ways. information processing.
 Knowledge widens and deepens as 8. INTRINSIC MOTIVATION TO LEARN
students continue to build links between  The learner's creativity, higher order
new information and experiences and their thinking, and natural curiosity all
existing knowledge base. contribute to motivation to learn. Intrinsic
4. STRATEGIC THINKING motivation is stimulated by tasks of
 The successful learner can create and use optimal novelty and difficulty, relevant to
a repertoire of thinking and reasoning personal interests, and providing for
strategies to achieve complex learning personal choice and control.
goals. Successful learners use strategic  Curiosity, flexible and insightful thinking,
thinking in their approach to learning, and creativity are major indicators of the
reasoning, problem solving, and concept learners8 intrinsic motivation to learn,
learning. which is in large part a function of meeting
5. THINKING ABOUT THINKING basic needs to be competent and to
 Higher order strategies for selecting and exercise personal control.
monitoring mental operations facilitate 9. EFFECTS OF MOTIVATION ON EFFORT.
creative and critical thinking  Acquisition of complex knowledge and
 Successful learners can reflect on how they skills requires extended learner effort and
think and learn, set reasonable learning or guided practice. Without learners'
performance goals, select potentially motivation to learn, the willingness to exert
appropriate learning strategies or this effort is unlikely without coercion.
methods, and monitor their progress  Effort is another major indicator of
toward these goals. motivation to learn
6. CONTEXT OF LEARNING
DEVELOPMENTAL AND SOCIAL FACTORS
 Learning is influenced by environmental
factors, including culture, technology, and 10. DEVELOPMENTAL INFLUENCES ON
instructional practices. LEARNING.
 Learning does not occur in a vacuum.
Teachers a major

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 10 Facilitating Learner – Centered Teaching – EDUC 313B
 As individuals develop, there are different teacher at all stages of the learning
opportunities and
process.
constraints for learning.
 Learning is most effective when differential Chapter 6
development within and across physical, Structures for Facilitating Learner-centered
intellectual, emotional, and social domains Teaching
is taken into account.
11. SOCIAL INFLUENCES ON LEARNING. Alternative Learning System
 Learning is influenced by social
interactions, interpersonal relations, and − A FREE education program implemented by the
communication with others. DepEd
 Learning can be enhanced when the − A laderized, modular non-formal education
learner has an opportunity to interact and program by the Department of Education
to collaborate with others on instructional (DepEd)
tasks. − Benefits those who cannot afford formal
schooling and follows whatever is their
INDIVIDUAL DIFFERENCES FACTORS available schedule
− Provides a viable alternative to the existing
12. INDIVIDUAL DIFFERENCES FACTORS
formal education instruction, encompassing
 Learners have different strategies,
both the non-formal and informal sources of
approaches, and capabilities for learning
knowledge and skills.
that are a function of prior experience and
− Alternative Learning System (ALS) provides
heredity
opportunities for out-of-school youth and
 Individuals are born with and develop their
adult (OSYA) learners to develop basic and
own capabilities and talents. In addition,
functional literacy skills and to access
through learning and social acculturation,
equivalent pathways to complete basic
they have acquired their own preferences
education.
for how they like to learn and the pace at
− When one does not have or cannot access
which they learn.
formal education in Schools. ALS is an
13. LEARNING AND DIVERSITY.
Alternate or Substitute.
 Careful attention to these factors in the
− Teachers that are involved in this program are
instructional setting enhances the
called <Mobile Teachers= for reasons that they
possibilities for designing and
often go about teaching in rural and depressed
implementing appropriate learning
areas where a formal classroom is not
environments. available.
 When learners perceive that their
individual differences in abilities, EFA-ALS Vision &Mission With the Bureau of
backgrounds, cultures, and Alternative Learning System (BALS)
experiences are valued, respected, and
accommodated in learning tasks and − With the Bureau of Alternative Learning
contexts, levels of motivation and System (BALS), by the year 2015, the
achievement are enhanced. Philippines envision the attainment of a
14. STANDARDS AND ASSESSMENT universal functional literacy brought about by
 Setting appropriately high and challenging excellence in non formal and informal delivery
standards and assessing the learner as of basic education. The Alternative Learning
well as learning progress -- including System is an instrument to uphold the
diagnostic, process, and outcome learners9 aspiration for further learning and
assessment -- are integral parts of the meaningful participation in the community and
learning process. society as a whole.
 Assessment provides important
Who are the Target Learners of ALS?
information to both the learner and
 Elementary and secondary school
dropouts
 Youth and Adults although in school but over-
aged for

