MODULE 4

LEARNER-
CENTERED
PEDAGOGY
PRESENTATION PREPARED BY:
DAYANGZUFAILA I. ADJURAN
GROUP 3:
SALMIN, ROMERO, MALLORGA, ADJURAN, GALLETO, LACASTESANTOS, COLONIA,
PAGAYONAN, VILLANUEVA, BEPARI, AREVALO, JOSOL, SOLIS, ENRIQUEZ, ENOJERTO
 INTRODUCTION
• Learner-centered pedagogy views learners as active participants in their own
learning, with their education shaped by their interests, prior knowledge and active
investigation. In the learner-centered class, the responsibility for learning is placed on
the student and is more cooperative rather than solely based on the instruction from the
teacher.
 DELIVERY MODALITIES

A. Delivery Modalities- refers to a learning delivery modality where learning takes place
between the teacher and the learners who are geographically remote from each other
during instructions. The following are the modalities in teaching students.
 DELIVERY MODALITIES

1. Face-to-Face- is an instructional method where course contents and learning

materials are taught in person to a group of students and this allows for a live
interaction between a learner and instructor.

2. Blended Learning- is an approach to learning that combines face-to-face and online

learning experiences.
 .
a) Station Rotation Blended Learning- is a model that allows students to rotate through
stations on a fixed schedule, where, at least one of the stations is an online learning
station.
b) Remote Blended Learning or Enriched Virtual- in this model, the student’s focus is
on completing online coursework while only meeting with the teacher intermittently or
as-needed. This approach differs from the flipped classroom.
c) The Flipped Classroom Blended Learning- is one where students are introduced to
content at home, and practice working through at it in school supported by a teacher
and/or peers. In this way, traditional roles for each space are ‘flipped’. In other words,
studying at school and learning at home.
d) Mastery-Based Blended Learning- students rotate between online and face-to-face
learning based on the completion of mastery-based learning objectives. Assessment
design is crucial in any mastery-based learning experiences.
 .

3. Technology based, online/e-learning – constitute learning via electronic technology,

including the internet, intranets, satellite broadcast, audio and video conferencing,
bulletin boards, chat rooms, webcasts, and CD Rom. This fosters greater accessibility
to learning by offering anytime and anywhere delivery of information. Online learning
on the other hand, refers to the idea of using online tools for learning. An online course
implies a distance between the student and the teachers. Lectures, assignments, tests
are enabled by virtual platforms. While e-learning typically refers to the online
interaction between the student and the teacher. Students receive the training through
an online medium, even though the teacher may be in the same building.
4. Distance Learning – is synonymous with online learning. It is a method of study
where teachers and students do not meet in a classroom: but learning materials are
sent thru the internet, e-mails, mails, etc. to have classes.
B. Structures for Facilitating Learner-Centered Teaching
It is a potent tool to help pre-service and practicing teachers understand the
fundamental pedagogical principles, processes, and practices that are anchored on
learner-centeredness and other educational psychologies, as they apply to
facilitate the delivery of teaching and learning in the current educational milieu.
 STRUCTURES FOR FACILITATING LEARNER-CENTERED
TEACHING

1. Formal (Traditional) – is concerned with the teacher being the controller of the learning environment.
Power and responsibility are held by the teachers and they play the role of instructor (in the form of
lectures) and decision maker (in regards to curriculum and specific outcomes). Approaches are generally
teacher-directed where students are taught in a manner that is conducive to sitting and listening.
2. Alternative Learning System (ALS) – is a practical option to the existing formal instruction so that
students can complete basic education in a mode that fits their distinct situation and needs. Under this
flexible program, learning can take place anytime at any place, depending on the convenience and
availability of the learners. This program is for the working and the disadvantaged adults who wish to
complete primary and secondary education. Under the Alternative Learning System Act, (Republic Act
No. 11510) a learning system that is different from the traditional classroom based method will be
formally established.
 STRUCTURES FOR FACILITATING LEARNER-CENTERED
TEACHING
a) Non-Formal Education (NFE) – refers to education that occurs outside the formal
school system. It is often used interchangeably with terms such as community
education, adult education, lifelong education and second-chance education.
b) Informal Education (InfEd) – does not have the structure and levels that formal
schools have. It’s more natural and spontaneous, meaning the information that one
learns through this form of education comes from learning from experience.
Example, formal education can teach you about fire and physics and in more
advanced classes, thermodynamics. But informal education is when you see a
person burning their hand when they touch a pot handle without a potholder and you
learn that the heat from one stove is transferred to the pot handle, so you should be
careful when you handle your cooking ware.
 STRUCTURES FOR FACILITATING LEARNER-
CENTERED TEACHING

