MARIANO MARCOS STATE

College of Teacher Education

UNIVERSITY
Center of Excellence in Teacher Education
 EDUC 153
Facilitating Learner-Centered Teaching

UNIT 4 LEARNER-CENTERED PEDAGOGY

Learner-Centered Instructional Strategies

MADELINE T. FERNANDO

MARIANO MARCOS STATE

UNIVERSITY College of Teacher Education
Objectives
At the end of the Unit 4, you should be able to:
 
1. discuss the nature of learner-centered teaching modalities,
structures, methods and strategies that facilitate differentiated
teaching to suit learners’ gender, needs, strengths, interests and
experiences;
 
2. select appropriate learner-centered teaching modalities, structures,
methods and strategies based on learners’ diverse needs, learning
styles and backgrounds
(i.e. linguistic, cultural, socio-economic and religious);
INSTRUCTIONAL DISTINCT FEATURE PROCEDURE
STRATEGIES
(KEY WORDS ONLY)

Cooperative  Group learning 1. Pre-Instructional Planning

Learning  students to work 2. Introduce the Activity to the
together for the Students
achievement of a 3. Monitor and Intervene
common goal 4. Assessment
5. Process
Games or  allows students to 1. Determine the Purpose of Game-
gamification engage with Based Learning
standards-based 2. Play the Game Yourself, Making
concepts in a playful Sure It Is Aligned with Learning
and dynamic way Goals
 immediate feedback, 3. Ensure It Meets Expectations
through the 4. Dedicate Time to Consistent In-
discussion of correct Class Play
answers and their 5. Assess Progress Throughout Play,
rationales Informing Instruction
 takes place through
different and
attractive scenarios
Competitions  characterized by all 1. Encourage your learners to compete against
participants feeling that they themselves.
have a chance to win 2. Be transparent about competition
 have the process and quality performance.
of work given conspicuous 3. Make your competitions about more than
value and the product of the winning one trophy.
winning given a 4. Create a culture of cheerleading and good
conspicuously low level of sportsmanship.
importance
INSTRUCTIONAL DISTINCT FEATURE PROCEDURE
STRATEGIES
(KEY WORDS ONLY)