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 11 Facilitating Learner – Centered Teaching – EDUC 313B
 Grade 6 and 4th Year
EXAMPLES OF NON-FORMAL EDUCATION
 Unemployed/underemployed OSY9s and
 Literacy and basic education for adults and
adults
young people
 Industry-based workers, housewives,
 Political and Trade Union education
maids, factory workers, driver
 Catching-up programmes for school drop outs
 Members of cultural minorities/Indigenous People
 Pre-school education for young children
(IPs)
 Education through NGO9s – Health
 Persons With Disabilities (PWDs)/physically
Education, Literacy, Gender Education
Challenged
 Inmates, rebel/soldier integrees Chapter 8 LESSON
PLAN
How does ALS work?
− Students who are interested in enrolling in an
WHAT IS LESSON PLAN?
ALS class are encouraged to visit Community
Learning Centers (CLCs). Lesson planning is the activity which the
− Oral and written tests will be given to assess the teacher performs before the actual lesson
student9s/pupil9s competency level. takes place. A lesson plan is a detailed
− Applicants who have not attended any formal description of the instructional strategies and
schooling before will be enrolled in Basic learning activities to be performed during the
Literacy Program where basic reading and teaching/learning process.
computing skills will be taught before moving
them to advanced classes. TYPES OF LESSON PLAN
 Detailed lesson plan
How does ALS work?  Semi-detailed lesson plan
− ALS A & E classes takes a minimum of 800  Understanding by Design (UbD)
hours to complete (8-10 months). The process
of integration starts with the students Detailed Lesson plan
attending a 10 month learning and review It provides mastery of what to teach, and gives
session conducted by the Mobile Teacher. After the teacher the confidence when teaching. In
completion, performance are assessed in this plan, both teacher9s and students9
preparation for the Accreditation and activities are presented.
Equivalency Test (or A&E) that will be given
to these students. Semi-detailed Lesson Plan
− Passers of either the Elementary or Secondary A semi-detailed lesson plan is less intricate than
Level gets a certificate which bears the the detailed lesson plan. It is having a general
signature of the Secretary of the Department of game plan of what you wanted to cover for
Education. This allows a passer to be that subject on that particular day.
integrated into formal education and also gives
Understanding by Design (UbD)
them the chance to enroll for a college degree
It is a framework for improving student
or technical courses.
achievement through standards-driven
Options and Opportunities for ALS Passers curriculum development, instructional design,
 Can enroll for college assessment and professiona development (
 Enter TESDA/MeralcoFdtn./Technical Wiggins & McTighe, 2006) The emphasis of
Schools UbD is on "backward design", the practice of
 Enter other non-formal training programs looking at the outcomes in order to design
 Enter Formal training programs curriculum units, performance assessments,
 Look for work opportunities and classroom instruction.
 Enroll or re-enroll in formal elementary or
Parts of Lesson Plan
secondary education
 Objectives
 Subject matter
 Procedure

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 12 Facilitating Learner – Centered Teaching – EDUC 313B
 Evaluation
Assignment
 Assignment
It includes questions, exercises, and/or a set of
Objectives practice specified by the teacher. In order to
The first thing a teacher does is create an succeed in discussing the assignment for the
objective, a statement of purpose for the whole following day, a teacher give focused/specific
lesson. An objective statement itself should questions for students to answer.
answer what students will be able to do by the
WHAT IS A DAILY LESSON LOG?
end of the lesson. The objective drives the
whole lesson, it is the reason the lesson exists. Daily Lesson Log (DLL) is a template that
Care is taken when creating the objective for teachers used to log parts of their daily lessons.
each day9s lesson, as it will determine the It covers a day's or a week's worth of lessons
activities the students engage in.
DETAILED LESSON VS. DAILY LESSON LOG
Subject matter
Subject matter or specific topic includes Daily Lesson Log (DLL)
sources of information, e.g., textbooks and is a template teachers use to log parts of their
library references. daily lesson. The DLL covers a day's or a
The subject matter includes the following: Topic week's worth of lessons and contains the
– particular lesson Reference/s – following parts: Objectives, Content, Learning
usually from the book and internet Resources, Procedures, Remarks and Reflection.
websites.
Detailed Lesson Plan (DLP)
Materials – refer to objects or tools
is a teacher's <roadmap= for a lesson.
that serve as instructional aids for
particular subject.

Procedure
− The procedure is the body of your lesson plan, the ways
in which you'll share information with students and
the methods you'll use to help them assume a
measure of mastery of that material.
− In detailed lesson plan, the expected routines, lesson
proper, activities are presented. Questions and
answers are written.
− In semi-detailed lesson plan has only contains
procedures or steps to be used in the lesson proper.

There are 7 contents of the procedure:

 Greetings
 Opening Prayer
 Checking of Attendance
 Recall of the Past Lesson
 Motivation
 Lesson Proper
 Generalization

Evaluation
It can take the form of formative test consisting of a
10-item multiple choice questions after the day9s
lesson to determine the mastery of learning, e.g.,
95% of the class got 100% correct answers.

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