c) The Mobile Teachers – are “specialized” teachers who live among the people in
remote barangays of the country and conduct the BLP for illiterate out-of-school
youth and adults who are willing to learn basic literacy skills and Accreditation &
Equivalency (a continuing education) for those who left formal school system or
have no access to schools. They are called mobile teachers because they go from
one place to another where they are needed.
 STRUCTURES FOR FACILITATING LEARNER-
CENTERED TEACHING
3. Alternative Delivery Modes (ADM) – refers to the non traditional education
program recognized by the Department of Education (DepEd) which applies a
flexible learning philosophy and a curricular delivery program that includes non-
formal and informal sources of knowledge and skills.
 STRUCTURES FOR FACILITATING LEARNER-
CENTERED TEACHING
A. Modified In-School Off-School Approach (MIMOSA) – is an alternative delivery mode of
education meant to address the problem of congestion, overcrowding due to classrooms and
teacher’s shortage resulting to big class size, less contact time with pupils, absenteeism and
insufficient learning materials.
B. Instructional Management by Parents, Community and Teachers (e-IMPACT) – is a learning
system in the Philippines that was designed in 2010 by the Southeast Asian Ministers of
Education Organization (SEAMEO) Innotech. Through e-IMPACT, SEAMEO wants to
solve problems in education in the Philippine Public School System such as lack of
classrooms, teachers, textbooks, high drop-out rate and low budget allocated for education.
 STRUCTURES FOR FACILITATING LEARNER-
CENTERED TEACHING
C. Open High School Program (OHSP) – it is an alternative mode of formal secondary
education program run by the Bureau of Secondary Education (BSE) of the
Department of Education (DepEd) of the Republic of the Philippines. The program
provides an opportunity for elementary school graduates, high school drop-outs and
successful examinees of the Philippine Education Placement Test (PEPT) to
complete secondary education in a purely distance learning mode.
 METHODS AND STRATEGIES

C. Methods and Strategies

There are several time-tested methods and strategies that learning-centered teachers can
utilize in the classroom. Teachers can employ variety of methods or strategies
appropriate to the learning styles of students and carry out the objectives of the lesson to
be taught.
 METHODS AND STRATEGIES

1. Methods
a. Active Learning Activities – is any learning activity in which the student
participates or interacts with the learning process, as opposed to passively taking in
the information.
b. Cooperative Learning Activities – is a generic term for various small group
interactive instructional procedures. Students work together on academic tasks in
small groups to help themselves and their teammates learn together.
c. Inquiry and Inductive Learning Activities – inductive learning is a powerful
strategy for helping students deepen their understanding of content and develop
their influence and evidence-gathering skills.
2. Learner-Centered Instructional Strategies
a. Cooperative Learning – is a successful teaching strategy in which small teams, each
with students of different levels of ability, use a variety of learning activities to
improve their understanding of a subject.
b. Presentations – the instructional strategy of using student presentations as a way to
present content to the class as a whole can be fun and engaging method.
 METHODS AND STRATEGIES

c. Panels – in a panel discussion, a selected group of students act as a panel, and the
remaining class members act as the audience.

d. KWL (KWHLAQ) – is an instructional reading strategy that is used to guide

students through a text. Students begin by brainstorming everything they know
about a topic. This information is recorded in the K column of a K-W-L chart (Ogle,
1986).
 METHODS AND STRATEGIES

e. Brainstorming – is a large or small group activity that encourages students to focus on a topic
and contribute to the free flow of ideas.

-The teacher may begin a brainstorming session by posing a question or a problem, or by

introducing a topic.
-Students then express possible answers and relevant ideas.
-Contributions are accepted without criticism or judgement and usually summarized on a
whiteboard by the teacher or a scribe as the ideas are called out.
-These ideas are then examined, usually in an open class discussion format.
 METHODS AND STRATEGIES

f. Learner-Created Media – involves a high degree of engagement; promotes individual learning,

social interaction and immersion; and is highly customizable and collaborative (Yowell and
Rhoten, 2009). It provides an alternative or a complement to traditional undergraduate student
research.

g. Discussion – is a variety of forums for open ended, collaborative exchange of ideas among a
teacher and student or among students for the purpose of furthering student thinking, learning,
problem solving, understanding, or literary appreciation. The participants present multiple
points of view, respond to the ideas of others, and reflect on their own ideas in an effort to
build their knowledge, understanding or interpretation of the matter at hand.
 METHODS AND STRATEGIES