Presentations  present content to the 1. Select a topic

class as a whole 2. Define the objective of the
 explaining concepts, presentation
principles, and facts 3. Present data and facts
4. Evaluation
Panels/Experts  carry out 1. In a Panel Discussion, a
conversation in selected group of students
front of an act as a panel, and the
audience remaining class members act
organized for the as the audience.
common man’s 2. The panel informally
problem discusses selected questions.
 provide 3. A panel leader is chosen and
information he/she summarizes the panel
regarding current discussion and opens
problems discussion to the audience.
KWL  Organize students own “Know Step”
learning 1. Initiate discussion with the students about
 used to introduce new topics what they already know about the topic of
or concepts the text.
 effective visual tool to tap 2. Start by using a brainstorm procedure. Ask
into students’ prior the students to provide information about
knowledge where and how they learned the information.
3. Help them organize the brainstormed ideas
into general categories
“Want to Learn”
4. Discuss with the students what they want to
learn from reading an article.
5. Ask them to write down the specific
questions in which they are more interested
“What I learned”
6. Ask the students to write down what they
learned from the reading.
7. Ask them to check the questions they had
generated in the "Want to Learn" Step
Brainstorming  Generate ideas within a 1. Select a topic, question, statement, or
group issue and write this on the board.
 free flow of ideas 2. Set up the rules for the brainstorm
3. Students consider the topic and respond.
Ideas can be written randomly on the
board or you may choose to write the
responses on post-it notes and have
students cluster the responses after the
brainstorm
4. Read and discuss the recorded ideas and
clarify any questions where necessary.
Group ideas that are similar and
eliminate those that do not relate to the
topic. Discuss the remaining ideas as a
group and decide how the information
can be further used
Discussion  open-ended, collaborative 1. Orientation
exchange of ideas among a 2. Engagement
teacher and students 3. Debrief
 fostering democratic way of
thinking
Small group  A few people (ideally 5-7) 1. Introduce yourself & give a brief note on
engaged in purposeful the topic.
communication over time 2. Make a start on a positive note.
 A group that has common 3. Discuss the pros and cons of the topic and
goals and norms and works how to overcome them.
in either a face-to-face or a 4. Make everyone speak.
mediated environment. 5. Support other points.
 An interdependent group 6. If the group members are deviating from
that has developed a shared the topic it is your responsibility to bring
symbolic identity with them back.
structured patterns of talk.
Case studies  assigned scenarios based on 1. Determine the research question and
situations in which students carefully define it. The research question for
observe, analyze, record, case studies generally starts with a “How” or
implement, conclude, “Why.”
summarize, or recommend 2. Choose the cases and state how data is to be
 focuses on a case and gathered and which techniques for analysis
involves students learning by you’ll be using. Well designed studies
doing consider all available options for cases and
for ways to analyze those cases. Multiple
sources and data analysis methods are
recommended.
3. Prepare to collect the data. Consider how you
will deal with large sets of data in order to
avoid becoming overwhelmed once the study
is underway. You should formulate good
questions and anticipate how you will
interpret answers. Multiple collection
methods will strengthen the study.
4. Collect the data in the field (or, less
frequently, in the lab). Collect and organize
the data, keep good field notes and maintain
an organized database.
5. Analyze the data.
6. Prepare your report.
Jigsaw  efficient way to learn the 1. Divide students into 5- or 6-person
course material in a jigsaw groups.
cooperative learning style 2. Appoint one student from each group as
 has a four-decade track the leader.
record of successfully 3. Divide the day’s lesson into 5-6 segments
reducing racial conflict and 4. Assign each student to learn one
increasing positive segment.
educational outcomes 5. Give students time to read over their
segment at least twice and become
familiar with it.
6. Form temporary “expert groups” by
having one student from each jigsaw
group join other students assigned to
the same segment.
7. Bring the students back into their jigsaw
groups.
8. Float from group to group, observing the
process.
9. At the end of the session, give a quiz on
the material.
Learning centers  Flexible space that 1. The first step in creating a great
can be easily adjusted learning center is to figure out
to meet support the what skills you want your
learning activities students to learn or practice.
 Support the 2. Centers can be used for any
integration of subject but experiential learning
technology and discovery should be the
focus.
3. Students need to be engaged
even if they are practicing old
skills.
4. Once you have your focus, you
can determine how many centers
you will need and get to work
designing and organizing them.
5. Gather the materials, write out
directions, and set behavioral
expectations.
Experiments  practical activities 1. Make observations
 insight into cause- 2. Form a hypothesis
and-effect by 3. Make prediction
demonstrating 4. Perform an experiment
what outcome 5. Analyze the result
occurs when a 6. Draw conclusions
particular factor is 7. Report your results
manipulated
 procedure carried
out to support,
refute, or validate
a hypothesis
Role Play  explore realistic 1. Identify the Situation
situations by 2. Add details
interacting with 3. Assign Roles
other people 4. Act out the Scenario
 build on the 5. Discuss what you have
learner’s previous Learned
knowledge and
experience
 demonstrates a
practical
integration of
knowledge, skills,
and abilities
Simulation  represent a reality 1. Develop the Functional
within which Specification Document
students interact 2. Identify and Collect Data
 imitation of real- 3. Build the Model
world activities 4. Document the model
5. Verification and Validation
6. Analysis
7. Share your simulations
Laboratory  uses 1. Preparation/Introductory
experimentation Step
with apparatus 2. Actual Work Period
 involve firsthand 3. Ask and Answer Questions
experiences with Strategically
materials or facts 4. Reflect on and evaluate your
derived from lab
investigation or
experimentation
Workshop  teaching structure 1. Introduction
that pushes 2. Lecture
students to be 3. Actual Workshop
creative and 4. Closure
responsible in their
own learning
Demonstration  Possess the 1. Planning and Preparation
technical know- 2. Introducing the lesson
how 3. Presentation of subject
 Logical step by matter
step procedures 4. Demonstration
 How a process is 5. Teaching Aids
done while the 6. Evaluate
students become
the observer
Mental models  visual representation 1. Decision Making Rules
consisting of both 2. Decision
structure and process 3. Real world
 comprehending to 4. Information Feedback
content knowledge
and/or solve problems
relative to the principle
being taught
Mental models  visual representation 1. Decision Making Rules
consisting of both 2. Decision
structure and process 3. Real world
 comprehending to 4. Information Feedback
content knowledge
and/or solve problems
relative to the principle
being taught
Project based  learner-centered, 1. Start with the Essential Question
learning intrinsically 2. Design a Plan for the Project
motivating 3. Create a Schedule
4. Monitor the Students and the
 Assign Progress of the Project
interdependent 5. Assess the Outcome
roles to students 6. Evaluate the Experience
and mix up
students in groups
 focused on a
constructive
investigation that
involves inquiry
and knowledge
building
Problem based  self- direction, lifelong 1. Clarifying terms
learning learning skills 2. Defining the problem
 incorporated into any 3. Brainstorming
learning situation 4. Structuring and hypothesis
 student-centered 5. Learning objectives
approach in which 6. Searching for Information
students learn about a 7. Synthesis
subject by working in
groups to solve an
open-ended problem
 real world context,
making connections
between what
students are learning
and their own lives
Discovery learning  build on past 1. Identify a unique challenge or
experiences and problem
knowledge, use their 2. Investigate the challenge using the
intuition, imagination, inquiry process & apply ideas in the
and creativity discipline
 promotes autonomy, 3. Explore the ideas and challenge
responsibility, them through collaborative
independence activities
 creates cognitive 4. Utilize the inquiry process to refine
overload products
 discover ideas and 5. Develop the summative product
knowledge via that addresses the challenge or
exploration, projects, problem & publicly share it
and play
Q & A session  actively engaging 1. The steps you should take
students in the when preparing for a
learning process question-and-answer session
 stimulating are to formulate answers to
independent and possible questions and practice
critical thinking the delivery of your answers.
skill 2. When responding to
questions during the session
you should approach
questions with a positive
attitude; listen carefully,
direct answers to the entire
audience, be honest and
straightforward and stay on
track
Social media  digital tool that allows users 1. Track student work over the course of the
to quickly create and share year. Take pictures of the progression of a
content student project or track their learning.
 connect students to 2. Use it to post homework. Ask them to
information and help them write about the significance of a posted
generate a dialogue with photo — perhaps a map, person, or
their teacher document.
3. Share classroom news with parents and
faculty. Showcase student work.
4. Remind students of upcoming class events.
5. Create out of class study groups using
specific hashtags. Give the group a
question and ask each member to
contribute to the hashtag.
6. Flip the classroom by posing questions and
asking the students to contribute. Students
will be ready to discuss the questions in
class.
Debate  encourages students to 1. Brainstorm ideas
create their own 2. Organize ideas
understanding of the 3. Structure the speeches
content and connect it to 4. Prepare your speeches
their experiences 5. Prepare the rest of the class
 forming opinions and
developing own ideas
 opposing arguments are put
forward to argue for
opposing viewpoints
 References:
https://www.deped.gov.ph/k-to-12/inclusive-education/about-alternative-learning-system/#:~:text=What%20is%20
Alternative%20Learning%20System,is%20an%20alternate%20or%20substitute
.
 
http://trawcoe.com/non-formal-education-vs-formal-and-informal-education/
 
https://www.teacherph.com/deped-learning-delivery-modalities/#:~:text=Alternative%20Delivery%20Modes%20(A
DM)%20are,personal%2C%20social%20and%20economic%20constraints
 
https://www.readingrockets.org/article/what-differentiated-instruction#:~:text=Differentiation%20means%20tailori
ng%20instruction%20to,a%20successful%20approach%20to%20instruction
.
 
https://www.teachthought.com/pedagogy/28-student-centered-instructional-
strategies/
 
https://www.depedparanaquecity.com/open-high-school-program-ohsp/#:~: text=What%20is%20OHSP%3F,for
%20Open%20High%20School%20Program.&text=The%20program%20provides%20an%20opportunity,a%20purely
%20distance%20learning%20mode.
 
https://www.teachthought.com/pedagogy/28-student-centered-instructional-
strategies/
 
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