The following are advantages of discussion: (Casinto, 2009)

• In a discussion class, the students are actively involved in processing information and ideas.
• Since student-initiated questions are more common in discussion classes, their needs and interests are
dealt with more readily and spontaneously than in other methods.
• Because students play a more active role in discussion, student diversity of backgrounds can be
exploited in the generation of ideas, approaches and examples.
• Students receive practice in formulating questions and communicating their ideas.
• Discussion can be used to examine student attitudes.
 METHODS AND STRATEGIES

• Disadvantages:

-The discussion method is the least effective method for conveying factual information.
-Discussion can be very time consuming and unfocused unless the instructor makes an
effort to direct the flow.
-Because an instructor is often had difficulty in getting the students involved at first, the
temptation to slip into a review session or mini-lecture is great.
-Class size must be restricted.
 METHODS AND STRATEGIES

h. Small group – allows presenters to announce a topic or idea for group discussion among participants. A small group
discussion follows democratic guidelines and allows everyone to contribute many ideas for others to discuss and
reflect upon. Discussion allows for an interchange of ideas within the context of a group under the direction of a
presenter. (Brewer, 1997).

i. Case Studies – often involves simply observing what happens to, or reconstructing “the case history” of a single
participant ot group of individuals. In this method, a situation is drawn from real life and is followed by step-by-step
to illustrate a general principle or problem solving strategy.

j. Jigsaw – is a method of organizing classroom activity that makes students dependent on each other to succeed. It
breaks classes into groups and breaks assignment to complete the (jigsaw) puzzle. It is a cooperative learning strategy
that enables each student of a “home” group to specialize in one aspect of a topic (for example, one group studies
habitats of rainforest animals, another group studies predators of rainforest animals).
 METHODS AND STRATEGIES

k. Learning Centers – is an exploratory and interactive learning strategy where students rotate in
groups to different activities that reinforce and extend classroom learning. As students rotate to
designated areas around the classroom, they demonstrate their understanding of a topic and
practice skills through tasks that integrate various learning styles.
l. Experiments – is a procedure carried out to support, reflect, or validate a hypothesis.
Experiments provide insight into cause-and-effect by demonstrating what outcome occurs
when a particular factor is manipulated.
m. Role Play – is a technique that allows students to explore realistic situations by interacting with
other people in a managed way in order to develop experience and try different strategies in a
supported environment.
 METHODS AND STRATEGIES

n. Simulations – are instructional scenarios where the learner is placed in a “world” defined
by the teacher. They represent a reality within which students interact. The teacher
controls the parameters of this “world” and uses it to achieve the desired instructional
results students experience the reality of the scenario and gather meaning from it.
o. Laboratory Strategies – laboratories are wonderful settings for teaching and learning
science. They provide students with opportunities to think about, discuss, and solve real
problems.
p. Workshop – is a teaching structure that pushes students to be creative and responsible in
their own learning.
 METHODS AND STRATEGIES

q. Demonstration – is a teaching method used to communicate an idea with the aid of

visuals such as flip charts, posters, powerpoint, etc.
r. Inquiry-based Strategy – is an approach to learning that emphasizes the students’
role in the learning process. Rather than the teacher telling students what they need
to know, students are encouraged to explore the material, ask questions, and share
ideas. From a student point-of-view, inquiry-based learning focuses on investigating
an open question or problem.
 METHODS AND STRATEGIES

• Benefits of Inquiry-Based Learning

1. Reinforces Curriculum Content

2. “Warms Up” the Brain for learning
3. Promotes a Deeper Understanding of Content
4. Helps Make Learning Rewarding
5. Builds Initiative and Self-Direction
6. Works in Almost Any Classroom
7. Offers Differentiated Instruction
 METHODS AND STRATEGIES

s. Mental Models – are any organized pattern (often a visual representation) consisting of
both structure and process (a flow chart of sorts) that helps a student comprehend
content knowledge and/or solve problems relative to the principle being taught.
t. Project-Based Learning – is a teaching method in which students gain knowledge and
skills by working for an extended period of time to investigate and respond to an
authentic, engaging, and complex question, problem, or challenge
u. Problem-Based Learning – is a teaching method in which complex real-world problems
are used as the vehicle to promote student learning concepts and principles as opposed to
direct presentation of facts and concepts
 METHODS AND STRATEGIES

v. Discovery Learning – was introduced by Jerome Bruner and is a method of Inquiry-Based Instruction.
This popular theory encourages learners to build on past experiences and knowledge, use their intuition,
imagination and creativity, and search for new information to discover facts, correlations and new truths.
It is used in the classroom during problem solving exercises and educational programs.
• Advantages

1. It encourages motivation, active involvement, and creativity

2. It can be adjusted to the learner’s pace
3. It promotes autonomy and independence
4. It ensures higher levels of retention
 METHODS AND STRATEGIES

w. Social Media – are tools that allow for social interaction and easy creation of content
by users. It can be an effective tool for teaching and learning in higher education
x. Games or Gamification – Gamification is turning the learning process as a whole into
a game, while Games-Based Learning (BGL) is using a game as part of the learning
process.
y. Competitions – are great tools in preparing students for their career preferences later
in life. These methods can teach a child certain attributes and traits that can help him
or her later in life.
 METHODS AND STRATEGIES

z. Debate – involves students in expressing their opinions from two competing

perspectives with the goal of contradicting each other’s argument (Chang & Cho,
2010).
 FLEXIBLE LEARNING AND TEACHING

D. Flexible Learning and Teaching

Flexible learning - is a method of learning where students are given freedom in how, what, when
and where they learn. Felxible learning environment addresses how physical space is used, how
students are grouped during learning and how time is used throughout teaching.
Flexible teaching accommodates curiosity, allows lessons to have a much looser structure, lets
discussions and thoughts play out and follow them to see where they go. In traditional course,
some activites are synchronous, like listening to lectures or participating in discussions, labs and
small group work.
 DIFFERENTIATED LEARNING
E. Differentiated Learning – is a framework or philosophy that involves providing all students within their
diverse classroom community of learners a range of different avenues for understanding new information in
terms of: acquiring content, processing, constructing, or making sense of ideas, and developing teaching
materials and assessment measures so that all students within a classroom can learn effectively, regardless of
differences in their ability. It allows students to show what they know in different ways. What does it mean?

1. Design lessons based on srudents’ learning styles

2. Group students by shared interest, topic, or ability for assignment
3. Assess students’ learning using formative assessment
4. Manage the classroom to create a safe and supportive environment
 DIFFERENTIATED LEARNING

• Differentiating instruction may mean teaching the same material to all students using a variety of instructional
strategies. It may require the teacher to deliver lessons at varying levels of difficulty based on the ability of each
students.

According to Tomlinson, teachers can differentiate instruction through four ways:

1. Content
2. Process
3. Product
4. Learning Environment
EXAMPLES OF DIFFERENTIATED INSTRUCTION

• Create learning station – provide different types of content by setting up learning stations – divide
sections of your classroom through which groups of students rotate. You can facilitate this with a flexible
seating plan.
• Target different senses within lessons – a lesson should resonate with more students if it targets visual,
tactile, auditory and kinesthetic senses, instead of only one like: playing videos, using infographics,
providing audiobooks, getting students to act out a scene, incorporating charts and illustrations within
texts, giving both spoken and written directions to tasks, using relevant physical objects, such as money
when teaching math skills, and allotting time students to create artistic reflections and interpretations of
lesson.
• Use the Think-Pair-Share Strategy – requires students to think individually about a topic or answer to a
question; and share ideas with classmates.
• Make time for Journaling – a journal can be a tool for students to reflect on the lessons you have taught
and activities you have run, helping them process new information.
 EDUCATION IN EMERGENCIES

F. Education in Emergencies

- It is a critical, life-saving response that works to protect children in conflict and natural
disasters, and preserve their right to education.
- It is education that protects the well-being, fosters learning opportunities, and nurtures
the over all development of people affected by conflicts and disasters.
 EDUCATION IN EMERGENCIES

1. Foundational Standards – this domain details standards for community participation:

participation and resources, coordination and analysis, assessment, response
strategies, monitoring, evaluation.
2. The teaching-learning domain – these standards focus on critical elements that
promote effective teaching and learning, including curricula, training, professional
development and support, instruction and learning processes, ans assessment of
learning outcomes.
 EDUCATION IN EMERGENCIES

• The teaching-learning domain

a. Curricula – culturally, socially and linguistically relevant curricula are used to provide formal
and non-formal education, appropriate to the particular context and needs of learners.
b. Training, Professional Development and Support – teachers and other education personnel
receive periodic, relevant and structured training according to needs and circumstances.
c. Instruction and Learning Processes – Instruction and learning processes are learner-centered,
participatory and inclusive.
d. Assessment and Learning Outcomes – appropriate methods are used to evaluate learning
outcomes.